Bill Overview
Title: National Education Association Charter Repeal Act
Description: This bill repeals the federal charter granted to the National Education Association of the United States.
Sponsors: Rep. Fitzgerald, Scott [R-WI-5]
Target Audience
Population: Educators, students, and their families affected by changes to the NEA
Estimated Size: 53000000
- The National Education Association (NEA) is a major labor union representing public school educators in the United States.
- The NEA has approximately 3 million members, including teachers, administrators, and support staff.
- The repeal of its federal charter could impact the organization's operations, potentially affecting its influence, funding, and structure.
- Any changes to the NEA could indirectly impact public education systems that interact with them, including students and parents.
- Globally, similar educational organizations might observe or be indirectly influenced by changes in such a prominent US educational organization.
Reasoning
- The policy targets members of the NEA and thus has a direct impact on public school educators.
- The majority of its effects will be felt by educators in urban and suburban schools where NEA membership is highest.
- Not all school systems or educators will experience noticeable changes, particularly in private or non-union schools.
- Students and their families will indirectly be influenced through changes in educational quality derived from any operational impact on the NEA.
- The policy has budget constraints suggesting only limited operational adjustments at first; larger impacts might develop over the ten-year window.
Simulated Interviews
high school teacher (Los Angeles, California)
Age: 35 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- I'm concerned about the future of our union and what this repeal will mean for our bargaining power.
- The NEA provides significant support in resources and training which might be affected.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 7 |
| Year 2 | 5 | 7 |
| Year 3 | 5 | 7 |
| Year 5 | 4 | 7 |
| Year 10 | 5 | 7 |
| Year 20 | 6 | 8 |
elementary school principal (Houston, Texas)
Age: 40 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 8/20
Statement of Opinion:
- This could destabilize our efforts to push for better funding and support for our teachers.
- I worry about the day-to-day operational impact.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 8 |
| Year 2 | 6 | 8 |
| Year 3 | 6 | 8 |
| Year 5 | 6 | 8 |
| Year 10 | 6 | 8 |
| Year 20 | 7 | 9 |
middle school teacher (Des Moines, Iowa)
Age: 28 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 15/20
Statement of Opinion:
- I'm still learning how the union operates but I believe it could be beneficial to me long-term.
- This repeal seems like a step backward in supporting teachers.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 6 |
| Year 2 | 5 | 6 |
| Year 3 | 4 | 6 |
| Year 5 | 4 | 7 |
| Year 10 | 4 | 7 |
| Year 20 | 5 | 8 |
retired teacher (Buffalo, New York)
Age: 54 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 8/20
Statement of Opinion:
- I feel for my colleagues who are still teaching and may lose support.
- Retirees like me may not feel immediate effects, but the long-term erosion of rights is worrying.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 6 | 7 |
| Year 3 | 6 | 7 |
| Year 5 | 6 | 7 |
| Year 10 | 6 | 7 |
| Year 20 | 6 | 7 |
high school student (Chicago, Illinois)
Age: 17 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 12/20
Statement of Opinion:
- It worries me that my teachers might not have the backing they need anymore.
- School environment might change if teachers lose their support system.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 7 |
| Year 2 | 6 | 7 |
| Year 3 | 5 | 7 |
| Year 5 | 5 | 7 |
| Year 10 | 5 | 8 |
| Year 20 | 7 | 8 |
education policy analyst (Miami, Florida)
Age: 29 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 1.0 years
Commonness: 5/20
Statement of Opinion:
- I think removing the charter could streamline or disrupt the union's functions depending on how it's handled.
- Potential to redefine how teacher advocacy is achieved nationally.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 9 |
| Year 20 | 9 | 9 |
union representative (Seattle, Washington)
Age: 47 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- This could change how we operate at a local level regarding negotiations and agreements.
- Potentially a major shift in strategies for supporting our educators.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 6 |
| Year 2 | 4 | 6 |
| Year 3 | 4 | 6 |
| Year 5 | 3 | 6 |
| Year 10 | 4 | 7 |
| Year 20 | 5 | 7 |
parent (Phoenix, Arizona)
Age: 32 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 9/20
Statement of Opinion:
- Concerned about how this could affect funding to classrooms and teacher motivation.
- Implications for my husband's job security are concerning.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 7 |
| Year 2 | 6 | 7 |
| Year 3 | 5 | 7 |
| Year 5 | 5 | 8 |
| Year 10 | 6 | 8 |
| Year 20 | 7 | 8 |
school district administrator (Atlanta, Georgia)
Age: 60 | Gender: female
Wellbeing Before Policy: 9
Duration of Impact: 5.0 years
Commonness: 6/20
Statement of Opinion:
- We may need to adjust how we engage with unions local and nationally.
- It will require a reevaluation of support systems for teachers.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 9 |
| Year 2 | 8 | 9 |
| Year 3 | 8 | 9 |
| Year 5 | 8 | 9 |
| Year 10 | 8 | 9 |
| Year 20 | 8 | 9 |
college student (San Francisco, California)
Age: 25 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 7/20
Statement of Opinion:
- I'm worried the repeal might affect scholarship opportunities linked with NEA.
- This could shift how unions and education systems interact during my future career.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 6 |
| Year 2 | 5 | 6 |
| Year 3 | 5 | 7 |
| Year 5 | 4 | 7 |
| Year 10 | 5 | 8 |
| Year 20 | 6 | 8 |
Cost Estimates
Year 1: $2000000 (Low: $1000000, High: $3000000)
Year 2: $1500000 (Low: $500000, High: $2500000)
Year 3: $1000000 (Low: $500000, High: $1500000)
Year 5: $500000 (Low: $250000, High: $750000)
Year 10: $100000 (Low: $50000, High: $150000)
Year 100: $0 (Low: $0, High: $0)
Key Considerations
- The current role and influence of the NEA in public education and policy advocacy.
- Legal and governmental adjustments required to implement the repeal.
- Unclear adjustments needed within the NEA's operations to adapt to the lack of a federal charter.
- Potential indirect effects on public education systems and policies.