Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 159
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Grade 11 U.S. History
Factor analysis of school and community and library variables resulted in the same
groupings of the variables as indicated for English Language Arts with similar factor loadings;
the percentage of teachers fully credentialed was eliminated for not loading to at least .600. In
the final factor analysis, two factors were produced, accounting for 83.32% of the variance. The
first factor accounted for 62.60% and largely represented community variables. The second
factor accounted for 20.72% of the variance and loaded most heavily on average teacher salary, a
school variable. See Table 61 for the factor matrix.
Rotated Component Matrix for Factor Analysis of School and Community Variables, Grade 11
Variable Factor 1 Factor 2
Average Parent Education .86 .24
Free and Reduced Lunch -.86 -.27
Ethnicity .89 -.06
Percentage English Learners -.87 .08
Average Teacher Salary .06 .98
Note: Extraction method was principal component analysis. Rotation Method: Varimax with Kaiser Normalization.
Rotation converged in 3 iterations.
All library variables loaded on a single factor that accounted for 74.34% of the variance, as
indicated in Table 62.
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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/m1/173/: accessed March 26, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .