The Jackson Municipal Separate School District, Mississippi, has instituted a mixed-criteria reduction-in-force procedure emphasizing classroom performance to a greater degree than seniority, certification, and staff development participation. The district evaluation process--measuring classroom teaching performance--generated data for the present study, which is part of a comprehensive 3-year study carried out by the district. This paper examines (1) the distribution of average teacher evaluation scores for elementary, junior, and senior high schools and for the district at large; (2) the independent and composite relationship between evaluation scores and certificate level, staff development points earned, years of teaching experience, and ethnic identity for 1983-84, and the relationship between a reduction-in-force score and the same variables without an evaluation score; and (3) consistency of relationship between criteria and dependent variables between 1982-83 and 1983-84. Findings reveal (1) possible inconsistencies between schools in the evaluation; (2) lack of uniform understanding by evaluators of the "standard score" concept; (3) almost identical results for both years of the study; (4) independence of evaluation score from other known variables; (5) a strong influence of evaluation scores on reduction-in-force value; (6) weak relation between years of experience and evaluation score; (7) no relation between certification level and evaluation score; and (8) weak relationships between staff development points or race and evaluation scores or RIF scores. Recommendations follow, and tables and references are included. (TE)