Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 106
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Assumptions and Limitations
This study used publically available data from the criterion-referenced CST's, school and
community information from the state API and SARC reports, and responses to the California
School Library Survey. Although schools are required to submit this survey, there are no
consequences for noncompliance. According to Ed-Data (2008), there were 8,215
comprehensive public schools in California in 2007. Close to 70% of these schools reported data
from all four sources. This constitutes a sample size large enough-and diverse enough-- to
counteract sample bias created by the self-selection of participants. Additionally, respondents to
the survey do not identify themselves or their job titles. This study acknowledges that there may
be some discrepancy in answers according to the positions of the people actually responding to
the survey and the data available to them in providing their answers.
This study was conducted with the assumption, too, that the standardized tests to be used
do, in fact, constitute some valid measure of student achievement. The criterion-referenced tests
used in this study-English Language Arts and social studies-- assess mastery of specific
standards in content areas that are commonly associated with library use at each grade level. It is
also acknowledged, nevertheless, that such assessments describe a very narrow band of student
achievement and so provide a similarly narrow view of the relationship between student
achievement and school library media programs.
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Reference the current page of this Dissertation.
Achterman, Douglas L. Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California, dissertation, December 2008; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc9800/m1/120/: accessed October 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .