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Teacher Unions and Black Students' Scores on College Entrance Exams
Author(s) -
GRIMES PAUL W.,
REGISTER CHARLES A.
Publication year - 1991
Publication title -
industrial relations: a journal of economy and society
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.61
H-Index - 57
eISSN - 1468-232X
pISSN - 0019-8676
DOI - 10.1111/j.1468-232x.1991.tb00801.x
Subject(s) - ceteris paribus , racial differences , psychology , productivity , sample (material) , race (biology) , demographic economics , mathematics education , economics , sociology , ethnic group , economic growth , gender studies , physics , microeconomics , anthropology , thermodynamics
Using data from the National Assessment of Economic Education survey, this paper examines the influence of teachers' unions and students' race on college entrance examination scores. An “education production function” is estimated for a sample of white and black high school seniors. The model accounts for variations in school distrits and student inputs and controls for the self‐selection nature of taking an entrance exam. The results indicate that students in unionized schools score higher on the SAT than like students in nonunion schools, ceteris paribus. Black students who attend unionized schools are estimated to score 13.11 percent above the black SAT mean. These findings suggest a positive productivity effect of collective bargaining for teachers which significantly benefits minority students.