In this No Child Left Behind era of renewed emphasis on the search for the "highly qualified" teacher, governors, legislators, and state department of education officials have an incentive to focus on improving teacher quality through teacher evaluation. While teacher evaluation practices have been traditionally problematic "based on procedural reviews and infrequent classroom observation by often untrained and overtaxed school administrators," (Goldrick, 2002, p. 2) some hope that recent efforts will "revolutionize" and "transform" the ways evaluation is conducted, and thus, be linked to student achievement (The Commission for No Child Left Behind, 2007). Teacher evaluation is seen as the annual ritual performed by the principal on a teacher, and "a tiresome chore that takes an enormous amount of time," but delivers little (Black, 1993, p. 38). This article uses data from an analysis of teacher evaluation statutes and regulations in 50 states to report the changes that states are making to teacher evaluation and to question whether these changes will fulfill the promise of improving teacher quality, or will result in just another tap dance. (Contains 5 tables.)