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Is Less More? Subject-Area Specialization and Outcomes in Elementary Schools

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Title: Is Less More? Subject-Area Specialization and Outcomes in Elementary Schools
Language: English
Authors: Bastian, Kevin C., Fortner, C. Kevin
Source: Education Finance and Policy. Spr 2020 15(2):357-382.
Availability: MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Peer Reviewed: Y
Page Count: 26
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Grade 2
Grade 3
Descriptors: Elementary School Teachers, Specialization, Teacher Effectiveness, Academic Achievement, Public Schools, Elementary Schools, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Teacher Characteristics
Geographic Terms: North Carolina
DOI: 10.1162/edfp_a_00278
ISSN: 1557-3060
Abstract: Whereas subject-area specialization is common practice in secondary grades, little is known about its incidence and impact in elementary schools. In this study we use data from North Carolina elementary schools to assess which teachers specialize and estimate whether specialization is associated with teacher effectiveness and school achievement. We find that specialization is prevalent in upper-elementary grades--approximately 25 percent of fourth-grade teachers and 37 percent of fifth-grade teachers specialize--and schools assign relatively more effective teachers to specialize. Analyses indicate that specialization is not leading to its theorized benefits in mathematics and reading. Teachers are less effective than they were before specializing and schoollevel achievement is not associated with more specialization. However, science results suggest benefits to subject-area specialization. These findings question the use of specialization in elementary grades but invite continued research to more fully assess its impact.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1250204
Database: ERIC
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  Data: Is Less More? Subject-Area Specialization and Outcomes in Elementary Schools
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  Data: MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
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  Data: 26
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Specialization%22">Specialization</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.1162/edfp_a_00278
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  Data: Whereas subject-area specialization is common practice in secondary grades, little is known about its incidence and impact in elementary schools. In this study we use data from North Carolina elementary schools to assess which teachers specialize and estimate whether specialization is associated with teacher effectiveness and school achievement. We find that specialization is prevalent in upper-elementary grades--approximately 25 percent of fourth-grade teachers and 37 percent of fifth-grade teachers specialize--and schools assign relatively more effective teachers to specialize. Analyses indicate that specialization is not leading to its theorized benefits in mathematics and reading. Teachers are less effective than they were before specializing and schoollevel achievement is not associated with more specialization. However, science results suggest benefits to subject-area specialization. These findings question the use of specialization in elementary grades but invite continued research to more fully assess its impact.
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  Data: 2020
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  Data: EJ1250204
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Public Schools
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Kindergarten
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      – SubjectFull: Grade 1
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      – SubjectFull: North Carolina
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      – TitleFull: Is Less More? Subject-Area Specialization and Outcomes in Elementary Schools
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