Although the Janus v. AFCSME (2018) decision fundamentally changed the institutional context for U.S. teachers’ unions by placing all public school teachers in a “Right to Work” (RTW) framework, little research exists to conceptualize the effects of such policies that hinder unionization. To fill this gap, I exploit the different timing across states in the passage of RTW policies in a differences-in-differences framework to identify how exposure to a RTW policy affects students, teachers, and education policymaking. I find that RTW policies lead to declines in teachers’ union power, but contrary to what many union critics have argued, I find that efforts to weaken unions did not result in political opportunities for education reforms nor did they improve student achievement outcomes.
Heroes, Villains, or Something In Between? How “Right to Work” Policies Affect Teachers, Students, and Education Policymaking
Education level
Document Object Identifier (DOI)
10.26300/0p17-gc57
EdWorkingPaper suggested citation:
Lyon, Melissa Arnold . (). Heroes, Villains, or Something In Between? How “Right to Work” Policies Affect Teachers, Students, and Education Policymaking. (EdWorkingPaper: -358). Retrieved from
Annenberg Institute at Brown University: https://doi.org/10.26300/0p17-gc57Published Edworkingpaper:
Lyon, M.A. (2021). Heroes, Villains, or Something In Between? How “Right to Work” Policies Affect Teachers, Students, and Education Policymaking. Economics of Education Review, 82. https://doi.org/10.1016/j.econedurev.2021.102105Related Resources from the EdExchange
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