While today it has become commonplace for many interest groups to actively engage in presidential campaigns, for most groups this is a relatively novel political tactic. The uncertainty of elections and lack of partisan consensus within a large membership render an endorsement or even a large campaign donation thorny and potentially harmful (Rozell et al., 2006). Indicative of this, the National Education Association (NEA) did not form a political action committee until 1972 and did not formally endorse a presidential candidate until 1976 (Ponder, 2000; Stephens, 1983). At the time, the partisan affi liations of NEA members nationwide were split: less than a half claiming to be Democrats, a third Republicans, and the rest independent (Stephens, 1983). But Jimmy Carter had worked closely with the teachers’ union in his home state of Georgia, and the organization’s leaders believed a Democrat in the White House would be good for public education and teachers. The union actively supported Carter in the Democratic primaries and coordinated a coalition of other unions to help him win the party’s nomination (Stephens, 1983). Now at the center of the Carter campaign, the NEA leveraged their newfound political infl uence to get Senator Walter Mondale, an ardent supporter of the teacher’s union, chosen as the vice presidential candidate. With their two men in place, the NEA formally endorsed the Democratic ticket in September 1976.