The National Reading Panel (2000) Teaching Children to Read investigated the value of teaching reading to elementary students. The authors did little discussion on organizational structure but did explain that teachers should be highly qualified in their field of expertise. Teachers who teach one subject area become more specialized in their area of instruction than teachers who teach all subject areas. High-quality teachers' is a key component of No Child Left Behind (NCLB). Research provides a clear connection between student achievement and teacher quality (Darling-Hammond, 1999). NCLB requires that all core content teachers be highly qualified (HQ) in their assignment. A well-prepared teacher is vitally important to a child's education and ensuring for all students. While this requirement does not guarantee an effective teacher in every classroom, it does set a common expectation for teacher knowledge being that of a specialized content area.The Final Report of the National Mathematics Advisory Panel (2008), which was released in 2008, investigated the value of mathematics specialists at the elementary level. The authors of this report found that students in elementary school had no difference in the mathematics gain scores in a departmentalized structure compared to students in a school with a self-contained structure. However, one of the recommendations was indirectly connected to the organizational structure of the elementary schools for math through the use of full-time elementary math specialists. There are at least three models for the use of math specialists: the lead teacher or math coach model, the specialized-teacher model, and the pull-out model. The specialized-teacher model involves teachers being responsible for the direct - instruction of students and have the responsibility for the instruction of a single grade level.