Teachers choose the teaching profession because of their love of children and their desire to help them grow and blossom as learners. Across the nation, however, far too many educators are leaving the classroom. Headlines report teacher shortages in nearly every state. One factor reported in almost every story is the discouragement teachers feel from a reform movement that is increasing pressure to raise student test scores, while reducing support. The Network for Public Education commissioned a study and survey in the fall of 2015 to learn more about the impact of teacher evaluation on the education profession. A significant portion of evaluations are tied to multiple measures of student performance, as determined by the state or district, including statewide standardized tests and interim assessments using complex Value-Added Model (VAM) formulas. Peer reviewed studies and the research community have questioned the validity and reliability of VAM. This survey asked educators about the impact of evaluation on their work, their students, and the culture of their schools. Survey respondents reported that the use of student standardized test scores in teacher evaluation has predominantly had a negative effect on eight areas of the teaching profession: classroom instruction, instructional strategies, classroom time spent preparing for tests, self-reflection, anxiety related to evaluation, professional feedback, professional development, and collaboration with colleagues. The nearly three thousand teachers who responded to the survey were almost unanimous in their appraisal of the negative impact of recent changes to teacher evaluation systems.