Abstract
The role of unions in school governance is reviewed to note that labor operates in a larger context of principal—agent relationships. As agents for teachers, unions articulate the concerns that must be addressed if teachers are to be successfully enlisted in the struggle to reduce achievement gaps among at-risk students. Transcending industrial age adversarial relationships requires that the professional role of teachers be harnessed in school governance through union contracts. This transformation will not be easy because it requires labor to assume difficult responsibilities for performance. Unions have indicated that they are ready to accept accountability measures but implementation will require improved training and cooperation.
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