We study a teacher incentive policy in Washington State that awards a financial bonus to National Board Certified Teachers who teach in high-poverty schools. We study the effects of the policy on student achievement and teacher staffing using a regression discontinuity design that exploits the fact that eligibility for the bonus is based on the percentage of a school's population that is eligible for free- or reduced-price lunches. We find that the bonus policy increased the proportion of National Board Certified Teachers in bonus-eligible schools, through increases in both the number of existing NBCTs hired and the probability that teachers at these schools apply for certification. However, we do not find evidence that the bonus resulted in detectable effects on student test achievement.