Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 111
The following text was automatically extracted from the image on this page using optical character recognition software:
Certificated Library Staff Hours, Grade 8
Certificated Staffing Level Number Percent
No certificated staff 757 63.2
Less than half-time 49 4.1
Half-time or more, but not full-time 64 5.3
1 FTE 280 23.4
More than 1 FTE 47 3.9
Total 1197 100.0
The mean English Language Arts CST score was 341.01, with a standard deviation of 28.27, n =
1,197; the mean Social Studies CST score was 330.56, with a standard deviation of 30.49, n = 1,
195, both scores normally distributed.
There were 1,182 California comprehensive public high schools during the 2006-2007
school year (Ed-Data, 2008). 987 had data from the four required sources for this study, with
slightly fewer-965-with data available for U.S. history CST scores. 19.6% of high schools in
the sample had no library at all, while 76.1% had a school library (see Table 20). At this level,
44.1% reported having no LMS staffing at all, with 47.8% reporting having at least one full-time
LMS (see table 21). In addition, 30.3% of high schools in the sample reported having full-time
support of both LMS and clerical staff.
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
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/m1/125/: accessed November 23, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .