The Effect of Subject-area Specialization on Student Achievement: Evidence from a cluster-randomized experiment in elementary schools

This study estimates the causal impact of deploying part-time subject-specialist teachers in elementary schools on students’ academic outcomes, drawing on a cluster-randomized controlled trial conducted in Chiba Prefecture, Japan. In schools randomly assigned to receive part-time science specialists, students’ science achievement increased by 0.153–0.162 standard deviations (SD), which is a relatively large effect compared to many other educational interventions such as class size reduction. Moreover, mathematics achievement improved by 0.101–0.108 SD, while Japanese language achievement remained unaffected. In contrast, the deployment of part-time mathematics specialists had no statistically significant effect on student performance. There is no evidence that the introduction of part-time subject-specialists altered teachers’ classroom preparation time for other subjects. Science is a subject that demands a high level of content expertise, and prior studies indicate that as teachers gain more experience, their anxiety in teaching science decreases, while their self-efficacy increases. Given that the assigned specialists were relatively older and experienced part-time teachers, the results suggest that leveraging their expertise and confidence may have contributed to the observed academic gains. The findings highlight the potential of strategically utilizing experienced specialist teachers to improve science education in the upper grades of elementary school.

This is the English version of the Japanese Discussion Paper (25-J-029).