There is a longstanding debate over how to evaluate teachers. Various models of teacher evaluation tools including observations, teaching artifacts, or frequent walkthroughs, provide evidence of daily classroom performance. Although there are questions on the most efficient means by which to complete evaluations, most agree evaluative tools must focus on teacher growth. The Georgia TKES evaluative tool, enacted in 2014, was created to address the multifaceted subject of teacher evaluation. The study employed a non-experimental, quantitative design to determine the extent by which TKES scores, academic setting (self-contained or departmentalized), and levels of the percentages of ED students predict student growth and student achievement. Additionally, the reliability and interpretability of the TKES components were examined. Data representing 4,000 fourth and fifth grade ELA and math teachers were provided by the Georgia Department of Education. Results from the study indicated standards predictive of student growth and achievement by subject and grade. In fourth grade ELA, the following standards were predictive of student growth: 4 (proficient and exemplary) and 8 (exemplary). Standards 9 (proficient level) and 3 (proficient and exemplary levels) had a negative impact. In fourth grade math, the following standards were predictive of student growth: 1 (exemplary) and 3 (exemplary). There were no standards associated with student growth in fifth grade ELA or math. For student achievement, the following standards were predictive of achievement in fourth grade ELA: 3 (exemplary), 7 (exemplary), 8 (exemplary), and 10 (exemplary). Standard 8 (needs development) was associated with a negative impact on student achievement. In fourth grade Math, the following standards at exemplary levels were associated with predicting student achievement: 1, 2, 7, and 8. In fifth grade ELA and math, the following standards at exemplary levels were associated with predicting student achievement: 1, 4, 7, 8, and 9. The study revealed there was a significant difference between levels of economically disadvantaged students and student achievement across fourth and fifth grade ELA and math. Setting was also significant in fourth grade math. In the final research question, TKES Standards were reduced to two components for fourth grade ELA and three components for the remaining sub-questions. Keywords: student growth percentile, Georgia Milestones, TKES, Georgia teacher evaluation, student achievement, self-contained vs departmentalized