One of the greatest challenges for schools is to identify effective and ineffective teachers in a classroom. Teacher evaluation is an expensive process in both time and resources. It is important that evaluations provide data to improve teaching and learning. Therefore, each evaluation needs to communicate opportunities for growth. This quantitative study measured the correlation between evaluator feedback on teacher evaluations and test scores from student performance. The 2021-2022 Texas Teacher Evaluation and Support System (T-TESS) and student test scores from the 2021-2022 State of Texas Assessments of Academic Readiness/End-of-Course (STAAR/EOC) provided the assessments and the timeframe for the study. I obtained permission from a mid-sized Northeast Texas high school to extract anonymous archival data for the study. I ran a Pearson correlational study which included 4 T-TESS evaluators, 18 teachers and 1,612 students' scores. I conducted a Spearman "Rho" test to determine the correlation between the amount of evaluator feedback given to the teachers and the student achievement scores. This study found no statistically significant difference in evaluator feedback given to teachers and student test scores. Teachers did not receive consistent feedback from T-TESS evaluators. One of the recommendations from this study highlights the importance of frequent evaluator communication to improve instruction. Future research should include an evaluation of the quality of feedback the evaluator gives to teachers to study whether improved feedback impacts assessment. [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.]