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The article focuses on the extensiveness of participation in strikes and other forms of militant behavior in the U.S. Militant activities center in the two major teacher organizations: the National Education Association and the American Federation of Teachers. It can be argued that extensiveness of participation in teacher organizations is a precursor to participation in strike activities sponsored by such organizations. Participation contributes to an organizational solidarity; this solidarity often is a prerequisite for effective militancy. An additional reason for focusing on organizational activism lies in the expanded sample base such an approach affords. Two indicators of students' academic quality were also examined: teachers' estimates of the percent of the class capable of graduating from high school and the proportion of poor readers. Thus, examining only teacher activism in formal teacher organizations may not provide a complete picture of teacher activism. Future research must clarify the link between organizational activism and other forms of activism as well as the link between activism in general and educational outcomes.