This study investigated 140 New York State public elementary and secondary schools to determine the extent to which teacher perceptions of effective schools correlates as determined by the New York State Education Department are associated with student achievement, when student background variables are used as controls. The State Education Department hypothesizes that if teachers could become more accurate perceivers of their schools' reality, then that accurate perception would, by itself, compel action to improve student achievement. The study considers only the truth value of the hypothesis. Results found no relationship between the correlates as measured by the New York State Survey and student achievement above predictions based on student background. Also, teacher perceptions considered as an aggregate assessment of environmental conditions do not reflect how an individual in a school perceives, understands, or responds to his or her school organization's reality. Teachers see the school as a workplace for themselves; they care about their practice and believe in its efficacy. Teachers in schools serving any and all kinds of students can maintain beliefs about themselves that are independent of student performance. Using the New York State Survey of Teacher Perceptions of School Programs as a fulcrum for school improvement is an unproductive policy direction. (MLH)