The implementation of value-added models of teacher evaluation continue to expand in public education, but the effects of using student test scores to evaluate K-12 physical educators necessitates further discussion. Using the five National Standards for K-12 Physical Education from the Society of Health and Physical Educators America (SHAPE), physical educators in New York State were polled about the most important goals of physical education and how value-added models may be affecting physical education practices. Participants were drawn using a proportionate stratified random sample (n=489). Standard 5 was selected as the most important by 36% of physical educators who responded, while standard 3 was chosen as most important by 33% of respondents. Thirty-eight percent of physical educators reported that their performance reviews were based on student growth scores on written tests, 27% reported that their district selected fitness tests, standardized tests in English Language Arts or mathematics were reported being used by 18% of respondents, and performance-based assessments were reported being used by 17% of those completing the survey. The authors concluded that the affective domain (crucial to SHAPE standard 5) appears to be overlooked by policies that use student performance data to determine teacher effectiveness.