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Is There a Benefit to Upper Elementary Departmentalization? A District Level Analysis

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Title: Is There a Benefit to Upper Elementary Departmentalization? A District Level Analysis
Language: English
Authors: Wyss, Amity (ORCID 0000-0003-2575-4047), Preston, Courtney
Source: Impacting Education: Journal on Transforming Professional Practice. 2022 7(4):16-25.
Availability: University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Peer Reviewed: Y
Page Count: 10
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Elementary Schools, Class Organization, Self Contained Classrooms, School Organization, Departments, Educational Benefits, Academic Achievement, Socioeconomic Status, Grade 4
Geographic Terms: Florida
ISSN: 2472-5889
Abstract: The shift from the traditional self-contained classroom to the departmentalized classroom structure in upper-elementary classrooms is increasing as the pressure to maximize student outcomes is higher than ever for public schools. Teachers prefer departmentalization but findings as to its benefits for students are mixed. This study considers the relationship between classroom structure and student achievement and whether the relationship varies by student socio-economic status. Using fourth grade data from one school district in Florida, we use Ordinary Least Squares (OLS) regression and logistic regression to examine the relationship between departmentalization and three measures of student achievement based on the Florida Standards Assessment. The findings indicate a negative relationship between all three measures of student achievement and classroom structure with some variation by student socio-economic status.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1369045
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Is There a Benefit to Upper Elementary Departmentalization? A District Level Analysis
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  Data: <searchLink fieldCode="AR" term="%22Wyss%2C+Amity%22">Wyss, Amity</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2575-4047">0000-0003-2575-4047</externalLink>)<br /><searchLink fieldCode="AR" term="%22Preston%2C+Courtney%22">Preston, Courtney</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Impacting+Education%3A+Journal+on+Transforming+Professional+Practice%22"><i>Impacting Education: Journal on Transforming Professional Practice</i></searchLink>. 2022 7(4):16-25.
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  Data: University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
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  Data: 10
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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>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Organization%22">Class Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Contained+Classrooms%22">Self Contained Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22School+Organization%22">School Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Departments%22">Departments</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Data: 2472-5889
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  Label: Abstract
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  Data: The shift from the traditional self-contained classroom to the departmentalized classroom structure in upper-elementary classrooms is increasing as the pressure to maximize student outcomes is higher than ever for public schools. Teachers prefer departmentalization but findings as to its benefits for students are mixed. This study considers the relationship between classroom structure and student achievement and whether the relationship varies by student socio-economic status. Using fourth grade data from one school district in Florida, we use Ordinary Least Squares (OLS) regression and logistic regression to examine the relationship between departmentalization and three measures of student achievement based on the Florida Standards Assessment. The findings indicate a negative relationship between all three measures of student achievement and classroom structure with some variation by student socio-economic status.
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  Data: 2023
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  Data: EJ1369045
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 16
    Subjects:
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Class Organization
        Type: general
      – SubjectFull: Self Contained Classrooms
        Type: general
      – SubjectFull: School Organization
        Type: general
      – SubjectFull: Departments
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Florida
        Type: general
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      – TitleFull: Is There a Benefit to Upper Elementary Departmentalization? A District Level Analysis
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            NameFull: Preston, Courtney
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              Y: 2022
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