I describe effective teaching in DC Public Schools (DCPS) as measured by scores from the IMPACT evaluation system, including retention and hiring of effective teachers, and access to effective teachers for low-income students. I ask whether DCPS retained its most effective teachers, how novice teachers compare to returning and veteran teachers, and whether students in high-poverty schools are more or less likely to be taught by effective teachers. I also ask whether teachers’ decisions to remain at their school from one year to the next are related to the percentage of students from low-income households at that school. To answer these questions, I examine IMPACT data from the 2010–2011 and 2011–2012 school years. Because the analysis is based on IMPACT scores—the measure of teacher effectiveness used in DCPS to make retention and performance pay decisions—this descriptive analysis provides new insight into the implementation of IMPACT and related policies in DCPS. The analysis also suggests several questions for further analysis.