Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 132
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Total services remained statistically significant when controlling for each of the school
and community variables in partial correlations, too. These correlations ranged in strength from r
= .20, p <.001, when controlling for average teacher salary, to r = .28, p < .001, when
controlling for ethnicity. See Table 39 for complete results.
Partial Correlation, Total Library Services, Social Studies CST Scores, and School and
Community Variables, Grade 8
Parent Education Level .21**
Free and Reduced Lunch .27**
Percentage English Learners .27* *
Avg. Teacher Salary .20*
Percentage Fully Credentialed Teachers .21**
In bivariate correlations between English Language Arts CST scores and each library
service, there was statistically positive relationship with each service except "Coordinated cable
TV, distance education, and related activities," at r = .05, p= .14. As was the case for research
questions one and two, the strength of these bivariate relationships was greatest at the high
school level. Total services correlated most strongly at r =.49, p <.001, followed by "Provided
teachers with information about new resources" at r = .48, p < .001, and "Informally instructed
students in the use of resources," at r = .47, p < .001. In partial correlations using each
community and school variable as a control, only "Coordinated video production and
dissemination activities" did not retain statistical significance in relationship to English
Language Arts CST scores. See Table 40 for a summary of bivariate correlation 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/m1/146/: accessed April 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .