The purpose of this study was to understand how contributors to national media, education publications, and arts education publications interpret aspects of teacher evaluation enacted in response to Race to the Top. Using Stone's (1989) policy framework, researchers coded articles for intended and inadvertent causes. Analysis indicated that although the authors of Race to the Top explained that in order to win funds, states must take student growth into account, authors for both national media and journals aimed at teachers defined consequences directly resulting from such actions as unintended. Arts educators might hold policymakers accountable for intending or at least foreseeing many of the consequences from Race to the Top as well as consider their own potential role as policy creators and challengers.