The nature of education collective bargaining laws has not changed significantly since the movement reached a peak in the late 1960's. The District of Columbia and 31 states have laws providing bargaining rights to elementary-secondary teachers; 24 states provide bargaining rights to postsecondary faculty; 9 states permit teacher organizations to strike; and 17 states provide for arbitration of teacher contract disputes. Most states with bargaining laws require some form of mediation; some go even further and require binding arbitration. Most state bargaining laws are modeled after the National Labor Relations Act (NLRA) description of scope with interpretations varying widely. In the 1960's and the 1970's salary gains were the primary scope of bargaining; in the 1980's the focus is on working conditions, personnel procedures, and classroom duties. There is not enough evidence to determine the effects of bargaining on teacher salaries, quality, administration, or labor relations. State policymakers should know how the process works on their local levels, develop policies to help the process work, change policies slowly, and take into account state differences. A bibliography on the subject is included. (MD)