Can the National Education Association Win Over Republican Members? – Education Week

 

Report on the National Education Association’s Strategic Alignment with Sustainable Development Goals

Introduction: Fostering Partnerships to Advance Quality Education

The National Education Association (NEA), the largest teachers’ union in the United States, is implementing a strategic shift to build broader, non-partisan coalitions. This initiative aims to advance core educational objectives that directly align with the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice and Strong Institutions).

Advancing SDG 4: Ensuring Inclusive and Equitable Quality Education

The NEA’s activities demonstrate a significant commitment to achieving SDG 4 by focusing on adequate funding, resource equity, and support for the teaching profession.

Focus on Equitable Public School Funding

In line with SDG Target 4.1, which calls for free, equitable, and quality primary and secondary education, the union is prioritizing the protection of public school funding.

• Countering Privatization: The NEA has found common ground across the political spectrum in opposing school choice measures that divert public funds. Successful campaigns in conservative states like Kentucky and Nebraska rejected private school choice initiatives, thereby safeguarding resources for public education systems.
• Building Community Alliances: In Texas, opposition to a private school voucher program has broadened public engagement and created a larger coalition of community allies focused on public education, demonstrating a multi-stakeholder approach to achieving educational goals.

Supporting the Teaching Workforce (SDG Target 4.c)

The union’s advocacy for teacher retention and professional rights is critical to ensuring a supply of qualified teachers, a key component of SDG 4.

• Advocacy Priorities: Non-partisan support is being garnered for issues such as public school funding, teacher retention, and professional rights.
• Member Concerns: A 2024 Pew Center study highlights the urgency of this work, revealing that only about 25% of Republican teachers trust their party to ensure adequate teacher pay and benefits, indicating a cross-party concern for the profession’s sustainability.

Fostering Strong Institutions and Partnerships (SDG 16, SDG 17, SDG 8)

The NEA is actively working to build robust partnerships and strengthen institutional capacity for dialogue and collective action, reflecting the principles of several SDGs.

Building Inclusive Institutions Through Bipartisan Dialogue (SDG 16)

To overcome political polarization, the union is developing strategies to foster more inclusive and effective dialogue, in line with SDG 16’s call for responsive and inclusive institutions.

1. Targeted Outreach: The NEA held a meeting with 400 self-identified Republican members to better integrate conservative priorities into the union’s advocacy.
2. Capacity Building: An unprecedented training session was held for nearly 7,000 delegates on local organizing, advocacy, and building political bridges to depoliticize educational issues.
3. Issue-Based Focus: Leaders are encouraging a shift away from partisan rhetoric toward a focus on student needs, which are non-partisan. As Idaho Education Association Director Margaret Hoy noted, “our students, they’re not Democrats or Republicans.”

Protecting Labor Rights and Promoting Decent Work (SDG 8 & SDG 17)

The union’s efforts extend to protecting labor rights, a cornerstone of SDG 8 (Decent Work), through strategic partnerships as envisioned in SDG 17.

• Coalition for Collective Bargaining: In Utah, a powerful coalition of 19 different labor groups was formed to challenge a state-level ban on collective bargaining for public workers. This partnership demonstrates a unified front for protecting labor rights.
• Solidarity in Action: Jen Bramson of the Utah School Employees Association noted the effectiveness of this broad coalition, stating, “when they went after everyone at the same time, it was good to come together and show we have each other’s back.”

Challenges in a Polarized Environment

Despite strategic efforts, significant challenges remain due to deepening political divides, which threaten the consensus-building required to advance educational goals.

Political Tensions and Institutional Critique

• Delegates at the NEA’s assembly approved multiple proposals critiquing the Trump administration’s education policies, highlighting ongoing friction.
• David Kinsella, chairman of the NEA’s Republican caucus, acknowledged that confrontational language can hinder productive dialogue, emphasizing the need to “focus on issues that have an impact on our students.”

Statistical Overview of the Political Divide

Data from a 2024 Pew Center study quantifies the political landscape among educators:

• Political Affiliation: 58% of teachers lean Democratic, while 35% lean Republican.
• Distrust in Political Parties: Over 40% of all teachers, both liberal and conservative, trusted neither party to shape school curriculum appropriately.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article discusses issues related to education, labor rights, political partnerships, and equality, which connect to several Sustainable Development Goals (SDGs). The following SDGs are addressed:

• SDG 4: Quality Education: This is the most central SDG, as the article revolves around the National Education Association (NEA) and its advocacy for public education. Key issues discussed include education funding, equal access to high-quality education, and the supply and retention of qualified teachers.
• SDG 8: Decent Work and Economic Growth: The article touches upon the professional rights and working conditions of teachers. It explicitly mentions concerns over “adequate teacher pay and benefits,” “teacher retention,” and the fight for “collective bargaining” rights, which are core components of the decent work agenda.
• SDG 10: Reduced Inequalities: The goal of ensuring “equal access to high-quality K-12 education for all students” is a direct link to this SDG. The debate over private school choice and voucher programs, which advocates argue could exacerbate inequalities in educational outcomes, is also highly relevant.
• SDG 16: Peace, Justice and Strong Institutions: The article’s main theme is the NEA’s effort to build bipartisan coalitions and “find more common ground” to strengthen its advocacy. This relates to building effective, accountable, and inclusive institutions. The formation of coalitions to influence legislation and protect fundamental rights like collective bargaining is a clear example of strengthening institutions and promoting participatory decision-making.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the issues discussed, several specific SDG targets can be identified:

1. Under SDG 4 (Quality Education):
   • Target 4.1: “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education…” This is directly referenced in the article when it mentions the goal of ensuring “equal access to high-quality K-12 education for all students.” The fight against private school voucher programs is framed as a defense of universally accessible public education.
   • Target 4.c: “By 2030, substantially increase the supply of qualified teachers…” The article highlights issues central to this target, such as “adequate teacher pay and benefits” and “teacher retention,” which are critical for maintaining a qualified teaching workforce. The NEA’s training for educators on advocacy also contributes to their professional development.
2. Under SDG 8 (Decent Work and Economic Growth):
   • Target 8.8: “Protect labour rights and promote safe and secure working environments for all workers…” This is clearly identified through the discussion of the fight in Utah to “repeal a ban on collective bargaining for public workers.” Collective bargaining is a fundamental labor right protected under this target.
3. Under SDG 10 (Reduced Inequalities):
   • Target 10.3: “Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices…” The debate over the “billion-dollar private school voucher program in Texas” is relevant here. Opponents of such policies argue they can reduce equal opportunity by diverting funds from public schools that serve all students, thereby increasing inequalities of outcome.
4. Under SDG 16 (Peace, Justice and Strong Institutions):
   • Target 16.7: “Ensure responsive, inclusive, participatory and representative decision-making at all levels.” The entire premise of the article—the NEA’s effort to “build political bridges,” engage its “Republican union members,” and form broad coalitions like the “coalition of 19 labor groups” in Utah—is an example of striving for more inclusive and participatory processes to influence policy.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article mentions or implies several quantitative and qualitative indicators that can measure progress:

• For SDG 4 (Quality Education):
  • Indicator for Target 4.1: The article references the fight against “private school choice measures.” An indicator of progress would be the outcome of votes on school choice/voucher legislation, as seen in Kentucky and Nebraska where voters “voted against” such measures.
  • Indicator for Target 4.c: The article mentions concerns over “adequate teacher pay and benefits” and “teacher retention.” Implied indicators would be teacher salary levels and teacher retention rates. The article also provides a demographic indicator from a Pew study: the “proportion of teachers identifying with a political party (35% Republican, 58% Democratic).”
• For SDG 8 (Decent Work and Economic Growth):
  • Indicator for Target 8.8: The existence of a “ban on collective bargaining” is a direct indicator. Progress is measured by the success of efforts to repeal such bans. A quantitative indicator would be the number or proportion of public workers covered by collective bargaining agreements.
• For SDG 10 (Reduced Inequalities):
  • Indicator for Target 10.3: The “billion-dollar private school voucher program in Texas” provides a clear indicator: the amount of public funding allocated to private school voucher programs. A lower amount or the defeat of such programs would indicate progress toward this target from the perspective of the advocates in the article.
• For SDG 16 (Peace, Justice and Strong Institutions):
  • Indicator for Target 16.7: The article provides several direct indicators of participatory action. These include the number of union delegates and guests trained in local organizing (nearly 7,000), the number of cross-party meetings held (400 Republican members met with the NEA President), and the number of organizations in a policy coalition (“a coalition of 19 labor groups”).

4. Summary Table of SDGs, Targets, and Indicators

SDGs	Targets	Indicators Identified in the Article
SDG 4: Quality Education	4.1: Ensure free, equitable, and quality education. 4.c: Increase the supply of qualified teachers.	Outcome of votes on private school choice/voucher measures. Levels of teacher pay and benefits. Teacher retention rates.
SDG 8: Decent Work and Economic Growth	8.8: Protect labour rights and promote safe and secure working environments.	Existence or repeal of bans on collective bargaining. Number of workers covered by collective bargaining agreements.
SDG 10: Reduced Inequalities	10.3: Ensure equal opportunity and reduce inequalities of outcome.	Amount of public funding allocated to private school voucher programs.
SDG 16: Peace, Justice and Strong Institutions	16.7: Ensure responsive, inclusive, and participatory decision-making.	Number of union members trained in advocacy and organizing (nearly 7,000). Number of cross-party dialogues held (e.g., meeting with 400 Republican members). Number of groups participating in policy coalitions (e.g., “a coalition of 19 labor groups”).

Source: edweek.org