Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 158
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In a hierarchical regression with school and community factors entered in the first step,
followed by the addition of the library factor in the second step, the adjusted R2 was .57 (F(3,
953) 423.49,p <.001) for the prediction of eleventh grade English Language Arts CST scores.
Assumptions of linearity, normality and multicollinearity again were met in tests outlined in the
previous chapter. Like regressions for previous grades, Beta weights indicated that the strongest
predictor was the community factor (.51). Unlike previous regressions, this was followed by the
library factor (.46) and school factor (.14) last. The library factor produced a AR2 of .19,
meaning that it accounted for 19% of the variance in 11th grade English Language Arts CST
scores, a much stronger relationship than those exhibited at the middle and elementary school
levels. See Table 60 for unstandardized and standardized betas and standard error.
Summary of Hierarchical Regression Analysis for Variables Predicting English Language Arts
CST Scores, Grade 11
Variable B SE B
(Constant) 316.63 0.95 --
Community factor 20.87 0.95 .55**
School factor 10.43 0.95 .28**
(Constant) 316.51 0.80 --
Community factor 19.28 0.80 .51**
School factor 5.33 .83 .14**
Library factor 17.20 .84 .46**
Note. R2 = .38 for Step 1; A2=.19 for Step 2 (p <.001).
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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/m1/172/: accessed October 19, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .