This study examined the validity evidence of a standards-based teacher evaluation system implemented at seven Title I schools in a central Texas school district with financial support from the federal Teacher Incentive Fund. The researcher attempted to determine whether the evaluation system accurately identified the level of teacher performance by correlating the system’s metrics with a criterion, which was a value added estimation of student achievement. Teacher data included 2012-2013 classroom observation scores, multiple portfolio ratings, and demographic characteristics. Student level data included 2012-2013 mathematics and reading scale scores on the State of Texas Assessment of Academic Readiness (STAAR). Prior achievement from 2011-2012 and student demographic data from 2012-2013 were also used during the calculation of the value added estimations. When the correlations were combined by subject across grade levels, several metrics showed positive and statistically significant relationships in mathematics. These correlations suggest that these measures are valid. At the same time, the study identified a number of statistically significant negative correlations that call for further research on the evaluation system. The relationships identified in reading are especially concerning because almost all of the evaluation metrics were negatively correlated with student achievement. / text