Papay (2011) noticed that teacher value-added measures (VAMs) from a statistical model using the most common pre/post testing timeframe--current-year spring relative to previous spring (SS)--are essentially unrelated to those same teachers' VAMs when instead using next-fall relative to current-fall (FF). This is concerning since this choice--made solely as an artifact of the timing of statewide testing--produces an entirely different ranking of teachers' effectiveness. Since subsequent studies (grades K/1) have not replicated these findings, we revisit and extend Papay's analyses in another Grade 3-8 setting. We find similarly low correlations (0.13-0.15) that persist across value-added specifications. We delineate and apply a literature-based framework for considering the role of summer learning loss in producing these low correlations.