Chapter 20: Factors Influencing Elementary Mathematics Specialists’ Impact on Student Achievement¹

Educational policy makers and administrators frequently gauge the effectiveness of elementary mathematics specialists (EMSs) by examining students’ mathematics achievement scores on standardized tests. This chapter addresses this perspective, examines some of the limits underlying research studying the impact of EMSs on students’ mathematics achievement, and interprets the results of studies addressing the relationship between EMSs and student achievement.

There is general agreement that investments supporting the development of high-quality teachers are worthwhile because teachers are the instruments that can directly improve student achievement (Nye, Konstantopoulos, & Hedges, 2004; Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004). Indeed, there are those who will argue that student achievement is the goal underlying teachers’ professional learning (Cornett & Knight, 2009, p. 212).