Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 121
The following text was automatically extracted from the image on this page using optical character recognition software:
Partial Correlation, Total Staff Hours, English Language Arts CST Scores, and School and
Community Variables, Grade 11
Parent Education Level .53**
Free and Reduced Lunch .53**
Percentage English Learners .59**
Avg. Teacher Salary .49**
Percentage Fully Credentialed Teachers .54**
The correlation between eleventh grade U.S. History CST scores and total staffing hours
was similarly strong at r = .56, p <.001, and the relationship followed a similar pattern when
controlling for school and community variables in partial correlations, which ranged from r = .52
when controlling for average teacher salary to r = .60 when controlling for percentage of English
learners, both at p <.001. See table 32 for results.
Partial Correlation, Total Staff Hours, U.S. History CST Scores, and School and Community
Variables, Grade 11
Parent Education Level .56**
Free and Reduced Lunch .56**
Percentage English Learners .60**
Avg. Teacher Salary .52**
Percentage Fully Credentialed Teachers .57**
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/m1/135/: accessed January 16, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .