“…Research studies of CBAs have relied upon various forms of analysis, including qualitative studies, ranging from content analysis of select provisions (e.g., Ingle et al, 2015;Pogodzinski, Umpstead, & Witt, 2015), legal analysis (e.g., Umpstead, Pogodzinski, & Lund, 2013), and analyses of interview data undertaken with policy actors, such as human resource directors and teacher association presidents (Youngs, Pogodzinski, & Galey, 2015). In terms of quantitative analysis, studies range from descriptive analysis (e.g., Cohen-Vogel & Osborne-Lampkin, 2007) to inferential analyses of the relationships between coded/operationalized provisions and various outcomes (e.g., Cohen-Vogel, Feng, & Osborne-Lampkin, 2013;Ingle, Willis, & Herd, 2017;Koski & Horng, 2007;Strunk & Grissom, 2010;Strunk & Reardon, 2010). Goldhaber and Theobald (2013) contend that existing studies of CBAs and outcomes, such as teacher distribution and student achievement, focus on select subsections or provisions to the exclusion of others.…”