With the federal government's expanding role in K-12 public education, this study examines how the government's role led to the passage of the Illinois Performance Evaluation Reform Act (PERA). PERA made changes to Article 24A of the School Code, specifically the section that deals with teacher performance evaluation. PERA created a public school teacher evaluation system that included--for the first time--a requirement that student academic growth data be part of the public school teacher classroom performance evaluation calculus. As a result of PERA, for the first time in Illinois teacher tenure, reductions in force (RIF), and teacher dismissals are now based upon a combination of teacher classroom teaching performance and student academic performance. The study also examined if PERA has had a demonstrable effect on the dismissal of teachers for unsatisfactory classroom teaching performance as it was intended by the legislature. The legislature hoped that if school officials were given the necessary statutory tools, they would be able to hold teachers accountable for improving student academic achievement. This study examines teacher dismissal cases both pre-PERA and post-PERA to determine if there are lessons to be learned. Strict adherence to the directives outlined in Article 24A is imperative if school districts want to ensure their teacher dismissal cases are upheld. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]