Recently, two of the authors (Amrein-Beardsley & Collins, 2012) studied the impact of Education Value-Added Assessment System (EVAAS), a value-added model used to judge Houston teachers' performance. They examined the cases of four teachers who were terminated in summer 2011, at least in part because of their subpar EVAAS scores. Talking to these and other Houston teachers, they uncovered some unintended consequences of EVAAS's implementation. By implementing its value-added model, Houston Independent School District has created a system that is deterring some teachers from teaching in classrooms in which they are most prepared to teach. Houston teachers who have the opportunity to change teaching positions are becoming savvy about moving out of subject areas in which value-added measurement matters, moving to the grades in which it is easiest to show growth, or teaching students who are likely to test well. Although this study does not fully negate the possible benefits of value-added measures, it does call into question the purported benefits of using such measures for high-stakes decision making. (Contains 1 figure.)