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The Scope of Bargaining and Bargaining Outcomes in the Public Schools

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  • Stephen A. Woodbury

Abstract

This study examines state-to-state variations in the legality of bargaining over class size in public schools, to determine, first, whether these variations in the legal scope of bargaining bear any relationship to actual class sizes and, second, whether these variations are indirectly associated with teachers' salaries. Using a model of the quality of education to analyze data from the 1977 Census of Governments on 4,851 independent school districts, the author concludes that restrictions on class-size bargaining are associated with both larger student-teacher ratios and higher teachers' salaries. He also finds that the availability of voluntary arbitration and the limited right to strike are related to lower student-teacher ratios.

Suggested Citation

  • Stephen A. Woodbury, 1985. "The Scope of Bargaining and Bargaining Outcomes in the Public Schools," ILR Review, Cornell University, ILR School, vol. 38(2), pages 195-210, January.
    • Handle: RePEc:sae:ilrrev:v:38:y:1985:i:2:p:195-210
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    Cited by:

    1. Michael F. Lovenheim, 2009. "The Effect of Teachers' Unions on Education Production: Evidence from Union Election Certifications in Three Midwestern States," Journal of Labor Economics, University of Chicago Press, vol. 27(4), pages 525-587, October.
    2. John Thomas Delaney & Donna Sockell, 1989. "The Mandatory-Permissive Distinction and Collective Bargaining Outcomes," ILR Review, Cornell University, ILR School, vol. 42(4), pages 566-583, July.
    3. Katharine O. Strunk & Sean F. Reardon, 2010. "Measuring the Strength of Teachers' Unions," Journal of Educational and Behavioral Statistics, , vol. 35(6), pages 629-670, December.
    4. Cowen, Joshua M. & Strunk, Katharine O., 2015. "The impact of teachers’ unions on educational outcomes: What we know and what we need to learn," Economics of Education Review, Elsevier, vol. 48(C), pages 208-223.

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