HISTORY OF TEACHERS UNIONS
Until 1960, teachers remained relatively untouched by unionism. By 1970, more than half of U.S. public school teachers had been recruited by the National Education Association (NEA) or the American Federation of Teachers (AFT). Now, approximately 75 percent of the nation's public school teachers hold union membership. Along with this phenomenal surge in growth has come strong political leverage at the local, state, and national levels. Union pressure on state legislators has resulted in increased rights for unionized teachers, including the right to strike.

While the unions advocate academic excellence, their primary concerns are salaries, job security and issues of employment equity. Critics argue that unionizing public education has had adverse effects in terms of academic achievement. For instance, Dr. Sam Peltzman, a professor of economics at the University of Chicago, notes that from 1965 to 1980, real expenditures per student doubled as teacher ratios declined by one fourth. Yet in this same 15 year period, student performance showed significant decline.

Union supporters contend that "collective bargaining is necessary not only to protect education employees' rights and improve their working conditions, but to improve the quality of instruction,"(Keith Geiger, former NEA President). Now a formidable political force, teacher unions have expanded their agenda to include a broad range of social and philosophical issues. A significant percentage of union dues is spent on lobbying for these issues, a practice that has resulted in growing conflict with more conservative educators.

AREAS OF CONFLICT

Disagreement between evangelical Christians and teacher unions (particularly NEA) has centered on the following issues:

Centralization of educational policies and its potential for diminished participation by parents and local school boards;

Social issues, such as abortion, homosexuality, and premarital sex, Curriculum issues, including creation vs. evolutionary theory, global education and ethnocentric approaches to social science, values clarification and self-esteem education vs. training in moral absolutes, and the appropriateness of religious (Judeo-Christian) content in classroom instruction.

THE RIGHT OF DISSENT

The conflict on these issues is heightened by the growing number of closed-shop districts where union membership is a condition of employment, however no teacher has to join to teach in that district. In an effort to stem the tide of union control and influence, a growing number of political conservative evangelicals have become active in school board races. Usually referred to as "the religious right," these Christian activists are commonly portrayed as wild-eyed fanatics intent on dismantling U.S. public education. In recent years, this conflict has escalated to a fever pitch, resulting in polarization, hostile rhetoric and the so-called "culture wars."

THE CHRISTIAN RESPONSE

In the midst of this warring factionalism, a growing number of Christians are advocating dialogue and mediation. One outstanding example of the quest for improved debate, is a statement of principles for addressing conflicts in public education formulated by the Freedom Forum First Amendment Center. In the words of its framers,

"If controversies about public education are to advance the best interests of the nation, then how we debate and not only what we debate is critical."

Some Christian educators choose to participate fully in a union, believing they can have a significant voice on behalf of Judeo-Christian concerns. Others oppose all union involvement and, in "agency shop" situation, they stipulate that their dues may be used only in contract negotiations (a legal option for those assertive enough to demand it.) Those who decide reverent participation poses a serious violation of their beliefs find helpful allies in advocacy groups such as the NATIONAL RIGHT TO WORK, CONCERNED EDUCATORS AGAINST FORCED UNIONISM, RUTHERFORD INSTITUTE and many others.