Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 189
The following text was automatically extracted from the image on this page using optical character recognition software:
84% of high schools, for a total of 5690 schools, had data available from all four sources, which
constitutes a robust sample size.
Another limitation to this study was that respondents to the library survey identified
neither themselves nor their job titles. This allows for the possibility that there may be some
discrepancy in answers based upon positions of the people responding and the data available to
them in providing their answers.
Another variable that was unaccounted for in this study was the operation of reading
intervention programs such as Reading First, Accelerated Reader, and Read 180 through the
library program. Similarly, a great number of library employees are responsible for managing
textbook distribution and collection, a duty that requires significant time away from library
responsibilities. School library programs that must administer reading programs or manage
textbooks may not be able to offer the range of services to students and teachers that other school
library programs can.
The paucity of full-time certificated staffing at the elementary level, particularly the small
numbers of full-time library media specialists working with full-time clerical assistants, raises
questions about unaccounted-for intervening variables at the elementary school. While there
were enough full-time library media specialists at the elementary level to establish a statistically
significant result, other factors may have been at play to obscure results. First, the lack of a
sizable community of elementary level library media specialists may be inhibiting the
establishment of best practice in school librarianship at that level. Second, the very lack of
library media specialists suggests a widespread lack of administrative and district level support
of school library programs at the elementary level.
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
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/m1/203/: accessed June 25, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .