Collective Bargaining
Underlying Causes Of The Dispute
On September 10, 2012, the 26,500 members of the Chicago Teachers Union went on strike, and this strike was not specifically related to the teachers' demand for higher wages, but rather it was based mainly on teacher evaluations. Teachers objected to the district basing the pay of teachers on standardized tests that reflect student achievement (Bureau of Labor Statistics). Placing "…too much emphasis on standardized test scores…diminishes children's education and punishes teachers unfairly," said Stephanie Gadlin, a spokesperson for the Chicago Teachers' Union (Liebelson, 2012). There were other issues too that sent teachers into the streets for 8 days until September 18. One additional important issue was related to the school district's plan to take more out of teachers' paychecks to cover health insurance costs; the teachers wanted to maintain "existing benefits and sick days without increasing the contribution rate" (Liebelson, 2012).
Another issue that caused the strike was that the teachers objected to the district removing the previously agreed-upon (through collective bargaining) plan that gives teachers automatic pay raises based on years of service (bls.gov). A total of 350,000 students in Chicago got a week's vacation from school while the strike was on; and in the meantime the teachers picketed in the streets demanding these additional changes: a) more teaching training; b) a timetable for when the district would install air conditioning in student classrooms; and c) a "fair recall procedure for laid off teachers and fair compensation for a longer school year" (Liebelson, p. 3).
The Chicago School District made an offer during collective bargaining that officials with the district called a "fair and reasonable deal"; that deal included a 16% increase in teachers' salaries (which would have cost the district $320 million over the next four years), security for laid off teachers, and paid maternity leave; but the teachers rejected that initial proposal (Liebelson, p. 3).
What economic or ethical pressures did both sides use?
The economic impact / pressure by the teachers union was dramatic; when you...
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