In an era of professional standards for educators and teacher evaluations linked to measures of student achievement, researchers use data from student information systems to address research questions linking teacher feedback to student achievement. A quantitative study of teacher use of the Skyward student information system (SIS) was conducted to provide insight into teacher feedback on student learning. A stratified, random sample of 160 high school teachers was selected from 37 school districts in Washington State. Using a 2x4 factorial design, researchers studied the effects that two factors, teaching assignment and course rigor had on the two dependent variables, teacher use of the SIS and student achievement. By using "ex post facto" data from the SIS, researchers used the number of updates a teacher made in their digital grade-book over a semester as a proxy measure of one form of feedback to student on learning. It was hypothesized that teacher use of the SIS would be related to student achievement and that the subject taught and the rigor of the class (Non-AP, AP) would affect both variables. A hypothesis of relationship between the two dependent variables was tested first. Then three hypotheses of effect were used to test main and interaction effects for the two factors on each of the dependent variables. [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.]