Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 108
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H04: Student achievement does not vary in relationship to other library program
H05s: Student achievement does not vary in relationship to any combination of library
staffing levels and other library program elements.
H06: The level of school library services does not vary in relationship to certificated
library staffing levels.
H07: The level of school library services does not vary in relationship to overall library
This chapter reviews the population used for the study, then presents the results of
research questions one through seven by grade level 4, 8 and 11. A summary of results for each
question is provided, followed by a review of the major findings for all seven questions.
For the school year 2006-2007, there were 5714 public elementary schools in California
(Ed-Data, 2008). Of these, 3,528, or 61.7%, had data from all four sources required for this
study. Nearly all-98.3%-- of the 3,528 schools reported they had a space they called a library
(see Table 16). Just 4.4% of these schools reported having at least 1 full-time library media
specialist; 84.6% reported having no library media specialist staffing at all (see Table 17).
Schools reporting both a full-time library media specialist and full-time clerical staffing
amounted to 1.2%, just 43 schools out of 3528 in the population sample.
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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/m1/122/: accessed March 18, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .