This paper inquires into the relationship between the criterion variable of teacher effectiveness and the independent variables of the score on the teacher evaluation procedure and the teacher demographic variables of race, sex, level of teacher certification, area of teacher certification, and years of teaching experience. The ultimate goal of the study was to provide data to assist school districts in improving the process of predicting and assessing teacher effectiveness. The study was conducted in an urban school district with a student population of 30,000 (70 percent minority) and a certified staff of 1,700 employees. High school teachers were classified by their race, sex, level of teacher certification within each of four subject areas (English, mathematics, science, and social studies). Effectiveness was rated by assigning teachers to standard, below standard, or above standard categories based on predicted final grades compared to actual final grades for the students of that teacher. Data were subjected to statistical analysis. Findings supported the hypothesis that there was no statistical relationship between teacher effectiveness and variables of race, sex, level of certification, area of certification, or years of experience. There also was no significant relationship between the score on the traditional teacher evaluation summative report and teacher effectiveness. A statistical data table and 15 references are included. (WTH)