Modern education reform in the U.S. was trending toward privatization and centralization of public education as part of a search for a policy solution that would significantly improve student achievement. This study examined MAST (Merit Accountability System for Teachers) from its inception in 2005 through 2011, the related policy rhetoric, its impact on student achievement, and its implementation in local school districts using ideal typology and grounded theory analysis. The five major findings of the study were: (a) the financial starvation of local school districts fostered a greater willingness to try new initiatives if there was money attached to them; (b) MAST failed as a pre-fabricated solution to improve student achievement through the altering teacher compensation, but did prove to be a promising professional development model; (c) CSDE attempted to manipulate the MAST legislation to promote the Governor's agenda regarding teacher compensation; (d) the rhetoric used by CSDE regarding MAST shifted over time; and (e) local district leadership was important to effective MAST implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]