Teachers are one of the most important inputs in the production of student achievement, and their impact persists throughout adulthood. Attracting and retaining high-quality teachers to the profession is thus a policy issue of highest importance. More attractive compensation packages are often proposed as a possible tool to achieve this goal. In most U.S. public school districts, however, teacher pay is set using rigid schedules based solely on seniority and education, with no financial rewards for effectiveness in the classroom. If allowed to set pay in a more flexible way, could school districts improve the quality of the teaching workforce? The author addresses this question by taking advantage of a reform to the collective-bargaining process for teachers in Wisconsin. [This research brief is based on Barbara Biasi, "The Labor Market for Teachers under Different Pay Schemes," NBER Working Paper no. 24813, July 2018, http://www.nber.org/papers/w24813.]