Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 36

Table 5

Wisconsin State Test Scores and Total Print Collection.: Partial Correlations (Smith, 2006)
Grade State Test Correlation p Covariable
4 Reading .115* .014 LEP studentsa
4 Language Arts .115* .014 LEP studentsa
8 Reading .205** .002 LEP studentsa
8 Language Arts .211** .001 LEP studentsa
8 Reading .173** .009 percent minority students
8 Language Arts .179** .009 percent minority students
8 Reading .156* .039 percent free and reduced lunch
8 Reading .185** .005 teacher/pupil ratio
8 Language Arts .196 .003 teacher/pupil ratio
10 Language Arts .145* .021 percent minority students
10 Reading ACT .139* .027 LEP studentsa
10 ACT English .150* .017 LEP studentsa
10 Reading ACT .218** <.001 percent minority students
10 ACT English .240** <.001 percent minority students
10 Reading ACT .159* .022 percent free and reduced lunch
10 ACT English .166* .017 percent free and reduced lunch
a. LEP: Limited English Proficient
*p <.05, **p <.01.

36

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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/m1/50/ocr/: accessed March 26, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .