ERIC Number: EJ1019202
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 10
Keeping Sight of the Forest through the Trees: Response to "Collective Bargaining, Transfer Rights, and Disadvantaged Schools"
Koski, William S.; Horng, Elieen L.
Educational Evaluation and Policy Analysis, v36 n1 p112-119 Mar 2014
In this invited response to Moe and Anzia (2014), we describe both the points of convergence and divergence between our prior research (2007a, 2007b) and that of Moe (2005) and Moe and Anzia (2014). We also respond to Moe and Anzia's critique of our published work. Moe and Anzia's study helps to refine the policy discussion around seniority preferences in teacher collective bargaining agreements by providing further evidence that such preferences may exacerbate the teacher quality gap in particular settings - specifically, large, likely highly bureaucratic, elementary school districts - a finding that is consistent with a finding from our earlier research. However, we believe that those significant findings are limited to certain school districts, and we were unable in our prior research to conclude that the strength of seniority preferences consistently and systematically exacerbates the teacher quality gap within and among all school districts. This is the point of divergence between our work and that of Moe and Anzia. Consequently, we caution that merely banning seniority preferences may not have widespread, long-term effects on closing the teacher quality gap.
Descriptors: Collective Bargaining, Teacher Competencies, Disadvantaged Schools, Teacher Transfer, Teacher Rights, School Demography, Status, Statistical Analysis, Research Methodology, Educational Research
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: California