Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California

Table 7
Wisconsin State Test Scores

and Library Computers. Partial Correlations (Smith, 2006)

Grade State Test Correlation p Covariable

4 Reading
4 Language Arts
10 Language Arts
10 Language Arts
10 Language Arts
10 Reading ACT
10 ACT English
10 Reading ACT
10 ACT English
10 Reading ACT
10 ACT English
a. Limited English Proficient

.133**
.13**
.155*
.148*
.154*
.188*
.163
.187**
.159*
.169**
.145*

.005
.006
.014
.019
.014
.003
.1
.003
.011
.007
.022

LEP students
LEP students
LEP students
percent minority students
teacher/pupil ratio
LEP students
LEP students
percent minority students
percent minority students
teacher/pupil ratio
teacher/pupil ratio

*p <.05, **p <.01.
While most of the reported correlations involving access, collection size and technology
are statistically significant, just a handful of the individual correlations from any of the studies
mentioned is as strong as r =.3. The Michigan (Rodney et al., 2003) and Wisconsin (Smith,
2006) studies report stronger than .30 correlations involving hours open; the Michigan (Rodney
et al., 2003) and New Mexico (Lance et al., 2002) studies report correlations over r = .30

40

Achterman, Douglas L. Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California. Denton, Texas. UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc9800/. Accessed September 16, 2014.