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Spread Too Thin: The Effect of Specialization on Teaching Effectiveness

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Title: Spread Too Thin: The Effect of Specialization on Teaching Effectiveness
Language: English
Authors: Hwang, NaYoung (ORCID 0000-0002-5885-0409), Kisida, Brian
Source: Educational Evaluation and Policy Analysis. Dec 2022 44(4):593-607.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Teachers, Specialization, Teacher Effectiveness, Educational Quality, Mathematics Achievement, Reading Achievement, At Risk Students, Educational Policy, Outcomes of Education, Elementary School Students
Geographic Terms: Indiana
DOI: 10.3102/01623737221084312
ISSN: 0162-3737
1935-1062
Abstract: Although the majority of elementary school teachers cover all major subjects in self-contained classrooms, a growing number of teachers specialize in teaching fewer subjects to higher numbers of students. We use administrative data from Indiana to estimate the effect of teacher specialization on teacher and school effectiveness in elementary schools. We find that teacher specialization leads to lower teaching effectiveness in math and reading, and the negative effects are larger when teaching students who are more likely to experience obstacles in school. Moreover, we find no evidence that increasing the proportion of teacher specialists at the school level generates improvements in indicators of school quality. Our findings underscore the importance of fostering opportunities to develop stronger student--teacher relationships.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1355609
Database: ERIC
FullText Text:
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  Data: Spread Too Thin: The Effect of Specialization on Teaching Effectiveness
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  Data: <searchLink fieldCode="AR" term="%22Hwang%2C+NaYoung%22">Hwang, NaYoung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5885-0409">0000-0002-5885-0409</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kisida%2C+Brian%22">Kisida, Brian</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. Dec 2022 44(4):593-607.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 15
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</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="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indiana%22">Indiana</searchLink>
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  Data: 10.3102/01623737221084312
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  Data: Although the majority of elementary school teachers cover all major subjects in self-contained classrooms, a growing number of teachers specialize in teaching fewer subjects to higher numbers of students. We use administrative data from Indiana to estimate the effect of teacher specialization on teacher and school effectiveness in elementary schools. We find that teacher specialization leads to lower teaching effectiveness in math and reading, and the negative effects are larger when teaching students who are more likely to experience obstacles in school. Moreover, we find no evidence that increasing the proportion of teacher specialists at the school level generates improvements in indicators of school quality. Our findings underscore the importance of fostering opportunities to develop stronger student--teacher relationships.
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        Value: 10.3102/01623737221084312
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        PageCount: 15
        StartPage: 593
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      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Specialization
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Reading Achievement
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      – SubjectFull: At Risk Students
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      – SubjectFull: Educational Policy
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Indiana
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      – TitleFull: Spread Too Thin: The Effect of Specialization on Teaching Effectiveness
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