Policy experts are renewing questions about the role of school culture and leadership in the drive to improve teaching effectiveness in the most-challenging school environments. As states and districts increasingly explore tactics like performance-based pay, incentive programs, and bonuses to attract the best teachers to troubled schools, experts contend that such programs are unlikely to succeed over the long haul unless officials simultaneously work to improve school conditions and leadership capacity in those schools. New polling data published for the first time in this issue of Education Week give credence to that view. The survey suggests two out of five of the nation's K-12 teachers are "disheartened" with the profession. Of those who reported being frustrated with teaching, unsupported by administrators, overburdened by their students, or stifled in their careers, more than half were teaching in schools that served poor children.