Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 153
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Summary of Hierarchical Regression Analysis for Variables Predicting English Language Arts
CST Scores, Grade 8
Variable B SE B
(Constant) 340.72 0.511 --
Community factor -21.64 0.511 -.76**
School factor 5.94 0.511 .21**
(Constant) 340.66 0.50 --
Community factor -21.65 0.50 .76**
School factor 4.86 0.52 .17**
Library factor 3.75 0.52 .13**
Note. R2 = .62 for Step 1; AR2 =.02 for Step 2 (p <.001).
Grade 8 Social Studies
As with the previous data set for eighth grade English Language Arts, library, school and
community variables were combined in a factor analysis with varimax rotation using the same
criteria mentioned earlier. As with data for the eighth grade ELA CST scores, the percentage of
fully credentialed teachers did not load at .600-the rotated factor value was .419-and so was
eliminated. The second factor analysis resulted in groupings like those from English Language
Arts, with the first factor most strongly representing parent education, free and reduced lunch,
ethnicity, and percentage English Learners and the second factor most strongly representing
average teacher salary, both factors together accounting for 82.51% of the variance. The first
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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/m1/167/: accessed July 21, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .