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

involving size of print collection; and the New Mexico study indicates a correlation involving
computers at r = .32.
Although Information Power.: Building Partnerships for Learning (AASL & AECT
1998) discusses facets of the school library program as separate components, information access,
learning and teaching, and program administration are tightly interrelated. Budgets affect
collection size and quality; flexible or scheduled visits affect collaboration; principal support
affects budget. Staffing is arguably the facet that has the most far-reaching impact on the overall
quality of the program. The first ALA school library standards called for a librarian with an
undergraduate degree and at least one year of graduate work in library science, a year's work
with young adults, and experience as a high school teacher desirable, although not required, with
salary equal to that of a department chairperson. Even these first standards differentiated
between the work of a school librarian and that of a clerk, noting that without clerical support,
the school librarian cannot fill the educational roles demanded of the job (ALA, 1920, 18-19).
Every subsequent set of standards and guidelines produced by ALA and affiliates has stressed
the critical role professional library staff plays in educating students. Each set of standards and
guidelines similarly suggests that library professionals can only fulfill their potential if clerical
support is present (ALA, 1920; ALA, 1925; ALA Education Committee, 1928; ALA
Committees on Post-war Planning, 1945; AASL 1960, AASL & DAVI 1969; AASL & AECT,
1975; AASL & AECT, 1988; ALA & AECT 1998). The current position statement on
appropriate staffing for school library media centers states, "The success of any school library
media program, no matter how well designed, depends ultimately on the quality and number of
the personnel responsible for the program. A well-educated and highly motivated professional


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 December 10, 2016.