Study Links Strong Teachers Unions to Lower Student Literacy Rates

A recent study by the Progressive Policy Institute (PPI) indicates a significant negative correlation between the strength of teachers' unions and student literacy levels across U.S. states. The findings suggest that states with greater influence from major unions, such as the American Federation of Teachers (AFT) and the National Education Association (NEA), tend to have lower student literacy scores compared to states where these unions have less sway.

Rachel Canter, Director of Education Policy at PPI and an architect of Mississippi's literacy initiatives, summarized the study's findings. "We found a strong, negative correlation between the two — the more powerful the unions, the fewer literacy-policy principles the state had adopted," Canter stated. The study observed that eight of the ten states with the lowest student literacy scores are considered "blue states" with robust teachers' unions. However, the report also acknowledges that other factors influence literacy, noting that several Republican-led states and some swing states also face challenges, while four Democratic states are among the top performers.

The analysis posits that powerful unions often prioritize their own political influence and member benefits over the educational needs of children. This dynamic, according to the report, can hinder necessary reforms and make it difficult to implement new teaching standards that might identify underperforming educators.

New York, home to influential unions like the United Federation of Teachers and New York State United Teachers, is cited as an example. Over half of third- through fifth-graders in the state reportedly fail reading proficiency exams. An attempt by Governor Kathy Hochul to collaborate with the New York State United Teachers (NYSUT) on a "science of reading" curriculum reportedly resulted in unsatisfactory outcomes, widening the gap in reading proficiency between New York fourth-graders and their peers in states like Mississippi, which has seen significant gains in literacy instruction by adopting science-based reading methods.

Los Angeles, with its teachers' union affiliated with both the AFT and NEA, is also mentioned. The report suggests that unions annually contribute substantial funding towards electing political candidates, including Democrats and some Republicans, who are expected to support increased public school spending while imposing fewer demands on teachers.

The study also references the period following the COVID-19 pandemic, during which, the report alleges, powerful teachers unions, including the AFT, influenced the Biden administration to maintain school closures. This, combined with the perceived ineffectiveness of remote learning and the curricula in some public schools, has reportedly led a growing number of parents to seek alternatives for their children's education.

Despite union opposition, some states, like Massachusetts, have successfully enacted "science of reading" reforms. The report credits this success, in part, to educators who have publicly advocated for these changes and challenged what it characterizes as union misinformation. The authors emphasize the importance of public education systems that effectively serve students, suggesting that a failure to do so will compel parents to seek other educational solutions.