This report from the National Council on Teacher Quality examines the teacher evaluation processes for each state, and in particular demonstrates that despite supposedly requiring student growth to be part of teacher evaluations, in many states it is possible for teachers to receive an overall “effective” rating even if the teacher has low scores on student growth. The report elaborates on how and why this is happening, and makes recommendations for policymakers to improve teacher evaluation so that teachers can receive appropriate support in their development, and students can receive quality instruction.