of Education. In this volume, Johnson and Papay provide a simple framework for comparing, designing, and evaluating pay-for-performance plans in education. This framework, motivated by research in economics and psychology on the impact of incentives on worker behavior, is applied to several well-known performance pay plans currently used in large urban school districts in the United States. It is frequently hard to discuss issues around pay-for-performance because there is no common language for understanding the various types of plans. We believe that Johnson and Papay have advanced the discussion by bringing some analytic clarity to current practices. They also offer their own novel proposal for reforming teacher compensation. This proposal -- while a significant departure from the single salary schedule -- avoids many of the problems raised by Adams, Heywood, and Rothstein that arise in plans singly focused on test scores. On the contrary, Johnson and Papay take a much longer-run view, offering a career-based plan that is uniquely aimed at improving human capital in the teaching profession. The latest teacher pay reforms go by many names -- differentiated pay, pay-for-performance, professional compensation, merit pay, and performance-based pay. In the first study, "Teacher Pay for Performance: A Framework for Program Design," Johnson and Papay tackle "pay-for-performance," the class of pay reforms that offer bonuses for effective teaching performance as evidenced by formal evaluations or student test scores. These programs differentiate pay for teachers based on their success in the classroom, rather than for their knowledge and skills, their roles, or