I came across an interesting study performed by Michael F. Lovenhiem and Alexander Willen, both of Cornell University. Titled “The Long-Run Effects of Teacher Collective Bargaining,” this study analyses the effects of teacher collective bargaining laws on life outcomes of the students. More specifically, the study examines how the people educated in a state were affected after a state had enacted a duty-to-bargain law for public school teachers.
A link to the original study appears here (along with related studies on the societal effects of public sector unions):
An article based on that study appears in EducationNext, a website sponsored by the Harvard University’s Kennedy School of Government. Here is a link to it:
The results are startling. According to the article, “students who spent all 12 years of grade school in a state with a duty-to-bargain law earned an average of $795 less per year and worked half an hour less per week as adults than students who were not exposed to collective-bargaining laws. They are 0.9 percentage points less likely to be employed and 0.8 percentage points less likely to be in the labor force. And those with jobs tend to work in lower-skilled occupations.” The study further notes that “teacher collective bargaining reduces [their students’ total] earnings by $199.6 billion in the US annually… [and] leads to sizable reductions in measured cognitive and non-cognitive skills among young adults.”
The authors report that “Collective-bargaining laws strengthen teachers unions and give them greater influence over how school districts allocate their resources. A typical collective-bargaining agreement addresses a remarkably broad range of items: unions negotiate over salary schedules and benefits; hiring, evaluation, and firing policies; and rules detailing work and teaching hours, class assignments, class sizes, and nonteaching duties. By increasing union membership, collective-bargaining laws also heighten the influence of teachers unions in education politics at the state level…. Critics of teacher unionization argue that collective bargaining in public education has reduced school quality by shifting resources toward teachers and away from other educational inputs and by making it more difficult to fire low-performing teachers. Stronger unions may also have made it harder for states to adopt policies aimed at improving school quality through enhanced accountability or expanded school choice…. Our evidence points to the conclusion that collective bargaining in public education has been a bad deal for American students.”
Fortunately, in Virginia, public sector employees are prohibited from collective bargaining, absent specific statutory authorization. This study affirms that this is the right policy for our state.