IDEAS home Printed from https://ideas.repec.org/a/wly/canjec/v46y2013i3p1014-1036.html
   My bibliography  Save this article

Industrial actions in schools: strikes and student achievement

Author

Listed:
  • Michael Baker

Abstract

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 cross‐section 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. Grèves dans les écoles: grèves et résultats scolaires. Plusieurs juridictions prohibent les grèves de professeurs à partir du postulat qu'elles affectent négativement les résultats des étudiants, mais il y a, et c'est surprenant, peu de recherches sur cette question. La plupart des études qui existent font des comparaisons transversales des résultats des étudiants qui ont et n'ont pas subi de grèves. On conclut que ces grèves n'ont pas d'impact. L'auteur présente de nouvelles évaluations de cet impact des grèves à partir d'une stratégie empirique qui normalise pour certaines caractéristiques fixes des étudiants au niveau de la cohorte, et qui porte sur un échantillon de grèves par des professeurs dans la province de l'Ontario. Les résultats montrent que les grèves de professeurs en 4e et 5e année ont un impact statistiquement significatif sur la progression dans les tests standardisés entre la 3e et la 6e année. L'impact le plus important est en mathématique: de l'ordre de 29% dans l’écart‐type des résultats des tests pour les cohortes d’école/niveaux.

Suggested Citation

  • Michael Baker, 2013. "Industrial actions in schools: strikes and student achievement," Canadian Journal of Economics/Revue canadienne d'économique, John Wiley & Sons, vol. 46(3), pages 1014-1036, August.
  • Handle: RePEc:wly:canjec:v:46:y:2013:i:3:p:1014-1036
    DOI: 10.1111/caje.12035
    as

    Download full text from publisher

    File URL: https://doi.org/10.1111/caje.12035
    Download Restriction: no

    References listed on IDEAS

    as
    1. 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 150-176, October.
    2. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
    3. 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.
    4. 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.
    5. Caroline Minter Hoxby, 1996. "How Teachers' Unions Affect Education Production," The Quarterly Journal of Economics, Oxford University Press, vol. 111(3), pages 671-718.
    6. Thomas S. Dee & Brian A. Jacob, 2010. "The Impact of No Child Left Behind on Students, Teachers, and Schools," Brookings Papers on Economic Activity, Economic Studies Program, The Brookings Institution, vol. 41(2 (Fall)), pages 149-207.
    7. 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.
    8. 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 3-33, February.
    9. 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.
    10. 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.
    11. Randall W. Eberts & Joe A. Stone, 1987. "Teacher Unions and the Productivity of Public Schools," ILR Review, Cornell University, ILR School, vol. 40(3), pages 354-363, April.
    12. 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.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Giorgio Di Pietro & Federico Biagi & Patricia Costa & Zbigniew Karpinski & Jacopo Mazza, 2020. "The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets," JRC Working Papers JRC121071, Joint Research Centre (Seville site).
    2. Stefan Bauernschuster & Timo Hener & Helmut Rainer, 2017. "When Labor Disputes Bring Cities to a Standstill: The Impact of Public Transit Strikes on Traffic, Accidents, Air Pollution, and Health," American Economic Journal: Economic Policy, American Economic Association, vol. 9(1), pages 1-37, February.
    3. Darmody, Merike & Smyth, Emer & Russell, Helen, 2020. "The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review," Research Series, Economic and Social Research Institute (ESRI), number SUSTAT94, November.
    4. Montebruno Bondi, Piero, 2020. "Disrupted schooling: impacts on achievement from the Chilean school occupations," LSE Research Online Documents on Economics 108459, London School of Economics and Political Science, LSE Library.
    5. Ludger Wößmann, 2020. "Folgekosten ausbleibenden Lernens: Was wir über die Corona-bedingten Schulschließungen aus der Forschung lernen können," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 73(06), pages 38-44, June.
    6. Martin Gustafsson & Carol Nuga Deliwe, 2020. "How is the COVID-19 pandemic affecting educational quality in South Africa? Evidence to date and future risks," Working Papers 23/2020, Stellenbosch University, Department of Economics.
    7. Silke Anger & Malte Sandner & Alexander M. Danzer & Axel Plünnecke & Olaf Köller & Enzo Weber & Samuel Mühlemann & Harald Pfeifer & Bernhard Wittek, 2020. "Schulschließungen, fehlende Ausbildungsplätze, keine Jobs: Generation ohne Zukunft?," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 73(09), pages 03-24, September.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. 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.
    2. Baron, E. Jason, 2018. "The Effect of Teachers’ Unions on Student Achievement in the Short Run: Evidence from Wisconsin’s Act 10," Economics of Education Review, Elsevier, vol. 67(C), pages 40-57.
    3. Dan Goldhaber & Michael Hansen, 2013. "Is it Just a Bad Class? Assessing the Long-term Stability of Estimated Teacher Performance," Economica, London School of Economics and Political Science, vol. 80(319), pages 589-612, July.
    4. Marianno, Bradley D. & Strunk, Katharine O., 2018. "The bad end of the bargain?: Revisiting the relationship between collective bargaining agreements and student achievement," Economics of Education Review, Elsevier, vol. 65(C), pages 93-106.
    5. Vincenzo Andrietti & Xuejuan Su, 2019. "Education curriculum and student achievement: theory and evidence," Education Economics, Taylor & Francis Journals, vol. 27(1), pages 4-19, January.
    6. Kingdon, Geeta & Teal, Francis, 2010. "Teacher unions, teacher pay and student performance in India: A pupil fixed effects approach," Journal of Development Economics, Elsevier, vol. 91(2), pages 278-288, March.
    7. Torberg Falch & Astrid Marie Jorde Sandsør & Bjarne Strøm, 2017. "Do Smaller Classes Always Improve Students’ Long-run Outcomes?," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 79(5), pages 654-688, October.
    8. Gilpin, Gregory & Kaganovich, Michael, 2012. "The quantity and quality of teachers: Dynamics of the trade-off," Journal of Public Economics, Elsevier, vol. 96(3), pages 417-429.
    9. Azam, Mehtabul & Kingdon, Geeta Gandhi, 2015. "Assessing teacher quality in India," Journal of Development Economics, Elsevier, vol. 117(C), pages 74-83.
    10. Figlio, D. & Karbownik, K. & Salvanes, K.G., 2016. "Education Research and Administrative Data," Handbook of the Economics of Education,, Elsevier.
    11. Paula Salinas & Albert Solé-Ollé, 2009. "Evaluating the effects of decentralization on educational outcomes in Spain," Working Papers 2009/10, Institut d'Economia de Barcelona (IEB).
    12. Bernal, Pedro & Mittag, Nikolas & Qureshi, Javaeria A., 2016. "Estimating effects of school quality using multiple proxies," Labour Economics, Elsevier, vol. 39(C), pages 1-10.
    13. Graham McKee & Katharine Sims & Steven Rivkin, 2015. "Disruption, learning, and the heterogeneous benefits of smaller classes," Empirical Economics, Springer, vol. 48(3), pages 1267-1286, May.
    14. Seth Gershenson & Alison Jacknowitz & Andrew Brannegan, 2017. "Are Student Absences Worth the Worry in U.S. Primary Schools?," Education Finance and Policy, MIT Press, vol. 12(2), pages 137-165, Spring.
    15. McMullen, Steven C. & Rouse, Kathryn E., 2012. "School crowding, year-round schooling, and mobile classroom use: Evidence from North Carolina," Economics of Education Review, Elsevier, vol. 31(5), pages 812-823.
    16. Jade Marcus Jenkins & Sudhanshu Handa, 2019. "Parenting skills and early childhood development: production function estimates from longitudinal data," Review of Economics of the Household, Springer, vol. 17(1), pages 121-147, March.
    17. Gregory Gilpin & Michael Kaganovich, 2009. "The Quantity and Quality of Teachers: A Dynamic Trade-off," CESifo Working Paper Series 2516, CESifo.
    18. Lisa Barrow & Cecilia Elena Rouse, 2000. "Using market valuation to assess the importance and efficiency of public school spending," Working Paper Series WP-00-4, Federal Reserve Bank of Chicago.
    19. Lisa Barrow & Cecilia Elena Rouse, 2005. "Causality, causality, causality: the view of education inputs and outputs from economics," Working Paper Series WP-05-15, Federal Reserve Bank of Chicago.
    20. José M. Cordero & Víctor Cristóbal & Daniel Santín, 2018. "Causal Inference On Education Policies: A Survey Of Empirical Studies Using Pisa, Timss And Pirls," Journal of Economic Surveys, Wiley Blackwell, vol. 32(3), pages 878-915, July.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:wly:canjec: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: (Wiley Content Delivery). General contact details of provider: https://doi.org/10.1111/(ISSN)1540-5982 .

    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 CitEc recognized a reference but did not link an item in RePEc 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 RePEc Author Service 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.

    IDEAS is a RePEc service hosted by the Research Division of the Federal Reserve Bank of St. Louis . RePEc uses bibliographic data supplied by the respective publishers.