Using panel data from three successive collective bargaining (CBA) negotiation cycles from 277 California school districts in a difference-in-differences framework, I investigate the relationship between changes in CBA restrictiveness and racial and economic achievement gaps over time. I find that achievement gaps in California are smaller where contracts increase in restrictiveness in class size and larger where contracts increase in restrictiveness in teacher evaluation and leave policies over time, though this is not the case for all student subgroups. These effects are primarily concentrated in math, are small in magnitude, and are sometimes delayed in their timing. Altogether, this study provides some evidence that contract changes are associated with the educational opportunities of school districts’ diverse and economically disadvantaged students.

在不同差异框架中，使用来自277个加利福尼亚学区的三个连续的集体谈判（CBA）谈判周期的面板数据，我研究了CBA限制性的变化与种族和经济成就差距随时间变化之间的关系。我发现，加利福尼亚州的成就差距较小，合同对班级规模的限制增加，而合同对教师评估的限制性增加，并且随着时间的推移退出政策，尽管并非所有学生小组都是如此。这些影响主要集中在数学上，幅度较小，有时会延迟时间。共，