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Research Questions

1. What is the impact of EMS-certified teachers and a departmental model on student achievement?
1. How does the mathematics achievement of grade 3-5 students taught by EMS-certified teacher differ from that of students taught by elementary teachers without EMS certification?
2. How does the mathematics achievement of grade 3-5 students taught by EMS-certified teachers within a departmental model differ from that of students taught by EMS-certified teachers in a self-contained model?
2. How does the mathematics knowledge and instructional practice of EMS-certified teachers differ from that of non-EMS-certified elementary teachers?
3. What are the affordances and constraints of each organizational model (self-contained and departmentalized) in terms of individual teachers' opportunities to utilize expertise in mathematics teaching?