2/22/011 Washington Post
“If there is no organized force to advocate for public education in the state capitols of this nation, our children and our schools will suffer. That’s the bottom line. And that’s why I stand with the teachers of Wisconsin. I know you do too.”
As I write, thousands of teachers are staging a protest in the state capitol in Wisconsin against proposed legislation by Gov. Scott Walker that would destroy their collective bargaining rights. Others stand with them, including members of the Green Bay Packers and other public sector workers, even those not affected by the legislation, namely, firefighters and police.
Gov. Walker demanded that the teachers pay more for their health benefits and their pension benefits, and they have agreed to do so. But that’s not all he wants. He wants to destroy the union.
I wrote an article about this contretemps for CNN.COM, not realizing that the teachers had already conceded the governor’s demands on money issues. They agreed to pay more for their health benefits and pension benefits. The confrontation now is solely about whether public employees have the right to bargain collectively and to have a collective voice. Monday’s New York Times made clear, both in an article by Paul Krugman and in its news coverage, that the union is fighting for its survival, not benefits.
It’s time to ask: why should teachers have unions? I am not a member of a union, and I have never belonged to a union, but here is what I see.
From the individual teacher’s point of view, it is valuable to have an organization to turn to when you feel you have been treated unfairly, one that will supply you with assistance, even a lawyer, one that advocates for improvement in your standard of living. From society’s point of view, it is valuable to have unions to fight for funding for public education and for smaller class sizes and for adequate compensation for teachers.
I recently visited Arizona, a right-to-work state, and parents there complained to me about classes of 30 for children in first and second grades, and even larger for older students; they complained that the starting salary for teachers was only $26,000, and that it is hard to find strong college graduates to enter teaching when wages are so low.
I have often heard union critics complain that contracts are too long, too detailed, too prescriptive. I have noticed that unions don’t write their own contracts. There are always two sides that negotiate a contract and that sign it. If administration is so weak that it signs a contract that is bad for kids, bad for the district’s finances, or bad for education, then shame on them.
The fight in Wisconsin now is whether public sector unions should have any power to bargain at all. The fight is not restricted to Wisconsin; it is taking place in many other states, including New Jersey, Ohio, Tennessee, Pennsylvania, Florida, Illinois, and elsewhere. The battle has already been lost in other states.
I have been wondering if advocates of corporate school reform, such as Bill Gates, Eli Broad, and Michelle Rhee will come to the aid of the teachers in Wisconsin. I have been wondering if President Obama and Secretary Duncan, who were quick to applaud the firing of teachers in Central Falls, Rhode Island, will now step forward to support the teachers in Wisconsin. I have been wondering if Secretary Duncan, who only a few days earlier had led a much-publicized national conversation in Denver about the importance of collaboration between unions and management, will weigh in to support the teachers. I am ever hopeful, but will take care not to hold my breath.
If there is no organized force to advocate for public education in the state capitols of this nation, our children and our schools will suffer. That’s the bottom line. And that’s why I stand with the teachers of Wisconsin. I know you do too.