Abstract
This paper examines the effect of collective bargaining on several factors known to be determinants of student achievement in the public schools, particularly its effect on the teacher's allocation of time among various activities. Estimates based on a national survey show that bargaining appears to reduce time spent in instruction, to increase the level of education of teachers, and to increase the number of administrators — all differences associated with lower student achievement. On the other hand, bargaining tends to increase the time teachers spend in class preparation, the experience level of teachers, and the teacher-student ratio — differences associated with higher student achievement. The net effect of collective bargaining on teacher productivity is therefore not clear at this time.
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