ERIC Number: ED245406
Record Type: RIE
Publication Date: 1984-Jul
The Extent and Nature of Educational Policy Bargaining. Final Report.
Goldschmidt, Steven M.; And Others
This report examines the extent of policy bargaining, as well as factors that might explain variation in its extent. Results of interviews in 6 districts with over 15,000 enrollment indicate that bargaining is more extensive than predicted in the curriculum, student placement, and teacher selection areas. States without the teacher strike option also have more bargaining, but no relationship was found between policy bargaining and union affiliation. Status quo provisions that freeze working conditions for a contract's life are also extensively bargained. Additionally, most sample contracts contain grievance procedures that affect policy by mandating how provisions will be enforced. Bargaining agreements reflect a sensitivity to the emerging policy issue of education of the handicapped, which means that special education teachers' interests influence bargaining agendas. Between 1975 and 1981, significant increases in bargaining over noncompensation provisions occurred, indicating that such bargaining had not peaked by 1975. Educational policy bargaining may reduce school district adaptability because of the fixed nature of the contract. Bargaining may also be related to student achievement because it regulates key variables related to school effectiveness. (Author/KS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.