Class Year

2018

Date

4-16-2018

Document Type

Thesis

Distinguished Thesis

Yes

Degree Name

Bachelor of Arts (BA)

Department or Program

Economics, Business, and Finance

Second Department or Program

Politics

First Advisor

Robert J. Lemke

Second Advisor

Kent R. Grote

Third Advisor

Evan Oxman

Fourth Advisor

Dawn Abt-Perkins

Fifth Advisor

Michael T. Hartney, Boston College

Abstract

As alternative teacher certification programs, accountability measures urged by federal mandates, and unconventional school structures such as the charter school movement have gained traction, a loud debate over how to ‘fix’ America’s schools has ensued amongst teachers, administrators, researchers, and policymakers. This thesis examines teacher attitudes regarding a number of education reform initiatives including tenure, accountability for student achievement, and school choice using Brookings’ 2003 Survey of Educators, a sample of 3,264 public school teachers. My empirical analysis extends the findings of Moe’s Special Interest by looking at the quality of undergraduate teacher training as a predictor of these attitudes. Then, political theory is used to make sense of why teachers unions have chosen to take education policy stances that substantial portions of their membership disagree wit.

Language

English

Comments

Phi Beta Kappa Thesis Award


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