In "Collective Bargaining in Education and Pay for Performance"--a paper presented at the National Center on Performance Incentives research to policy conference in February--Jane Hannaway and Andrew J. Rotherham examine the interplay between the emerging policy focus on teacher pay for performance and the response of teacher unions. Noting that teachers are the most important in-school factor affecting student achievement and that research shows a wide variance in teacher quality within schools and districts, they purport that pay reform policies must increase the quantity and equitable distribution of highly effective teachers within the nation's K-12 public schools. Education reformers and teacher union officials are increasingly debating alternatives to the traditional single salary schedule. Hannaway and Rotherham assert that such collaboration is vital as more districts experiment with pay-for-performance policies. [For the full report, "Collective Bargaining in Education and Pay for Performance. Working Paper 2008-11," see ED510434.]