This study investigated the use of a student evaluation of teaching survey designed by a suburban school district. Several statistical methodologies were used to evaluate the validity and reliability of the instrument. One hundred sections of grades 6-8 reading and mathematics courses were used to examine the research question: Is the Student Course and Instruction Survey (SCIS) a reliable and valid measure of teacher effectiveness for students in middle school grades in a suburban school district? There were several sub questions: how many subscales are in the SCIS? Are each of the subscales of the SCIS internally consistent? Are the subscale means using the instructors as the unit of analysis correlated with class mean PSSA reading scores in the middle grades? Are the subscale means using the instructors as the unit of analysis correlated with class mean PSSA mathematics scores in the middle grades? Is the correlation between SCIS predictor variables and achievement still obtained after controlling for the effect of tracking? Exploratory factor analysis identified two subscales in the SCIS. Internal consistency measures indicated a strong reliability for this instrument. Using multi-section validation design, there were few significant correlations between mean SCIS scores and mean achievement test scaled scores. Further, when controlling for academic track by hierarchical multiple regression, the subscales of the SCIS were not shown to be good predictors of student achievement. This study provides a procedural framework for schools seeking to design or revise student evaluations of teachers. [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.]