Negotiating What Matters Most: Collective Bargaining and Student Achievement

Abstract

Despite a statutorily narrow scope of bargaining, the scope of topics of union‐management discussions has widened over the last 20 years, resulting in the birth of reform, or professional, unionism. But over the last half decade, professional unionism has waned. School management often refuses to see unions as partners, politicians fail to view unions as legitimately speaking for education change, and unions themselves are reluctant to assume added responsibility. This article advocates a change in labor law, requiring union and management to negotiate student achievement goals, as a way of beginning to change these dynamics.