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Fordham Institute. The report credits multiple foundations for funding and frames views as those of the authors alone. It details data sources and methods, then evaluates resources and membership, political involvement, labor and bargaining policies, policy wins and losses, and perceived influence. It includes scoring, rankings, patterns of strength, correlations with demographic, economic, and political factors, and state-by-state profiles.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-crowded-table-teacher-union-strength-in-2026/587372/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-crowded-table-teacher-union-strength-in-2026/587372.png","ImageObject",300,407,{"name":92,"@type":93},"วิน","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report measure as “teacher union strength” in 2026?","Question",{"text":112,"@type":113},"It evaluates union strength across five areas: resources and membership, involvement in politics, labor and bargaining policies, policy wins and losses, and perceived influence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are scores and rankings created in the report?",{"text":117,"@type":113},"The report includes a section on calculating scores and rankings, followed by rankings for each area, indicating a structured scoring approach based on those dimensions.",{"name":119,"@type":110,"acceptedAnswer":120},"Does the report describe how union strength relates to broader characteristics?",{"text":121,"@type":113},"Yes. It examines how union strength relates to demographic, economic, and political characteristics, and also looks at how rankings have changed since 2012.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587372,1792211514,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","About Fordham  \nThe Thomas B. Fordham Institute promotes educational excellence for every child in America via quality research, analysis, and commentary, as well as advocacy and exemplary charter school authorizing in Ohio. It is affiliated with the Thomas B. Fordham Foundation, and this publication is a joint project of the Foundation and the Institute. For further information, please visit our website at [fordhaminstitute.org](fordhaminstitute.org). The Institute is neither connected with nor sponsored by Fordham University.  \nSuggested Citation  \nMelissa Arnold Lyon, Sandy Frost Waldron, and Rebecca Jacobsen, Ph.D. A Crowded Table: Teacher  \nUnion Strength in 2026. Washington D.C.: Thomas B. Fordham Institute (May 2026) .  \n[https://fordhaminstitute.org/national/research/crowded-table-teacher-union-strength-2026](https://fordhaminstitute.org/national/research/crowded-table-teacher-union-strength-2026)  \nAcknowledgments  \nThis report was made possible through funding from the Sarah Scaife Foundation, The Achelis and Bodman Foundation, and The Anschutz Foundation. The views expressed in this report are those of the authors alone and do not necessarily reflect those of the foundations that supported this work.  \nWe are deeply grateful to authors Melissa Arnold Lyon (University at Albany), Sandy Frost Waldron (independent researcher), and Rebecca Jacobsen (Michigan State University) for their diligence and collaboration, and to external advisers Michael Hartney (Boston College) and Jeffrey Henig (Columbia University), who provided thoughtful and substantive feedback on the draft report. Here at Fordham, we thank our former colleague Adam Tyner, who launched the project; Meredith Coffey and David Griffith for managing the project and editing the report; Chester E. Finn, Jr., Michael J. Petrilli, and Amber M. Northern for providing feedback on the draft; Brian Fitzpatrick for providing feedback and creating the interactive table; Jill Hoppe, Ali Schalop, and Robert Chung for assisting with research; Stephanie Distler for managing report production and design; and Victoria McDougald for overseeing media dissemination. We also extend our gratitude to David Yontz for copyediting and to Dave Williams for creating the report’s figures.  \nFinally, thanks to AI for the cover illustration. If something looks slightly off, you're not imagining it.  \nContents  \nForeword....................................................................................................................................................... 3  \nIntroduction .................................................................................................................................................. 7  \nData and Methods ........................................................................................................................................ 9  \nArea A: Resources and Membership........................................................................................................... 11  \nArea B: Involvement in Politics ................................................................................................................... 12  \nArea C: Labor and Bargaining Policies......................................................................................................... 13  \nArea D: Policy Wins and Losses ................................................................................................................... 14  \nArea E: Perceived Influence ........................................................................................................................ 15  \nCalculating Scores and Rankings ................................................................................................................. 17  \nRankings ...................................................................................................................................................... 18  \nRankings for Area A: Resources and Membership.........","cbCairR1SH4GPkrS","https://ap.wps.com/l/cbCairR1SH4GPkrS","pdf",12576410,61,"English","# Foreword\n# Introduction\n# Data and Methods\n# Area A: Resources and Membership\n# Area B: Involvement in Politics\n# Area C: Labor and Bargaining Policies\n# Area D: Policy Wins and Losses\n# Area E: Perceived Influence\n# Calculating Scores and Rankings\n# Rankings\n## Rankings for Area A: Resources and Membership\n## Rankings for Area B: Involvement in Politics\n## Rankings for Area C: Labor and Bargaining Policies\n## Rankings for Area D: Policy Wins and Losses\n## Rankings for Area E: Perceived Strength\n# Patterns of Teacher Union Strength\n# Which Sub-Indicators Matter Most?\n# Which Sub-Indicators Matter Least?\n# Which Areas Are Correlated with Each Other?\n# How Does Union Strength Relate to Demographic, Economic, and Political Characteristics?\n# How Have the Rankings Changed Since 2012?\n# Takeaways\n# Conclusion\n# Individual State Profiles\n# Appendix A: Supplemental","[{\"question\":\"What does the report measure as “teacher union strength” in 2026?\",\"answer\":\"It evaluates union strength across five areas: resources and membership, involvement in politics, labor and bargaining policies, policy wins and losses, and perceived influence.\"},{\"question\":\"How are scores and rankings created in the report?\",\"answer\":\"The report includes a section on calculating scores and rankings, followed by rankings for each area, indicating a structured scoring approach based on those dimensions.\"},{\"question\":\"Does the report describe how union strength relates to broader characteristics?\",\"answer\":\"Yes. It examines how union strength relates to demographic, economic, and political characteristics, and also looks at how rankings have changed since 2012.\"}]","A Crowded Table - Teacher Union Strength in 2026 | PDF",1792061686,154]