with CEAFU far outstrips the membership of NEAand AFT union subsidiaries. Independent groupsrepresenting about 250,000 teachers in 24 states, aswell as three national independent teacherorganizations, are now the primary obstacle toteacher union officials' total takeover of Americanpublic schools.

CEAFU is absolutely committed to protectingtalented teachers from forced unionism so that theycan help repair American education. This fight iscrucial not just for teachers but also forschoolchildren, parents, and taxpayers.

1 "Public Elementary and Secondary School Enrollment by State: 1980 to1999, Table # 231," "Public Elementary and Secondary EstimatedFinances, 1980-2000, and by States, 2000, Table. #242", StatisticalAbstracts of the United States, 1980 and 2001, US Census Bureau,Washington, DC.2"The National Extortion Association?," Peter Brimelow and LeslieSpencer, Forbes, 6/7/93.3Mary Hatwood Futrell, former NEA President, Los Angeles Times inter-view, summer, 1982, quoted by Concerned Educators Against ForcedUnionism, NEA Fact Sheet, Springfield, VA, 1985.4"Report of the Program & Budget Committee," 2000 National EducationAssociation of the United States Strategic Plan & Budget, FY 1998-2000(modified 1999- 2000) Presented to the Representative Assembly, Orlando,Florida, 7/99, p. 1, Recommended Expenditures.5Mike Antonucci, "Summer School," Education Intelligence Agency,7/2/01, http://www.eiaonline.com.6Peter Brimelow & Leslie Spencer, op.cit.7Mike Antonucci, "2001 NEA State Affiliate Survey- Professional Staff,"Education Intelligence Agency Communiqué, http://www.eiaonline.com,undated.

“When schoolchildren start paying uniondues, that’s when I’ll start representing theinterests of schoolchildren.'”

Al ShankerAFT Union President

1964-1997

No one seriously denies that American publiceducation is in crisis.

Two decades ago, A Nation at Risk, the U.S.Department of Education's landmark 1983 study,warned that "the education foundations of oursociety are . . . being eroded by a rising tide ofmediocrity that threatens our very future as a Nationand a people.”

In the 17 years between 1983 and 2000, publicschool enrollment grew 18.3 percent, inflationincreased 72.9 percent, and public educationspending more than tripled in constant dollars, whileoutcomes have remained generally poor.1

To cite just one example, an ongoing study ofstudent achievement in the critical mathematics andscience fields continues to show that U.S. studentsstart to fall behind those of many other Westerncountries during their middle school years.

Although the U.S. education system is, on apurchasing-power basis, the most expensive in theworld, by the eighth grade U.S. students rank nearthe bottom in math and no better than average inscience.

Education Decline Coincideswith Rise in Teacher Forced Unionism

Why have gold-plated "reforms" accomplishedso little?

The government-granted coercive powers ofteacher union officials are key. For decades, theyhave enabled a relative handful of union officers to

-2-

FORCEDUNIONISM

HARMSTEACHERS

ANDSTUDENTS

Please send me more information aboutConcerned Educators Against Forced Unionism(CEAFU).

Name _______________________________

Address _____________________________

City ___________ State _____ Zip ______

To support CEAFU’s fight against compulso-ry unionism abuses, enclosed is my tax-deductible contribution of:

$150 $100 $50

$25 Other $_____

Please make checks payable and return to:

National Right to Work Legal Defense andEducation Foundation, Inc.

8001 Braddock Road , Suite 600Springfield, VA 22160

All contributions are tax deductible.

2002-11-

planning" and "sexual orientation rights") and otherpolitical causes condemned by his faith’s moralteaching.

Mr. Robey understandably did not want NEAbosses to "represent" him, and he has asserted hisright under Title VII of the 1964 Civil Rights Act todivert his forced dues to a charity mutually agreedupon.

But NEA officials forced Robey and otherteachers to prove their religious objection annually bycompleting a lengthy questionnaire to justify theirbeliefs and to obtain the signature of a religiousofficial to confirm them!

While employed as a speech-languagepathologist at a public school in Spokane,Washington, Cindy Omlin also participated activelyin the school reform movement.

Because she saw the forced-dues-fundedteacher union political machine as the chief obstacleto effective reform, Mrs. Omlin and a colleaguebegan publishing a newsletter informing teachers ofhow they could legally refuse to bankroll NEAlobbying and electioneering.

Officials of Washington's NEA subsidiary firsttried to silence Mrs. Omlin with a lawsuit.

When that failed, they cajoled local schoolofficials to force employees to sign a so-called "sitecharter agreement" that they would acquiesce toforced-unionism policies even if legally invalid.Rather than sign this "loyalty oath," Mrs. Omlinresigned.

Later, the union socked her with a trumped-uplawsuit alleging “trademark infringement” and“tortious interference with business expectancy,” asuit that was ultimately defeated by attorneysprovided by the National Right to Work LegalDefense Foundation.

Coalition of EducatorsBattles Forced Unionism

More than a quarter century ago, a coalition ofprofessional educators, school board members, andother citizens founded the group Concerned

Educators Against Forced Unionism or CEAFU.

From the beginning, CEAFU's goal has been toprotect teachers, schoolchildren, parents, andtaxpayers from the many evils associated with publicschool forced unionism.

CEAFU's informational activities let teacherswho want to stand up to compulsory unionismabuses know they aren't alone.

And CEAFU is a special project of the NationalRight to Work Legal Defense Foundation, whoseattorneys faced off with and defeated teacher unionlawyers in the U.S. Supreme Court's landmark 1977Abood, 1986 Hudson, and 1991 Lehnert cases.

These Foundation-won decisions found that theU.S. Constitution bars the firing of teachers and otherpublic employees who refuse to pay dues or "fees"for union politics and other non-bargaining activities.

Foundation attorneys are currently litigatingnearly 130 active cases against the NEA and AFTrepresenting approximately 750 teachers whiledirectly establishing precedents that impact manythousands more.

Working together with Foundation attorneysand encouraging and assisting dozens of state andnationwide independent teacher groups that opposemonopoly bargaining and forced dues in schools,CEAFU has made it less difficult for conscientiousteachers to stand up for their freedom.

In Texas, Georgia, and Missouri, themembership o f independent teacher groups allied

“One thing I am sure of is that we are nottruly listening to all of our members. Whatshould we really do differently if we reallydid listen to our members? First, we wouldvery rarely, if ever again, give a cent to apolitician or a political party.”

Robert Barkley, Executive Director,Ohio Education Assn., Dec., 2000

farewell (retirement) speech to the union.

enjoy near-absolute success in blocking trulypromising reform proposals that they view asharmful to their institutional interests.

Consequently, education "reform" programshave, with few exceptions, been exercises in futility.

State-imposed teacher forced unionism firstemerged in America in 1959, when union lobbyistsconvinced Wisconsin legislators to enact the nation'sfirst teacher monopoly bargaining statute.

State monopoly bargaining laws authorize unionofficials to strip teachers and other public schoolemployees of their freedom to decide how they willnegotiate with a school board over wages, benefits,and working conditions.

Educators, including many who have chosen notto be union members, are forced to accept unionofficials as their "exclusive" negotiators inemployment contract talks.

"The fact is that in some instances we haveused power . . . to protect the narrowinterests of our members and not to advancethe interests of our schools."

Bob Chase, PresidentNational Education Association

Time Magazine interview, July 20, 1998

Today, teacher monopoly bargaining isauthorized by the laws of 33 states. Twenty of thosestates, as well as the District of Columbia, have alsoenacted laws forcing educators to pay dues or “fees”to a labor union in order to teach. One additionalstate, New Hampshire, has authorized forced duesthrough court rulings. And in ten additional states,monopoly bargaining is practiced by school boardauthorization. In the remaining seven states,employing 22 percent of America’s teachers,monopoly bargaining and forced dues are either nottolerated or illegal.

However, due to increasingly well-organized

civic opposition, only one state, New Mexico, hasenacted a teacher monopoly bargaining law since themid-eighties, and this law was "sunsetted" in 1999.

In most subject areas, test scores have yet torecover.2

In two thorough studies published in theprestigious Journal of Law and Economics in 1993and 1996, University of Chicago economist SamPeltzman found an "unambiguously negativeassociation" between student performance and thespread of teacher forced unionism.

Dr. Peltzman's findings have been confirmed byother recent scholarship. A 1996 analysis by Harvardeconomist Carolyn Hoxby, published in theQuarterly Journal of Economics, concluded thatforced unionization's "overall effect on studentachievement is negative."

NEA Bigwigs Throw Their Weight AroundWhile Teachers and Students Suffer

Having seized control over public schoolemployment throughout most of the U.S., the giantNational Education Association (NEA) andAmerican Federation of Teachers (AFT) unions and

-3--9--4- -10-

an education employee's performance."

Official NEA policy also reflexively "opposesproviding additional compensation" for hard-to-fillteaching positions in critical subject areas like math,science, and foreign languages.

Therefore, it's no surprise that many teachers getshortchanged when a monopoly bargaining lawmakes NEA union officials or like-minded AFTofficials the only permissible spokesmen for teachersin contract negotiations.

Good teachers lose the freedom to provide schoolboards with their own input about textbooks,curricula, and discipline policies.

And teachers whose moral and religious valuescontradict those of teacher union officials mayeffectively lose their freedom to practice their

At the 2000 Democratic National Convention inLos Angeles, NEA and AFT union officials held 457out of 4,338 delegate slots.

Democratic Party bosses thus tacitly confirmedtheir greement with former U.S. Education SecretaryWilliam Bennett that the NEA union is "the heart andcenter of the Democratic Party." And NEA offi-cials have substantial clout in the GOP as well.

Monopoly Bargaining DeniesTeachers Their Own Voice

Government-imposed union monopoly lays aheavy burden on teachers with unusual talents orstrongly held beliefs.

Snubbing gifted, hard-working teachers, theNEA hierarchy categorically opposes "any . . .system of compensation based on an evaluation of

-7--6-

religion faithfully without giving up their jobs.

Here are a few examples of state-sponsoredcompulsory unionism's harmful impact onindependent-minded educators:

Jaime Escalante's spectacular success in teachingadvanced math to inner-city high school studentswon him national acclaim, but it nettled teacher unionchiefs who use low test scores as an excuse to demandmore tax dollars and more coercive powers.

In a 1996 interview with U.S. News and WorldReport, Mr. Escalante recalled how United TeachersLos Angeles (UTLA/NEA-AFT) union militantswould chastise him for having "too many" students inhis calculus class.

Powerful union bosses harassed Mr. Escalanteuntil he at last left the school that, thanks largely to hisefforts, was graduating almost a quarter of all theMexican-American students passing the AdvancedPlacement (AP) calculus exam nationwide.

As a loyal member of the Church of God, DennisRobey, an industrial arts teacher in Huber Heights,Ohio, believes he cannot give any voluntary supportto the NEA union hierarchy or their Ohio subsidiary.

The NEA actively favors abortion on demandand gay marriage (labeled euphemistically as "family

their subsidiaries rake in more than $1.3 billion ayear, almost wholly from the salaries of tax-paideducators.

Teacher union bosses reinvest a hefty portion ofthis war chest into efforts to induce local schoolboards that govern still-independent schools tosubject teachers and other employees to monopolybargaining and forced dues.

An even greater share of NEA and AFT uniontreasuries pays for political "education,"electioneering, and lobbying of federal, state, andlocal elected officials who play no direct role inschool management.

By comparison, union officials spend little ifany funds trying to help teachers do their jobs better.Former NEA union president Mary Futrell onceadmitted, "Instructional and professionaldevelopment have been on the back burner for us,compared with political action."3

The same holds true today:

In 2000 alone, the NEA hierarchy made morethan $218 million in reported expenditures, and fargreater hidden forced-dues expenditures, to defeatschool voucher proposals in California, Michigan,and Arizona.4

Meanwhile, union officials' own secret internalpoll showed that 61 percent of NEA membersbelieve it is either "not very important" or "not at allimportant" for the union to address the schoolvoucher issue.5

The largest single item in the NEA's annualbudget is "UniServ," a semi-covert, $60 million-a-year operation that Forbes magazine has exposed asan "army of paid political organizers . . . dwarfing theRepublican and Democratic nationalcommittees combined."6

In 2001, UniServ agents were paid an averageof $92,000 out of the NEA's forced-dues treasuries.That was more than double the salary of the averageteacher.7

-8- -5-

(26%)MonopolyBargaining

(32%)Politics,IdeologicalAdvocacy,PublicRelations

(42%)Unclear

ADVOCATING AN NEA-RUNPUBLIC SCHOOL SYSTEMBREAKDOWN 1999-2000 NEA DUES

National Education Association of the United States, Strategic Plan and Budget, Fiscal Years1998-2000, Presented to the Representative Assembly, Orlando, Florida, July, 1999