THE EFFECT OF SCHOOL EMPLOYEE STRIKES ON STUDENT ACHIEVEMENT IN NINE OHIO SCHOOL DISTRICTS
PAT EVA CRISCI AND ROGER J. LULOW
DOI: 10.2190/PD5L-JM18-M8AM-U52F
Abstract
This study examined the impact of teacher strikes and the resulting loss of instructional time on student achievement in reading and mathematics; the differential impact of strikes on students of average, below-average, and above-average ability; and the impact of the regular teacher's presence during the strike on reading and mathematics achievement. The data for the 184 students as a group indicated a strike did not affect student reading or mathematics achievement, and revealed no difference in the impact of a strike on students of varying ability levels. When the sets of student scores were divided into those from districts with short strikes and long strikes, the reading achievement of students in district with long strikes differed significantly from those in districts with short strikes. The mathematics achievement of the students in these two subgroups was not significantly different. With respect to the presence of the regular teacher during the strike, a statistically significant impact was seen in the mathematics achievement of students in districts with long strikes, whereas no significant difference was seen in reading achievement.
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