Industrial actions in schools: strikes and student achievement
Many jurisdictions ban teacher strikes on the assumption that they negatively affect student achievement, but there is surprisingly little research on this question. The majority of existing studies make crosssection comparisons of the achievement of students who do or do not experience a strike. They conclude that strikes do not have an impact. I present new estimates of this impact of strikes using an empirical strategy that controls for fixed student characteristics at the school cohort level, and a sample of industrial actions by teachers in the province of Ontario. The results indicate that teacher strikes in grades 5 or 6 have a negative, statistically significant impact on test score growth between grade 3 and grade 6. The largest impact is on math scores: 29% of the standard deviation of test scores across school/grade cohorts.
If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Volume (Year): 46 (2013)
Issue (Month): 3 (August)
Pages: 1014-1036
| Handle: | RePEc:cje:issued:v:46:y:2013:i:3:p:1014-1036 |
| Contact details of provider: | Postal: Canadian Economics Association Prof. Steven Ambler, Secretary-Treasurer c/o Olivier Lebert, CEA/CJE/CPP Office C.P. 35006, 1221 Fleury Est Montréal, Québec, Canada H2C 3K4 Web page: http://economics.ca/cje/ Email: More information through EDIRC
|
| Order Information: | Web: http://economics.ca/en/membership.php Email: |
References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Baker, Michael, 2013.
"Industrial Actions in Schools: Strikes and Student Achievement,"
CLSSRN working papers
clsrn_admin-2013-8, Vancouver School of Economics, revised 25 Feb 2013.
- Michael Baker, 2013. "Industrial actions in schools: strikes and student achievement," Canadian Journal of Economics, Canadian Economics Association, vol. 46(3), pages 1014-1036, August.
- Michael Baker, 2011. "Industrial Actions in Schools: Strikes and Student Achievement," NBER Working Papers 16846, National Bureau of Economic Research, Inc.
- Petra E. Todd & Kenneth I. Wolpin, 2003. "On The Specification and Estimation of The Production Function for Cognitive Achievement," Economic Journal, Royal Economic Society, vol. 113(485), pages F3-F33, February.
- David Card & Martin Dooley & Abigail Payne, 2008.
"School Competition and Efficiency with Publicly Funded Catholic Schools,"
NBER Working Papers
14176, National Bureau of Economic Research, Inc.
- David Card & Martin D. Dooley & A. Abigail Payne, 2010. "School Competition and Efficiency with Publicly Funded Catholic Schools," American Economic Journal: Applied Economics, American Economic Association, vol. 2(4), pages 150-76, October.
- Card, David & Dooley, Martin & Payne, Abigail, 2010. "School Competition and Efficiency with Publicly Funded Catholic Schools," CLSSRN working papers clsrn_admin-2010-28, Vancouver School of Economics, revised 23 Sep 2010.
- David Card & Martin Dooley & Abigail Payne, 2010. "School Competition and Efficiency with Publicly Funded Catholic Schools," Department of Economics Working Papers 2010-01, McMaster University.
- Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule to Estimate the Effect of Class Size on Scholastic Achievement," The Quarterly Journal of Economics, Oxford University Press, vol. 114(2), pages 533-575.
- Ding, Weili & Lehrer, Steven F., 2009.
"Estimating Treatment Effects from Contaminated Multi-Period Education Experiments: The Dynamic Impacts of Class Size Reductions,"
CLSSRN working papers
clsrn_admin-2009-43, Vancouver School of Economics, revised 22 Jul 2009.
- Weili Ding & Steven F. Lehrer, 2010. "Estimating Treatment Effects from Contaminated Multiperiod Education Experiments: The Dynamic Impacts of Class Size Reductions," The Review of Economics and Statistics, MIT Press, vol. 92(1), pages 31-42, February.
- Weili Ding & Steven F. Lehrer, 2009. "Estimating Treatment Effects from Contaminated Multi-Period Education Experiments: The Dynamic Impacts of Class Size Reductions," NBER Working Papers 15200, National Bureau of Economic Research, Inc.
- Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2009. "Are Teacher Absences Worth Worrying About in the United States?," Education Finance and Policy, MIT Press, vol. 4(2), pages 115-149, April.
- Guido W. Imbens, 2003.
"Nonparametric Estimation of Average Treatment Effects under Exogeneity: A Review,"
NBER Technical Working Papers
0294, National Bureau of Economic Research, Inc.
- Guido W. Imbens, 2004. "Nonparametric Estimation of Average Treatment Effects Under Exogeneity: A Review," The Review of Economics and Statistics, MIT Press, vol. 86(1), pages 4-29, February.
- Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2007. "Are Teacher Absences Worth Worrying About in the U.S.?," NBER Working Papers 13648, National Bureau of Economic Research, Inc.
- Michael F. Lovenheim, 2009. "The Effect of Teachers' Unions on Education Production: Evidence from Union Election Certifications in Three Midwestern States," Journal of Labor Economics, University of Chicago Press, vol. 27(4), pages 525-587, October.
- Caroline Minter Hoxby, 1996. "How Teachers' Unions Affect Education Production," The Quarterly Journal of Economics, Oxford University Press, vol. 111(3), pages 671-718.
This item is not listed on Wikipedia, on a reading list or among the top items on IDEAS.
When requesting a correction, please mention this item's handle: RePEc:cje:issued:v:46:y:2013:i:3:p:1014-1036. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Prof. Werner Antweiler)
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.