The California Teacher Association as a legislative lobby
The performance of the California Teachers Agsociation (CTA) as a legislative lobby during the 1958 -1974 period was examined in relation to seven operant questions and Laurence Iannaccone's typology of legislature-education lobby linkage structures. It was found that in 1972-74 CTA had a reduc...
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| Format: | Others |
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Scholarly Commons
1977
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| Online Access: | https://scholarlycommons.pacific.edu/uop_etds/3176 https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=4191&context=uop_etds |
| Summary: | The performance of the California Teachers Agsociation (CTA) as a legislative lobby during the 1958 -1974 period was examined in relation to seven operant questions and Laurence Iannaccone's typology of legislature-education lobby linkage structures.
It was found that in 1972-74 CTA had a reduced level of legislative influence and a 44 percent success ratio on CIA-sponsored measures compared to 68 percent in 1955-57 and greater legislative acceptance. California' s legislative and political systems moved from a phase II (united) to a III (disunited) legislature education lobby linkage structure in 1961-65. The 1961-70 years were a period of decline for the association as a legislative interest group. However, by 1972-74, the organization had reestablished a good deal of its lost effectiveness. In 1972-74 Association for Better Citizenship (ABC) money for state legislative campaign contributions plus increased lobbying effort replaced resources lost earlier a monopoly of educational data needed for legislative decision-making and the unity of the CTA-led education lobby.
In 1972-74 CTA's weaknesses a& a legislative lobby included (1) inadequate involvement in local legislative district elections along with a failure to groom candidates for legislative office and (2) a lack of effective coalition-building in support of legislation.
The association's strengths were (1) maintenance of effective communication and credibility before the legislature (2) a successful adjustment to the legislative and political systems of a phase IIl (disunited) legislature education lobby linkage structure and (3) performance as an initiator essentially, rather than a blocker, of legislation. |
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