The purpose of this study is to identify the factors that impact the classroom management rating score of teachers at Concept Schools managed charter schools. Concept Schools, a non-profit management and consulting organization that manages charter schools in the Midwest, has adapted Charlotte Danielson's rubrics for "Enhancing Professional Practice: A Framework for Teaching" (2007) and uses it for teacher evaluation. Three subject specialists--specializing in math, science, and English--evaluated 294 teachers at Concept Schools managed charter schools; their teacher evaluation data will be utilized in this study. The independent factors for this study are teacher gender, class size, subject area, grade level, and school level. The dependent factor is the teacher classroom management rating score. A multiple regression model will be used to explore which factors significantly impact the classroom management skills of the teacher, and to which extent the significant factors predict a teacher's classroom management rating score. This study's findings indicate that there is no significant relationship between the teacher's gender and classroom management rating score. Class size, grade level, and school level significantly impacted only one out of 26 observable behaviors on the teacher classroom management behavior rating score. Each factor impacted a different observable behavior. There is a significant relationship between subject area and teacher classroom management behavior rating score. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]