The policy discourse on improving student achievement has shifted from student outcomes to focusing on evaluating teacher effectiveness using standardized test scores. A major urban newspaper released a public database that ranked teachers' effectiveness using Value-Added Modeling. Teachers, whom are generally marginalized, were given the opportunity to respond to their rankings. This research examines a subset of those teachers' perceptions about the use of standardized test scores in determining teacher effectiveness. It is important for policy makers to hear from those whom are the implementation level of such major policy shifts in education reform. (Contains 2 tables and 1 figure.)