Collective Bargaining Agreements
This study investigates the relationship between specific provisions in collective bargaining agreements (CBAs) and the quality and distribution of the teacher workforce.
Specifically, CEDR seeks to answer broad questions about the relationship between CBA provisions and: The quality of teachers newly hired into districts. The flow of teacher quality within districts. The attrition of teacher quality from districts. In order to investigate these questions, the study relies on a unique statewide dataset from Washington State, which includes linkable information about schools, teachers, and students.
This state data is augmented by collecting and coding all of the CBAs in Washington State to allow us to link CBA provisions to observed variation in the quality and distribution of teachers in the state. The link between teachers and students is essential because we plan to utilize value-added modeling techniques to isolate the impact of individual teachers on student achievement from other factors (such as family background or class size) that influence student achievement and obtain estimates of teacher effectiveness.
These estimates will then be used in secondary models that assess the relationship between CBA provisions and the effectiveness and distribution of teachers.
Marianno, B.D., Kilbride, T., Theobald, R., Strunk, K.O., Cowen, J.M., & Goldhaber, D. (2018). Cut from the same cloth? Comparing urban district CBAs within states and across the U.S. Educational Policy, 32(2), 334-359.
Strunk, K.O., Cowen, J.M., Goldhaber, D., Marianno, B.D., Kilbride, T., & Theobald, R. (2018). It’s in the contract: How the policies set in teachers’ unions collective bargaining agreements vary across states and districts. Educational Policy, 32(2), 280-312.
Goldhaber, D., Lavery, L., and Theobald, R. (2016). Inconvenient truth? Do CBAs help explain the mobility of teachers within school districts? Journal of Policy Analysis and Management 35(4), 848-880.
Goldhaber, D., Lavery, L., and Theobald, R. (2015). Uneven playing field? Assessing the teacher quality gap between advantaged and disadvantaged students. Educational Researcher, 44(5), 293-307.
Goldhaber, D., Lavery, L., and Theobald, R. (2014). My end of the bargain: Are there cross-district effects in teacher contract provisions? Industrial and Labor Relations Review 67(4), 1274-1305.
Goldhaber, D., Lavery, L., Theobald, R., D’Entremont, D., and Fang, Y. (2013). Teacher collective bargaining in Washington State: Assessing the internal validity of partial independence item response measures of contract restrictiveness. SAGE Open, April-June 2013, 1-16.
Strunk, K., Goldhaber, D., Cowen, J., Marianno, B., Kilbride, T., & Theobald, R. (2018). Collective bargaining and state-level reforms: Assessing changes to the restrictiveness of Collective Bargaining Agreements across three states. CALDER Working Paper No. 210-1218-1.
Goldhaber, D., Lavery, L., and Theobald, R. (2014). Closing the teacher quality gap. Seattle Times, June 9, 2014.
Goldhaber, D., Lavery, L., and Theobald, R. (2014). Getting serious about the teacher quality gap. Tacoma News Tribune, March 26, 2014.
CLOSE X
OUR PUBLICATIONS
TEACHER RECRUITMENT & SELECTION
A long-standing researcher-practitioner partnership between CEDR and Spokane Public Schools (SPS) has connected data collected during the teacher hiring process in SPS to later teacher outcomes in SPS and other district in Washington
SCHOOL RESOURCES &
EQUITY
CEDR projects have investigated the connections between school resources (e.g., textbook adoption) and students' educational trajectories and outcomes.
POSTSECONDARY
EDUCATION
CEDR projects have explored the impact of programs like Washington's College Bound Scholarship program and students' postsecondary outcomes.
TEACHER PREPARATION & LICENSURE
CEDR projects including the Teacher Education Learning Collaborative (TELC; www.telc.us), the Improving Student Teaching Initiative (ISTI), and others have investigated the connections between specific teacher preparation experiences and measures collected during teacher licensure and later outcomes for teacher candidates.
SPECIAL EDUCATION &
CAREER AND TECHNICAL EDUCATION
CEDR has participated in several projects related to the participation of students with disabilities in career and technical education (CTE) and the extent to which this participation predicts later outcomes
TEACHER LABOR
MARKETS
THE CONNECTION BETWEEN EDUCATION SYSTEMS & LABOR MARKET OUTCOMES
CEDR projects have investigated the connections between school resources (e.g., textbook adoption) and students' educational trajectories and outcomes.
CEDR has studied processes and outcomes in the teacher labor market like teacher collective bargaining agreements, teacher quality gaps, and teacher layoffs and their connections to student achievement
TEACHER QUALIFICATIONS & EFFECTIVENESS
CEDR projects have explored the impact of programs like Washington's College Bound Scholarship program and students' postsecondary outcomes.
TEACHER
PENSIONS
CEDR researchers have studied the teacher pension system in Washington and other states and investigated the connections between pensions systems and teachers' career paths and effectiveness.