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Assessing the Role of Teachers' Unions in the Adoption of Accountability Policies in Public Education

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Title: Assessing the Role of Teachers' Unions in the Adoption of Accountability Policies in Public Education
Language: English
Authors: Jha, Nandan K. (ORCID 0000-0003-2090-8094), Banerjee, Neena, Moller, Stephanie
Source: Urban Review: Issues and Ideas in Public Education. Jun 2020 52(2):299-330.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 32
Publication Date: 2020
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Unions, Accountability, Public Education, Adoption (Ideas), State Policy, Educational Legislation, Federal Legislation, Political Influences, Geographic Regions, Collective Bargaining, Teacher Rights
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
DOI: 10.1007/s11256-019-00529-y
ISSN: 0042-0972
Abstract: We investigate the role of teachers' unions in state policymaking in the context of "No Child Left Behind." Our analyses of panel data show that political party control and region moderate the influence of teachers' unions in the adoption of accountability policies by states. Our analyses of marginal effects show that teachers' unions are not always against the adoption of stronger accountability policies and neither do they always align with the Democratic Party. Our findings suggest that the current dominant prescription in the policy debate for curtailing the collective bargaining rights of teachers' unions is not fully substantiated.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1251035
Database: ERIC
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  Data: We investigate the role of teachers' unions in state policymaking in the context of "No Child Left Behind." Our analyses of panel data show that political party control and region moderate the influence of teachers' unions in the adoption of accountability policies by states. Our analyses of marginal effects show that teachers' unions are not always against the adoption of stronger accountability policies and neither do they always align with the Democratic Party. Our findings suggest that the current dominant prescription in the policy debate for curtailing the collective bargaining rights of teachers' unions is not fully substantiated.
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