Factors of convergence and divergence in union membership

This paper considers to what extent union decline in Britain has been characterised by convergence or divergence in union membership rates for people with different personal and job characteristics. It compares data on individual union membership in 1975, from a period when union membership was high and growing, to data in 2001 data when it is low and has been falling for over twenty years. Some factors of both convergence and divergence are identified. The clearest individual characteristic of convergence is gender. In 1975 there was a big male-female gap in union membership, whilst by 2001 one cannot reject the hypothesis that union membership rates were equal for men and women. The clearest case of divergence is age where the 1975-2001 period sees a widening of the age gap in union membership status. Other factors of convergence are the full- time/part-time status of jobs, ethnicity and workplace size. Other factors of divergence are industry and educational qualifications. Some other factors (like region) are neutral in that their relationship with union membership remains stable through time. Identification of these factors of convergence and divergence should be useful to many parties, including industrial relations scholars and union organisers. Finally, the fact that the magnitude of the relationships between union membership and a number of its determinants have shifted through time illustrates that one should be careful if one wishes to talk about empirical regularities in who is more or less likely to become a trade union member

Union Decline in Britain

In this paper I consider the rapid decline in the unionization rate that has occurred in Britain since the late 1970s. An establishment based analysis reports that the overwhelming factor in explaining falling unionization was a failure to organise the new sorts of establishments that were set up in the last twenty years or so. Patterns showing low rates of union recognition and density in new establishments set up in the 1980s and 1990s are seen to be very similar for new workplaces in both decades, reflecting that the developments since 1990 represent a continuation of the pattern revealed in earlier work for the 1980-90 period. The sharpest falls in unionization occurred in private manufacturing establishments set up post-1980, with significant falls also occurring, but from a lower initial level, in private sector services. In the public sector there is no establishment age based decline in recognition. Finally, there is some evidence that age of workplace, rather than age of worker, is the critical age based factor. This seems to be the case as the negative association between unionization and the post-1980 set up of the establishment is found to hold for workers of all ages.Union recognition, union density, establishment age

Factors of Convergence and Divergence in Union Membership

This paper considers to what extent union decline in Britain has been characterised by convergence or divergence in union membership rates for people with different personal and job characteristics. It compares data on individual union membership in 1975, from a period when union membership was high and growing, to data in 2001 data when it is low and has been falling for over twenty years. Some factors of both convergence and divergence are identified. The clearest individual characteristic of convergence is gender. In 1975 there was a big male-female gap in union membership, whilst by 2001 one cannot reject the hypothesis that union membership rates were equal for men and women. The clearest case of divergence is age where the 1975-2001 period sees a widening of the age gap in union membership status. Other factors of convergence are the full- time/part-time status of jobs, ethnicity and workplace size. Other factors of divergence are industry and educational qualifications. Some other factors (like region) are neutral in that their relationship with union membership remains stable through time. Identification of these factors of convergence and divergence should be useful to many parties, including industrial relations scholars and union organisers. Finally, the fact that the magnitude of the relationships between union membership and a number of its determinants have shifted through time illustrates that one should be careful if one wishes to talk about empirical regularities in who is more or less likely to become a trade union member.

Academy schools under Labour combated disadvantage and increased pupil achievement: the coalition’s new policy may exacerbate existing inequalities

With the recent accusation that Michael Gove has been sending ‘mixed messages’ over academy schools, it is clear that the policy is still very controversial. Stephen Machin and James Vernoit take a step back and compare the academy schools created by Labour with the new ‘coalition academies’ that have either opened this autumn or applied for academy status since May, and finds the latter are likely to reinforce advantage and exacerbate existing inequalitie

Gender and Student Achievement in English Schools

The widening gap between the average educational achievement of boys and girls has been the subject of much discussion. This gap is especially controversial for students taking national exams at the end of their compulsory education. However, the gender gap is also apparent at earlier and at later stages of education. In this paper, we analyse changes over time in the gender achievement gap at the different stages of compulsory education. We first use a combination of data sources to paint a picture of how gender gaps have evolved over time and in what context they are most marked. Then we consider possible explanations for the observed gender gaps. We look at the relevance of school inputs, teaching practice and the examination system for explaining the gender gap. We also discuss the potential influence of wider social and economic changes as reflected, for example, in the much higher education of mothers relative to those of previous generations. Analysis of this issue is important in the context of research on the gender wage gap. However, it is also raises policy-relevant issues in relation to whether changes in the school system can effect a change in the gender gap in educational achievement.Gender, Educational Achievement

Rising Wage Inequality and Postgraduate Education

This paper considers what has hitherto been a relatively neglected subject in the wage inequality literature, albeit one that has been becoming more important over time, namely the role played by increases in postgraduate education. We document increases in the number of workers with a postgraduate qualification in the United States and Great Britain. We also show their relative wages have risen over time as compared to all workers and more specifically to graduates with only a college degree. Consideration of shifts in demand and supply shows postgraduates and college only workers to be imperfect substitutes in production and that there have been trend increases over time in the relative demand for postgraduate vis-à-vis college only workers. These relative demand shifts are significantly correlated with technical change as measured by changes in industry computer usage and investment. Moreover, the skills sets possessed by postgraduates and the occupations in which they are employed are significantly different to those of college only graduates. Over the longer term period when computers have massively diffused into workplaces, it turns out that the principal beneficiaries of this computer revolution has not been all graduates, but those more skilled workers who have a postgraduate qualification. This has been an important driver of rising wage inequality amongst graduates over time.Wage inequality, postgraduate education, computers

Large benefits, low cost.

Is the government's National Literacy Strategy effective? Stephen Machin and Sandra McNally look at the evidence from the pilot project.

Changing School Autonomy: Academy Schools and their Introduction to England's Education

In this paper, we study a high profile case - the introduction of academy schools into the English secondary school sector - that has allowed schools to gain more autonomy and flexible governance by changing their school structure. We consider the impact of an academy school conversion on their pupil intake and pupil performance and possible external effects working through changes in the pupil intake and pupil performance of neighbouring schools. These lines of enquiry are considered over the school years 2001-02 to 2008-09. We bypass the selection bias inherent in previous evaluations of academy schools by comparing the outcomes of interest in academy schools to a specific group of comparison schools, namely those state-maintained schools that go on to become academies after our sample period ends. This approach allows us to produce a well-balanced treatment and control group. Our results suggest that moving to a more autonomous school structure through academy conversion generates a significant improvement in the quality of their pupil intake and a significant improvement in pupil performance. We also find significant external effects on the pupil intake and the pupil performance of neighbouring schools. All of these results are strongest for the schools that have been academies for longer and for those who experienced the largest increase in their school autonomy. In essence, the results paint a (relatively) positive picture of the academy schools that were introduced by the Labour government of 1997-2010. The caveat is that such benefits have, at least for the schools we consider, taken a while to materialise.Academies, pupil intake, pupil performance