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

• DOI: 10.1162/edfp_a_00278
• Publication Date: 2018-12-17T19:35:03Z
• Authors: Kevin C. Bastian; C. Kevin Fortner
• Keywords: 4. Education; 05 social sciences; 0503 education

Whereas subject-area specialization is common practice in secondary grades, little known about its incidence and impact elementary schools. In this study we use data from North Carolina schools to assess which teachers specialize estimate whether associated with teacher effectiveness school achievement. We find that prevalent upper-elementary grades—approximately 25 percent of fourth-grade 37 fifth-grade specialize—and assign relatively more effective specialize. Analyses indicate not leading theorized benefits mathematics reading. Teachers are less than they were before specializing school-level achievement specialization. However, science results suggest These findings question the grades but invite continued research fully impact.