ERIC Number: ED428067
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
Agency Fees: How Fair Are "Fair Share" Fees? EPI Series on Teacher Unions.
This booklet is the first in a series about teacher union issues. It notes that agency fees raise profound issues in education, labor relations, and public policy. Chapter 1 introduces the booklet, explaining that it is helps clarify major agency fee issues and recommend appropriate action. Chapter 2, NEA/AFT Revenues from Agency Fees, explains the dependence of union revenues on agency fees. Chapter 3, The Case Against Agency Fees, explains that not every teacher benefits from union representation, discussing objections to agency fees. Chapter 4, Challenges to Excessive Agency Fees, investigates how unions allocate expenditures and how and why excessive agency fees are challenged. Chapter 5, Conclusions and Recommendations, presents negative conclusions about agency fees, explaining that agency fees constitute taking money from employees for purposes they do not wish to support and activities that may be against their interests. It discusses what teachers subject to agency fees should do, what school board members and school administrators should do to help eliminate agency fees, and how state legislators can help. Three appendixes offer an agency fee article taken from an existing school district contract; a New York state teachers' union notice to all nonmembers (which shows how unions extract excessive fees by misleading notices to teachers); and a local union letter to nonmembers that illustrates how they try to persuade them to become members. (Contains 9 references and 14 endnotes.) (SM)
Descriptors: Collective Bargaining, Elementary Secondary Education, Labor Relations, Public Education, Teacher Associations, Teacher Rights, Teachers, Unions
Education Policy Institute, 4401-A Connecticut Avenue, NW, Box 294, Washington, DC 20008: Tel: 202-244-7535; Fax: 202-244-7584; e-mail: email@example.com; Web site: http://www.educationpolicy.org ($6).
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Education Policy Inst., Washington, DC.