A Bad Bargain: How Teacher Collective Bargaining Affects Students' Employment and Earnings Later in Life

Autor/inn/en	Lovenheim, Michael F.; Willén, Alexander
Titel	A Bad Bargain: How Teacher Collective Bargaining Affects Students' Employment and Earnings Later in Life
Quelle	In: Education Next, 16 (2016) 1, S.62-68 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Unions; Collective Bargaining; Politics of Education; Outcomes of Education; Laws; Employment Potential; Income; Public Education; Elementary Secondary Education; Wages; Working Hours; Job Skills; Educational Attainment; Educational Policy; Labor Market; Labor Force Development + Suchen Sie Ihr Suchwort? Tarifverhandlung; Educational policy; Bildungspolitik; Lernleistung; Schulerfolg; Law; Recht; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Einkommen; Öffentliche Erziehung; Wage; Löhne; Hours of work; Arbeitszeit; Produktive Fertigkeit; Bildungsabschluss; Bildungsgut; Politics of education; Labour market; Arbeitsmarkt; Arbeitskräftebestand
Abstract	Today, more than 60 percent of teachers in the United States work under a union contract. The rights of teachers to unionize and bargain together have expanded dramatically since the late 1950s, when states began passing "duty-to-bargain" (DTB) laws that required school districts to negotiate with teachers unions in good faith. Recently, though, states such as Wisconsin, Indiana, Michigan, and Tennessee have sought to weaken the ability of teachers unions to negotiate contracts in K-12 education. Advocates for these restrictions claim that unions have a negative effect on the quality of public education and, therefore, students' life chances. Those in favor of teacher collective bargaining, on the other hand, argue that unions make the education system more effective by empowering teachers who are in the classroom and by giving them a role in shaping their working conditions. Due to data limitations, however, empirical research has not credibly addressed the critical question of how teacher collective bargaining influences student outcomes. In this study, the authors present the first evidence on how laws that support teacher collective bargaining affect students' employment and earnings in adulthood. They do so by first examining how the outcomes of students educated in a given state changed after the state enacted a duty-to-bargain law, and then comparing those changes to what happened over the same time period in states that did not change their collective-bargaining policies. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01