Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 115
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again produced the strongest association at r = .22, followed by controlling for free and reduced
lunch at r = .20. In both cases, p < .001. See Table 24 for a summary of these results.
Partial Correlation, Certificated Staff Hours, Social Studies CST Scores, and School and
Community Variables, Grade 8
Parent Education Level .09**
Free and Reduced Lunch .20**
Percentage English Learners .12 *
Avg. Teacher Salary .03
Percentage Fully Credentialed Teachers .08**
At the high school level, all bivariate correlations and partial correlations were significant
between LMS staffing and test scores. The relationship between certificated staffing and ELA
scores was significant at r = .44, p < .001. When controlling for school and community
variables in separate partial correlations, the relationship between English Language Arts scores
and LMS staffing did not substantially change. Average teacher salary weakened the relationship
slightly to r = .41, p < .001; in all other cases, the control variable strengthened the relationship.
See Table 25 for a summary of these results.
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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/m1/129/: accessed November 21, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .