The Unequal Opportunity to Learn in California's Schools

This working paper investigates the relationship between teacher unions and education reform efforts, focusing on how collective bargaining agreements (CBAs) influence school district policies and practices in California. The study examines the prevalence, content, and potential implications of CBAs on educational outcomes, drawing on an analysis of CBAs from 465 school districts across the state.

The research explores how various provisions within CBAs, such as teacher assignment policies, class size regulations, grievance procedures, and teacher evaluation processes, can either facilitate or impede efforts to improve student achievement. Additionally, the report highlights how local context and district characteristics influence the negotiation and implementation of these agreements, shaping the degree of flexibility school administrators have in pursuing reform.

By offering a comprehensive analysis of CBAs, the working paper provides valuable insights into how teacher unions and collective bargaining impact educational policymaking, district governance, and overall efforts to enhance student performance in California’s public schools.