The purpose of this study was to determine if a teacher's Professional Growth and Effectiveness System (PGES) rating is an effective indicator for student achievement. Participants in the study were 9th through 12th grade English 10, Biology, U.S. History and Algebra 2 teachers and students enrolled in their courses. The teacher participants' evaluation rating in the second and third domain along with summary rating scores of their PGES were examined in relation to their respective student achievement scores. A Pearson Correlation was used to analyze the numerical values to measure whether there was a strong or weak correlation and direction of association between the two variables being EOC scores and PGES rating scores. Analysis of data illustrated a moderate, positive association. The researchers concluded that quality, research-based feedback provided to a teacher, intertwined with specific, job-embedded professional learning based on a specific PGES indicator, could lead to and be associated with, better EOC student achievement performance. A repository of resources was developed to aide administrators in providing such PD and feedback. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]