This publication provides a snapshot of the rules for including student growth data in evaluations of teacher performance in selected Race to the Top grantees. The information was collected in response to a technical assistance request to the Reform Support Network (RSN) from the Georgia Department of Education, where education leaders charged with designing that State's teacher evaluation system were interested in learning more about the policies, guidelines and business rules that other States have established to incorporate student results into their evaluation systems. In order to survey the work emerging in the field, the RSN collected publicly accessible policy data from eight Race to the Top grantees: Colorado, the District of Columbia, Florida, Illinois, Louisiana, New York, Rhode Island, and Tennessee. This report examines the policy approaches taken by these States to four questions: (1) How long must a student be in attendance for his/her achievement results to be included in a teacher's student growth score? (2) How long must a teacher be in attendance/teaching in the classroom to be evaluated using student growth scores? (3) How is student mobility factored into teacher ratings on student growth? and (4) What rules govern the use of student profile characteristics, such as special education, blended learning or alternative schools?