 The bad end of the bargain?: Revisiting the relationship between collective bargaining agreements and student achievementBradley D. Marianno and Katharine O. Strunk Economics of Education Review, 2018, vol. 65, issue C, 93-106 Abstract: This paper revisits the relationship between teacher collective bargaining agreements (CBAs) and student achievement. Using a district-level dataset of California teacher CBAs that includes measures of overall and subarea contract strength linked to district-level panel data, we build on prior work by controlling for unobserved fixed and time-varying confounders. This study demonstrates that naïve pooled OLS estimates of student achievement on overall CBA strength are larger and more negative than lagged achievement and within-district estimates, signifying a negative bias in the naïve levels models. When controlling for time invariant and time-varying unobservables, the relationship between CBA strength and student achievement is persistently negative and small, or null, but never significantly positive. This relationship extends to specific CBA subareas and to subgroups of students. These findings have important implications for new reforms designed to weaken teacher collective bargaining rights. Keywords: Collective bargaining agreements; Teachers’ unions; Student achievement (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:65:y:2018:i:c:p:93-106 DOI: 10.1016/j.econedurev.2018.04.006 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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