Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 57

correlations. At the elementary level and middle school levels, library staff's identifying
materials for teachers significantly correlated with reading scores when controlling for three of
four school and community variables. No other significant correlations were reported related to
teacher/LMS collaboration at the elementary or middle school levels. At the high school level, a
statistically significant correlation was found between LMS/teacher co-teaching and reading
scores when accounting for four school and community control variables. No specific data were
reported for any of these findings.
In Wisconsin, Smith (2006) found significant correlations between collaboration and
state test results only at the middle school when examined without intervening variables
(r =.171, p =.01). Significant correlations were found at both middle school and high school
when controlling for free and reduced lunch, limited English proficient students, and ethnicity,
the strongest correlation at the eighth grade when controlling for ethnicity at r =.214, p =.002.
See Table 11 for results.
Table 11
Wisconsin State Test Scores and Collaboration.: Partial Correlations (Smith, 2006)
Grade State Test Correlation p Covariable
8 Reading .134* .043 LEP studentsa
8 Language Arts .202** .002 LEP studentsa
8 Reading .138* .037 percent minority students
8 Language Arts .214** .002 percent minority students
(table continues)


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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/m1/71/ocr/: accessed June 25, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .