In this paper, Matthew Kraft uses the random assignment of class rosters in the MET Project to estimate teacher effects on students’ performance on complex open-ended tasks in math and reading, as well as their growth mindset, grit, and effort in class. The findings suggested large teacher effects across this expanded set of outcomes, but weak relationships between these effects and performance measures used in current teacher evaluation systems including value-added to state standardized tests. These findings suggest teacher effectiveness is multidimensional and high-stakes evaluation decisions are only weakly informed by the degree to which teachers are developing students’ complex cognitive skills and social-emotional competencies.