Lately, there has been an increased focus on the role that certification plays in the long-term performance of classroom teachers. In short, does certification matter? Many studies have analyzed the specific components and requirements of certification programs to determine which might be more predictive of long-term teaching success. This study focuses on the Florida Teacher Certification Examinations/Florida Educational Leadership Examination (FTCE/FELE) program, which is a component of the process of becoming a certified education in the state of Florida. Using the test results from the middle and high school FTCE mathematics certification examinations, as well as value-added model (VAM) scores for Florida teachers, this study establishes a link between specific features of these credentialing examinations and teacher performance, as measured by VAM scores. The findings indicate that changes in the assessment construct and criterion had no significant impact on the measured performance of teachers who took a mathematics certification examination. The paper also discusses observed trends for various teacher- and district-level characteristics. [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.]