contract ratification. In doing so, the inde-
vices. Introducing competition into teacher
pendent organizations could credibly argue
representation is the best way to ensure that
that not only will teachers receive better bar-
unions work for the benefit of teachers.
gaining services at a lower cost, but their
Also, considering that the two largest
organization will be free to focus on profes-
teacher unions are the major opponents of
sional development and better service. The
school choice, diminishing the role and influ-
independent organizations would require
ence of the NEA/AFT would contribute to a
dues to be viable, but their dues plus any fees
more positive climate for the school choice
for representation services would still be
movement. Without unions' opposition to
much lower than teacher union dues.
school choice, many more options would be
One additional point on teacher support
available to parents of K-12 children. Parents
for the proposal merits notice. For more than
and their children, therefore, would become
half a century, union ideologues have visual-
secondary beneficiaries of increased competi-
ized unions as participatory democracies
tion for teacher representation.
that generate worker support for a host of
In Economics 101, we are told that ease of
noble causes with only tenuous connections,
entry is the most important requirement for
if any, to workplace issues. Although teachers
a competitive market to emerge. Perhaps if
Introducing com-
would remain free to support unions that
we can demonstrate the benefits of competi-
petition into
embrace these ideals, most teachers, like
tion to teachers in their consumer role, they
most union members generally, do not
will recognize its value to consumers of
teacher represen-
regard unions as instruments of social
teacher services. Paradoxically, the most
tation is the best
change. The less relevant a union activity is to
effective way to achieve school choice for stu-
way to ensure that
the material interests of union members, the
dents may turn out to be to provide choice of
less member interest and participation in
representative for teachers. Most teachers
unions work for
union affairs. This is not a criticism of union
aren't likely to become advocates of a com-
the benefit of
members or an assertion of their lack of
petitive education industry, but their unions
interest in broad policy issues. Most union
may no longer be able to prevent it from
teachers.
members simply do not regard their union as
materializing.
the organization or institution best able to
deal with their non-job-related concerns. A
Notes
reform that is based on a more realistic view
of the union role might achieve a surprising
1. "Teacher Collective Bargaining and Union
level of support from teachers who are reluc-
Security Table," (Vienna, Virginia: Public Service
Research Council, undated).
tant to publicize their position on the issue.
2. Figures for NEA membership were taken from
NEA Handbook, 2001-2002 , p. 189. Figures for
Conclusion
independent associations in Georgia, Missouri,
and Texas provided by Concerned Educators
Against Forced Unionism, a project of the
Teachers would benefit significantly from
National Right to Work Committee. The organi-
competition in collective bargaining represen-
zations involved do not use the same categories of
tation. These benefits include lower dues, bet-
membership, but K-12 regular teachers are by far
ter service, increased choice, and more input in
the largest component in both the NEA affiliates
and the independent teacher organizations. Also
the key decisions affecting their employment.
see Education Intelligence Agency Report, June 27,
Allowing non-membership organizations,
2001, pp. 12
solo entrepreneurs, negotiators, lawyers, and
collective bargaining companies to compete
3. Although I have expressed some of the ideas in
this article previously, the proposal to separate rep-
with the NEA/AFT for teacher representation
resentation from union membership is adapted
would create a more powerful consumer role
from Samuel Estreicher, "Deregulating Union
for teachers wishing to purchase those ser-
Democracy," in Samuel Estreicher, Harry C. Katz,
12