Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 39

Table 6

State Test Scores and Library Computers: Bivariate Correlations
State Grade State Test r p

39

Michigana (Rodney et al., 2003) 4 Reading .280* <.05
Michigana (Rodney et al., 2003) 7 Reading .230** <.01
Floridaa (Baumbach, 2003) 8 Reading .113* <.05
Wisconsin (Smith, 2006) 8 Reading .127* .05
Floridaa (Baumbach, 2003) 10 Reading .159* <.05
Floridab (Baumbach, 2003) 10 Reading .157* <.05
New Mexicoa (Lance et al., 2002) 10 Language Arts .318** .007
Wisconsin (Smith, 2006) 10 Language Arts .124* .049
Wisconsin (Smith, 2006) 10 Reading ACT .176** .005
Wisconsin (Smith, 2006) 10 ACT English .149* .018
Michigana (Rodney et al., 2003) 11 Reading .193** <.01
a. Library computers with Internet access.
b. Library computers connected to a network.
*p <.05, **p <.01.
Partial correlations from the Wisconsin (Smith, 2006) study indicate significant positive
correlations at all three levels using a variety of community and school control variables (see
Table 7). In the Illinois study (Lance et al., 2005), again, actual numbers were not reported, but
in partial correlations that included school and community variables, size of the collection was
significant at the high school level with two of four of the control variables, and significant in
grades 5 and 8 with three of the four control variables.

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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/m1/53/ocr/: accessed September 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .