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Percentage distribution of public school districts, by type of agreement with teachers' associations or unions and selected public school district characteristics: 2011–12

  Type of agreement with a teachers' association or union  
Selected public school
district characteristic
Meet-and-confer1   Collective bargaining2   Other type of agreement3     No agreement  
All public school districts8.450.21.4   40.0
 
District size
1 school 4.2 29.3 1.5 !   65.1  
2-3 schools11.560.71.6   26.1  
4-5 schools9.960.51.1   28.5  
6-9 schools9.464.41.0   25.3  
10-19 schools9.558.61.7   30.2  
20 or more schools11.753.91.8   32.5  
 
Community type 
City  3.721.0 2.1!   73.3  
Suburban 8.668.00.6   22.8  
Town 8.157.00.8   34.1  
Rural 9.849.71.8   38.8  
 
District K-12 enrollment
Less than 250 5.227.9 2.0!   64.8  
250-999  8.648.11.4   41.9  
1,000-1,999 9.062.91.0   27.1  
2,000-4,9999.062.41.1   27.4  
5,000-9,999 11.360.71.4   26.6  
10,000 or more11.555.81.5   31.2  
 
Percent of K-12 students in
district who were
approved for free or
reduced-price lunches
   
0-34  8.373.1 1.3   17.3  
35-49 10.362.80.8   26.1  
50-74 10.144.91.5   43.5  
75 or more 4.523.52.8   69.3  
     District did not participate
in free or reduced-
price lunch program
5.9 21.8 #    72.4 
                   
# Rounds to zero.
! Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 percent and 50 percent (i.e., the standard error is at least 30 percent and less than 50 percent of the estimate).
1 Meet-and-confer discussions are for the purpose of reaching nonlegally binding agreements.
2 Collective bargaining agreements are legally binding agreements.
3 This category includes other agreements that do not meet the precise legal definitions of collective bargaining or meet-and-confer agreements.
NOTE: Detail may not sum to totals because of rounding.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS), "Public School District Data File," 2011–12.


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