Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 82
The following text was automatically extracted from the image on this page using optical character recognition software:
superintendent of schools-- to secure steady funding for school libraries. Eastin would lobby for
funding by carrying with her a copy of a book recently pulled from a school library's shelves
which proclaimed, "Someday man will walk on the moon" (Jeffus, 2002). After a line-item
donation on the state income tax form met with success, at a time of economic upswing, the
California Public School Library Act was passed in 1998, allocating $158 million per year to
school libraries, which averaged just over $28 per student.
During that time, long-neglected collections were weeded and average copyright dates
climbed steadily upward, from 1972 in 1995 to 1991 by 2003 ("School Libraries," 2007). Not
surprisingly, a principle finding from a study conducted on the effects of this funding on a
central California school district was that adequate funding substantially enhanced both the
availability of resources to students and the services provided to them (Archon, 2003). Archon
also concluded from his study that in schools with library media specialists, the additional
funding was more likely to result in the library media center playing a more significant role in
the school's technology plan and with the provision by library staff of staff development and
training. Archon found that more than three times as many library media specialists than
classified staff reported that increased funding had a "substantial impact on their ability to meet
with teachers to plan and teach lessons" (p.119).
The infusion of money revitalized school library programs across the state, and library
leaders decided the time was right to develop a new set of standards and guidelines to help
people at the county, district and site level in developing effective school library programs
(California School Library Association [CSLA], 2004). Standards and Guidelines for Strong
School Libraries (CSLA, 2004) is based upon the key tenets of Information Power. Building
Partnerships for Learning (AASL & AECT, 1998) but is also aligned with the state's curriculum
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
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/m1/96/: accessed June 24, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .