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

Table 15 (continued)

State Grade Library Measure AR2 p Beta Co-variables
New Mexico 10 School library development .079* .025 .281 Percent in poverty; percent minority,
(Lance et al., 2002)b percent parents high school graduates
Texas (Smith, 2001) 10 Library staffing and print .048** .001 .218 Student Ethnic and Economic
Resources Composition; Student Ethnic and
Economic Composition
Iowa 11 LM program development -d e e e
(Rodney et al., 2002)
Massachusetts high LM program development: .015** <.001 ---e Percent students eligible for free and
(Baughman, 2000) a school Includes books per pupil, full- reduced lunch
time librarian, hours of paid
support staff
Missouri k-12 All LMC services .106** .003 ---e 10 school variables and eight
(Miller et al., 2003)c community variables.
Missouri k-12 Total staffing hours .000 .568 ---c 10 school variables and eight
(Miller et al., 2003)c community variables.
Note: Dependent variable is state reading test scores, unless otherwise indicated.
a. Dependent variable: state reading and math test scores.
b. Dependent variable: state English Language Arts test scores.
c. Dependent variable: Weighted average map index, a formula combining reading and non-reading state test scores, weighted by the number of students eligible to take the test.
d. Researchers reported there was too little variation in LMS staffing at high school level to demonstrate a significant correlation.
e. Not reported.

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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 August 4, 2015.