Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 130
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Of the fourteen services that significantly correlated with English Language Arts CST
scores, just one, "Provided electronic access to a resource sharing network," did not remain
significant in relation to those scores when factoring for school and community variables in
partial correlations. Total services also remained statistically significant in each partial
correlation, strengthened by some controls and weakened by others, as indicated in Table 37.
Partial Correlation, Total Library Services, English Language Arts CST Scores, and School and
Community Variables, Grade 8
Parent Education Level .14**
Free and Reduced Lunch .21**
Ethnicity .23 * *
Percentage English Learners .21**
Avg. Teacher Salary .15**
Percentage Fully Credentialed Teachers .15 **
When correlated with eighth grade social studies CST scores, sixteen of the library
services were statistically significant, and total services were significant at r = .24, p < .001.
Among these sixteen, all but two remained statistically significant in partial correlations with all
community and school control variables, and those two lost significance only when controlling
for average teacher salary. In this partial correlation, "Collaborated with teachers to develop,
implement, and evaluate student learning two or more hours per week" correlated at r = .05, p =
.120, and "Attended meetings of school site council, two or more times per school year"
correlated at r = .05, p = .075. See table 38 for bivariate correlations for all services.
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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/m1/144/: accessed March 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .