In recent years, states and especially districts have turned to financial incentives to encourage high-performing teachers to work in low-performing or otherwise hard-to-staff schools. The idea is appealing—let’s reward great educators for helping students who need them most—and so far, the research seems promising. We know, for example, that when teachers independently choose to transfer to a new school, they remain at least as effective as they were previously, and we know that when incentives bring high-performing teachers to low-performing schools, those schools receive better teachers than they would have without the incentive. In a new contribution to this body of work, a recent study published by the Annenberg Institute explores whether teachers remain as effective when they transfer schools in response to a large financial incentive.