Departmentalizing upper elementary instruction as a potential strategy for resource efficiency, achievement, and retention¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report describes departmentalizing as assigning upper elementary grade teachers to "teach their strongest subjects to multiple classes" rather than teaching all subjects to a single class. It positions this as "one potential strategy" to help schools "more efficiently use their resources to improve student achievement and teacher retention." The study was undertaken to learn about the potential benefits and challenges of this strategy.

Design Implications¶

Context¶

Requirements¶

• Teachers assigned to teach the subjects in which they are strongest across multiple classes

Constraints¶

• The report treats departmentalization as a potential strategy whose benefits and challenges were only partially confirmed and whose effects on achievement and retention remain unclear

Target Learners¶

• Upper elementary students in grades 4 and 5

Target Learning Goals¶

• Student achievement in taught subjects; teacher retention

Related Strategies¶

Examples¶

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Key Sources¶

• Alison Wellington, Melissa Clark, Alyson Burnett, Susanne James-Burdumy, Libby Makowsky, Stacey Brockman, Dallas Dotter, Mariesa Herrmann, Hanley Chiang. (2024). Evaluation of Departmentalized Instruction in Elementary Schools: Exploring Implementation Experiences. Institute of Education Sciences. https://www.mathematica.org/publications/evaluation-of-departmentalized-instruction-in-elementary-schools