The purpose of this study was to understand the relationship between teacher quality, student characteristics, teacher attributes, and student growth in reading. The legislation requirements enacted with NCLB (2002), WAEA (2013), and Chapter 29 (Wyoming Department of Education, 2010) necessitated that student achievement be a primary consideration in those evaluation systems. The importance placed on student achievement scores at federal, state, and local levels created a critical need and purpose for this study--so that educational systems and leaders may use the results to further their understanding of the connection between teacher quality, as measured by teacher evaluation systems, and student achievement. Teacher quality in Wyoming schools was determined by two evaluation tools: the Framework for Teaching (Danielson, 2013) and McREL's Teacher Evaluation System (Mid-continent Research for Education and Learning, 2009). Data were collected from five school districts and analyzed. Multiple linear regression was conducted to find the best predictors of student reading growth in grade three through grade eight. The variables entered into the model indicated student characteristics of Title 1, homeless, Hispanic, reduced lunch, and the teacher evaluation model predicted 16% of the variability in student growth in reading. In addition, an independent t-test was conducted to understand the difference in student reading growth in grade three through grade eight between teachers evaluated with Danielson or McREL models. In the comparison of the reading gain between teachers using the Danielson and the McREL model, the Danielson model showed higher gains compared to teachers using the McREL model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]