Assessing the Impact of Teacher Specialization on Elementary Science Achievement, Including Language Learners

• In Event: Science Teaching and Learning: Elementary Science Education

Abstract

Using the most recent TIMSS data from 2011 and 2015, this study estimates the impact of teacher specialization, as well as student, school, and other teacher characteristics, on 4th grade science achievement for language learners in the United States and Denmark. Despite key similarities between U.S. and Danish education systems, analysis of the data shows differences in the student populations and teachers’ access to science professional development. Regression analysis reveals that specialized teachers positively and significantly impact student science achievement, and that the impact is greater for language learners.

Author

• Marcelle Goggins, University of Washington