Koski Studies Collective Bargaining in the Classroom

New research on California schools has found that school district seniority preference language in teacher transfer and leave provisions have no systematic effect on teacher-quality gaps between disadvantaged and affluent schools.  Furthermore, districts with strong transfer provisions tend to have larger percentages of credentialed teachers.

Curbing or Facilitating Inequality? Law, Collective Bargaining, and Teacher Assignment Among Schools in California, by William S. Koski (photo above) and Eileen L. Horng, focuses on the legal, policy, and contractual structures designed to place highly qualified teachers in low-income, high-minority schools, as well as those that may constrain efforts to get good teachers into more difficult teaching assignments.

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