Results from a sample of 1,013 Georgia principals who rated 12,617 teachers are used to compare holistic and analytic principal judgments with indicators of student growth central to the state's teacher evaluation system. Holistic principal judgments were compared to mean student growth percentiles (MGPs) and analytic judgments from a formal observation protocol. The correlations of a holistic principal rating with teacher MGPs and observation protocol scores were 0.22 and 0.32. Teachers selected as most successful at increasing student achievement had a mean MGP that was a full SD higher than did teachers selected as least successful, and a mean observation protocol score that was 1.35 SDs higher. Holistic principal judgments appear to be much more strongly influenced by observations of teachers' classroom practices than they were by evidence of growth in student achievement.