Of all the rules that the U.S. Department of Education will have to formulate for the Every Student Succeeds Act, the proposed regulations to monitor that states and districts spend comparable amounts for schools eligible and not eligible to use Title I funds are attracting the most attention. Currently, districts can show comparability based on the number of teachers per student. The Department has proposed that teacher salaries be used to assess comparability. Dynarski and Kainz used data from various sources to explore how comparable teacher salaries are for schools that are eligible and not eligible to use Title I funds. Dynarski and Kainz found nationally that higher school poverty rates and Title I status are not associated with lower spending on teachers when the analysis controls for the districts and states in which schools are located. In addition, detailed data for teachers in Wisconsin indicates that in districts that have Title I and non-Title I schools, years of teaching experience and highest degree earned are about the same in both kinds of schools. The comparability debate is a distraction from the more important issue of how Title I can best close gaps. As the authors wrote previously in this series, Title I spends most of its resources on programs and services that don't do much to help students. A more fruitful discussion would focus on how states and districts can spend their money effectively, by using evidence to identify programs that work on which Title I funds should be spent. Endnotes are included.