Although the Janus v. AFCSME (2018) decision fundamentally changed the institutional context for U.S. teachers’ unions by placing all public school teachers in a “Right to Work” (RTW) framework, little research exists to conceptualize the effects of such policies that hinder unionization. To fill this gap, I exploit the different timing across states in the passage of RTW policies in a differences-in-differences framework to identify how exposure to a RTW policy affects students, teachers, and education policymaking. I find that RTW policies lead to declines in teachers’ union power, but contrary to what many union critics have argued, I find that efforts to weaken unions did not result in political opportunities for education reforms nor did they improve student achievement outcomes.

尽管Janus诉AFCSME（2018）裁决通过将所有公立学校教师置于``工作权''（RTW）框架中从根本上改变了美国教师工会的制度背景，但很少有研究将这种阻碍工会化。为了填补这一空白，我在差异差异框架中利用了RTW政策在各州通过的不同时机，以确定RTW政策的暴露程度如何影响学生，教师和教育政策的制定。我发现RTW政策会导致教师工会权力的下降，但与许多工会批评家所认为的相反，我发现削弱工会的努力并没有为教育改革带来政治机会，也没有改善学生的成绩。