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Full-Text Articles in Labor Relations

The Impact Of Unionization On University Performance, Mark Cassell, Odeh Halaseh Feb 2015

The Impact Of Unionization On University Performance, Mark Cassell, Odeh Halaseh

Journal of Collective Bargaining in the Academy

This study examines faculty unions’ impact on the organizational efficiency and effectiveness of public four-year institutions of higher learning. The article theorizes the causal connections between faculty unions to higher education performance. The study also presents results of a cross-sectional time series analysis and a cross-sectional analysis of higher education performance using data from the Department of Education’s Integrated Post Secondary Data System (IPEDS) spanning more than two decades and over 430 public universities and colleges. We find support for the view that unionization improves organizational efficiency and effectiveness. At the same time the research raises important methodological and ...


Merit Pay For School Superintendents?, Ronald G. Ehrenberg, Richard P. Chaykowski, Randy A. Ehrenberg Jun 2013

Merit Pay For School Superintendents?, Ronald G. Ehrenberg, Richard P. Chaykowski, Randy A. Ehrenberg

Ronald G. Ehrenberg

Given the important role that school district administrators play in the educational process, one might expect their 'performance" to be of fundamental importance in determining both how much students learn and the cost of public education to taxpayers. Yet, while public debate has considered the issue of merit pay plans for teachers, virtually no attention has been directed to the methods by which school administrators are compensated. This paper provides evidence on whether school superintendents are explicitly or implicitly rewarded for their "performance" by higher compensation and/or greater opportunities for mobility. We analyze panel data from over 700 school ...


Are School Superintendents Rewarded For “Performance”?, Ronald G. Ehrenberg, Richard P. Chaykowski, Randy Ann Ehrenberg Aug 2012

Are School Superintendents Rewarded For “Performance”?, Ronald G. Ehrenberg, Richard P. Chaykowski, Randy Ann Ehrenberg

Ronald G. Ehrenberg

[Excerpt] This chapter presents analyses of the compensation and mobility of school superintendents in New York State during the 1978-79 to 1982-83 period. The focus is on school superintendents because they are the chief operating officers of school districts, their salaries are determined through individual "negotiations" with school boards, and their salary data were made available to us. In contrast, school principals' salary data were not available to us. Especially in large districts, principals tend to be members of a union and their salary increases negotiated collectively, which limits the likelihood of observing individual principals' salaries being related to measures ...


Do Teachers’ Race, Gender, And Ethnicity Matter? Evidence From The National Education Longitudinal Study Of 1988, Ronald G. Ehrenberg, Daniel D. Goldhaber, Dominic J. Brewer Jul 2012

Do Teachers’ Race, Gender, And Ethnicity Matter? Evidence From The National Education Longitudinal Study Of 1988, Ronald G. Ehrenberg, Daniel D. Goldhaber, Dominic J. Brewer

Ronald G. Ehrenberg

Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers' race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers' subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than ...


La Educación Secundaria En Los Estados Unidos. ¿Qué Pueden Aprender Otros De Nuestros Errores?, John H. Bishop, Ferran Mane, Michael Bishop Oct 2009

La Educación Secundaria En Los Estados Unidos. ¿Qué Pueden Aprender Otros De Nuestros Errores?, John H. Bishop, Ferran Mane, Michael Bishop

John H Bishop

[Excerpt] El ritmo de los estudiantes estadounidenses para adquirir nuevas habilidades se desacelera durante la educación secundaria.


Stw In The 1990s: School–Employer Partnerships And Student Outcomes, John H. Bishop, Ferran Mane, S. Antonio Ruiz-Quintanilla Sep 2001

Stw In The 1990s: School–Employer Partnerships And Student Outcomes, John H. Bishop, Ferran Mane, S. Antonio Ruiz-Quintanilla

Articles and Chapters

[Excerpt] Before the school-to-work (STW) movement began improving communication between schools and employers in the past decade, high-school achievement counted little in hiring decisions, because recent graduates could not signal skills and discipline to employers. Most requests for high school transcripts went unanswered, and employers hired workers with demonstrated job skills, freezing most graduates out of the primary labor market. Relegated to the secondary, unskilled market, graduates with strong basic skills saw a long delay before good job performance improved their income. Consequently, high-school students saw little relation between studying and labor-market rewards. Since they observed recent graduates with good ...


La Educación Secundaria En Los Estados Unidos. ¿Qué Pueden Aprender Otros De Nuestros Errores?, John H. Bishop, Ferran Mane, Michael Bishop Jan 2001

La Educación Secundaria En Los Estados Unidos. ¿Qué Pueden Aprender Otros De Nuestros Errores?, John H. Bishop, Ferran Mane, Michael Bishop

Articles and Chapters

[Excerpt] El ritmo de los estudiantes estadounidenses para adquirir nuevas habilidades se desacelera durante la educación secundaria.


Do Teachers’ Race, Gender, And Ethnicity Matter? Evidence From The National Education Longitudinal Study Of 1988, Ronald G. Ehrenberg, Daniel D. Goldhaber, Dominic J. Brewer Apr 1995

Do Teachers’ Race, Gender, And Ethnicity Matter? Evidence From The National Education Longitudinal Study Of 1988, Ronald G. Ehrenberg, Daniel D. Goldhaber, Dominic J. Brewer

Articles and Chapters

Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers' race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers' subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than ...


Are School Superintendents Rewarded For “Performance”?, Ronald G. Ehrenberg, Richard P. Chaykowski, Randy Ann Ehrenberg Jan 1988

Are School Superintendents Rewarded For “Performance”?, Ronald G. Ehrenberg, Richard P. Chaykowski, Randy Ann Ehrenberg

Articles and Chapters

[Excerpt] This chapter presents analyses of the compensation and mobility of school superintendents in New York State during the 1978-79 to 1982-83 period. The focus is on school superintendents because they are the chief operating officers of school districts, their salaries are determined through individual "negotiations" with school boards, and their salary data were made available to us. In contrast, school principals' salary data were not available to us. Especially in large districts, principals tend to be members of a union and their salary increases negotiated collectively, which limits the likelihood of observing individual principals' salaries being related to measures ...


Merit Pay For School Superintendents?, Ronald G. Ehrenberg, Richard P. Chaykowski, Randy A. Ehrenberg Jun 1986

Merit Pay For School Superintendents?, Ronald G. Ehrenberg, Richard P. Chaykowski, Randy A. Ehrenberg

Articles and Chapters

Given the important role that school district administrators play in the educational process, one might expect their 'performance" to be of fundamental importance in determining both how much students learn and the cost of public education to taxpayers. Yet, while public debate has considered the issue of merit pay plans for teachers, virtually no attention has been directed to the methods by which school administrators are compensated.

This paper provides evidence on whether school superintendents are explicitly or implicitly rewarded for their "performance" by higher compensation and/or greater opportunities for mobility. We analyze panel data from over 700 school ...