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"According to labor journalist Micah Uetricht, it's high time for trade unions in the United States to decide whether they want to wither away and follow a "business unionism" model of concessions and shrinkage, or follow "social movement unionism," a bottom-up, democratic organizing strategy that is aligned with social justice movements throughout the country."

"Last November, anti-union groups put a measure on the ballot in California called Prop 32, whose purpose was to reduce the political influence of unions by reducing their funding. Prop 32 was soundly defeated, but its proponents are back with a lawsuit to achieve the same purpose. If they win, they could cripple public sector unions across the nation."

This paper uses the Schools and Staffing Survey to examine the determinants of teacher salaries  in the U.S. using a spatial econometric framework.  These determinants include teacher salaries  in nearby districts, union activity in the district, union activity in neighboring districts, and other  school district characteristics.  The results confirm that salaries for both experienced and  beginning teachers are positively affected by salaries in nearby districts.  Investigations of the  determinants of teacher salaries that ignore this spatial relationship are likely to be mis-specified.   Including the effects of union activity in neighboring districts, the study also finds that union  activity increases salaries for experienced teachers by as much as 18-28 percent but increases  salaries for beginning teachers by a considerably smaller amount.   

Republicans who control the Michigan Senate followed through Thursday on their plan to introduce so-called "right to teach" legislation, escalating a clash with the state's largest teachers union. Public schools would not be allowed to require employees to pay union dues or fees as a condition of employment under the Senate bill. It appears the bill would affect only the state's largest teachers union, the Michigan Education Association, because it would apply only to unions that represent at least 50,000 workers.

"Everyone knows that teacher unions matter in education politics and policies, but it's hard to determine just how much they matter-and whether they wield greater influence in some places than in others. There's plenty of conventional wisdom on this topic, mostly along the lines of, "unions are most powerful where they represent most teachers and least consequential where their bargaining rights and revenues are restricted."  But is that really true? And even if it is, does it oversimplify a much more complex and nuanced situation?"

City principals are increasingly unhappy with their jobs, according to the union that represents them. In the latest newsletter from the Council of School Supervisors and Administrators, President Ernest Logan reported that 73 percent of union members are not happy with their workload, compensation, and job security. That's up from 68 percent the last time the union surveyed its members, in 2009.

Some people have the unfortunate idea that unionism is somehow antithetical to or incompatible with being a professional. This notion is particularly salient within education circles, where phrases like "treat teachers like professionals" are often used as implicit arguments against policies associated with unions, such as salary schedules and tenure (examples here, here, here and here). Let's take a quick look at this "conflict," first by examining union membership rates among professionals versus workers in other types of occupations.

"There is nothing new about opposition to public-sector unionism. It has been a feature of American life for over one hundred years. But in some ways, the current wave of anti-unionism is a departure. Three different eras of opposition to public-sector unionism, including the current one, have been distinguished by distinct core arguments against collective bargaining for public employees."

"Earlier this year at a roundtable discussion in Colorado, Mitt Romney was talking about education-extolling the virtues of private schools and vouchers, and criticizing public schools and teachers unions. When a teacher participating in the discussion tried to offer her perspective, Romney shot back: "I didn't ask you a question." But teachers, like many other Americans, have questions about Romney's policies and proposals. They worry about their impact on the education that kids receive, because he advocates slashing education funding and privatizing public education. They question his taking credit for educational success in Massachusetts that was spurred by reforms instituted a decade before he became governor, and wonder why as a presidential candidate he is proposing entirely different, discredited education policies. They are incredulous that he says he would preserve the U.S. Department of Education only so he'd have a club to go after teachers unions, when most teachers in Massachusetts and other high-performing states are unionized. They doubt his pledges to middle-income voters because, according to numerous independent analyses, the math doesn't add up for his tax and job creation proposals. This presidential election presents a choice between starkly different visions for the future of our country."

The head of the state teachers union signaled for the first time Friday a willingness to let parents see teacher evaluations - but nobody else. New York State United Teachers President Dick Iannuzzi said the union could accept parents having limited access to teacher evaluations, if it were done to help individual students and not shame teachers. He steadfastly opposed the widespread release of the teacher report cards, a position favored by Mayor Bloomberg.

In a brilliant presentation Stuyvesant HS teacher Gary Rubinstein uses statistics to punch holes in the high stakes testing standardized testing program. He also finds evidence in the stats that charter schools cream better students. Then he addresses the reason why Bill Gates and Michelle Rhee opposed the release of data scores --- they knew people like Gary would be able to show how irrelevant they really were. "It's like in trying to measure temperature, you count the number of people wearing hats." Then he addresses the issue of why a union agreed to any of this, even 20% given that under the current system almost everyone potentially can be rated ineffective. He offered the union his help to salvage the other 20% but has not heard back yet. There's supposed to be this evil union only about the adults but they really aren't doing a good job at that.

Teachers at the New York French American Charter School in Harlem will be allowed to unionize, a state agency decided on Wednesday, overriding objections from the school's administration. The United Federation of Teachers had filed a petition with the state's Public Employment Relations Board in December to represent teachers and other staff members at French American, a Harlem charter school with bilingual instruction that opened in 2010. But the school challenged the petition, arguing that three teachers had been coerced into joining the union.

Admittedly, defending teachers' collective bargaining rights is a challenge when the vast majority of private sector workers are currently not union members. I do not claim to know what is best for non-union laborers in their own lines of work. However, I unapologetically believe that protecting teacher union rights is vital to the long-term future of quality public education.

"First I want to clarify what I mean by us all. I believe the Chicago teachers strike is an important stand in the battle to improve, even save, public education in the United States. The strike, if successful, will benefit teachers, students and parents, not only in Chicago but across the entire country, as well as both unionized workers and non-unionized workers. This strike has the potential to go down in history along with other labor actions, such as those in Homestead, Lawrence, Paterson, Ludlow and Flint that ultimately built the union movement in the United States and transformed life for what used to be known as the working-class but what politicians today euphemistically refer to as the middle class. That is why I strongly support this strike and why I am wearing a red t-shirt to work in support of the teachers and public education."

The union for Los Angeles teachers has suspended its legal challenge to a pilot evaluation program that includes using standardized test scores as part of a teacher's performance review. The union also reserved the right to reactivate the case should talks with the district sour. A joint statement released by L.A. schools Supt. John Deasy and United Teachers Los Angeles President Warren Fletcher said the two sides agree that current teacher evaluation procedures need improvement.

Looking back on 2011, we saw in K-12 education some continuation of the misguided obsession with teachers unions, as Republican governors sought to cripple public employee unions in Wisconsin and Ohio. To add to the drumbeat, authors Terry Moe and Steven Brill published high-profile anti-teacher union books. But if some politicians and pundits got it wrong, there was good news from voters, as Ohio residents in November repealed the wrongheaded attack on teachers and other public employees, and North Carolina voters backed a return to school integration in Wake County public schools, the state's largest district. 

It's to Steven Brill's credit that near the conclusion of his new book Class Warfare: Inside the Fight to Fix America's Schools (Simon & Schuster 2011) he reluctantly acknowledges that without the support of teachers unions systematic reform is impossible. I think what happened is Brill began to realize as he delved deeper into the subject that reform is far harder than he initially thought. As a result, teachers need unions to represent them as demands for results escalate. In fact, if unions were to disappear tomorrow, school outcomes would not significantly change for the better. Nevertheless, we are incessantly confronted with claims made by theoreticians about the causes of the undeniable failures of so many schools and what needs to be done to turn them around.

Yes, school boards should drive a hard bargain with unions, but they don't, because their members are so often elected with the support of those very same unions. As a result, the teachers end up negotiating with themselves. [Be sure to read the comments in response at the bottom of the page.]

"In the maelstrom of criticism surrounding America's unionized public teachers, the woman running the second-largest educator union says time has come to collaborate on public school reform rather than resist. Randi Weingarten, re-elected this week for a third term as president of the American Federation of Teachers (AFT) with 98 percent of the vote, wants her 1.5 million members to be open to changes that might improve public schools."

I don't think I've ever seen anything like this. 15 straight minutes of bashing on teachers unions, and no one - NO ONE - from the union itself is there to respond. No one from the NEA; no one from the NJEA; no one from the local union in Fort Lee; not even a MEMBER of the NJEA - a teacher! - appeared in this segment, or afterward (the teacher who showed up later is in Newark, and therefore not represented by NJEA, but by AFT).