The purpose of this study is to investigate teacher perceptions of Value-Added Models specifically as they relate to students with disabilities. Value-Added Models are designed to reward teachers for student growth while taking into account factors such as socioeconomic status and disabilities (Weigert, 2012). The study also examines the alignment between teacher observation scores and Value-Added Model scores. The research study uses a survey with a Likert scale with teachers who taught major content areas in grades 3-8. The study also includes surveys of administrators at schools where teachers receive VAM scores. The use of VAM models is controversial, and the use of them to be able to account for specific student differences, such as identified disabilities, is a concern for researchers and policymakers. The study describes how teachers at different schools view VAM models and high-stakes testing for students with disabilities as well as other subgroups. If teachers fear that students with disabilities will lower their VAM score, there could be a risk of over-identifying students to receive accommodations. [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.]