Although teacher inservice programs based on Madeline Hunter's Program for Effective Teaching (PET) have become very popular in U.S. schools, there is little evidence that the Hunter model ultimately results in increased student achievement. This longitudinal study attempts to evaluate the effects of Hunter-based staff development programs on student achievement. The study is based on Mandeville's previous research involving 900 PET-trained South Carolina teachers, only 26 of whom had completed training 2 years prior to the school year for which student achievement data were gathered. (Hunter has claimed that to reach the "artistic" level, PET-trained teachers minimally require a two-year growth process of study, articulation, practice, and internalization, supported by coaching, classroom observation, and followup conferences.) Since 26 is a relatively small sample size, the current study began with 123 second- and third-grade teachers who were PET-trained during the second implementation year (1984-85). Data were also gathered for 888 second- and 727 third-grade teachers who were not PET-trained (NOPET). Test data were developed from the statewide Basic Skills Assessment Program in reading and math. The PET and NOPET teachers were compared using a number of variables (gender, ethnicity, age, and years of teaching experience). Classroom level data for 4 years (1984-85 to 1987-88) were also compared for the two groups; The final PET sample was 44; the final NOPET sample was 34. Since the PET and NOPET teacher samples were comparable, the reasonably random nature of each group's average profile indicates that no overall PET effect has been manifest. The increasing profiles anticipated as a teacher moved toward artistry did not occur, except incidentally. Perhaps coaching quality is to blame for the results. Sixteen references and several data tables are included. (MLH)