Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 83

frameworks and academic standards. It provides standards for library media specialists, district
and county school library media supervisors, and guidelines for paraprofessionals. Unlike
Information Power.: Building Partnerships for Learning (AASL & AECT, 1998), it includes both
qualitative and quantitative standards for these groups as well as for facilities, resources and
technology, offering numerous indicators for each standard and overall indicators of school
library programs that are exemplary, making progress, or at risk.
Unfortunately, at the same time that Standards and Guidelines for Strong School
Libraries (CSLA, 2004) was being developed, the state faced budget shortfalls and consequently
reduced appropriations from the California Public School Library Act to negligible levels. A
typical district saw its appropriation fall from over twenty-eight dollars to just seventy-one cents
per student (Mayer, 2006), and in 2005 state legislators folded funding for school libraries into
an instructional materials block grant, which remains the primary source of funding for over half
of California schools ("Statistics about California School Libraries," 2007). As part of a block
grant, school library materials must compete with funding for textbooks, the need for which
typically exceeds available allocations from the state (Jeffus, 2002). As is the case at the national
level, block grant funding represents a retreat from the state's commitment to improving school
Nevertheless, Standards and Guidelines for Strong School Libraries (CSLA, 2004)
remains an influential document for library media specialists in California, providing specific
targets for staffing and provisioning school libraries and reiterating the fundamental principles of
Information Power. Building Partnerships for Learning (AASL & AECT, 1998), both in the
standards for student learning and in the library media specialist's attention to the elements of the
school library program that may help students advance in those standards.


Upcoming Pages

Here’s what’s next.

upcoming item: 98 98 of 239
upcoming item: 99 99 of 239
upcoming item: 100 100 of 239
upcoming item: 101 101 of 239

Show all pages in this dissertation.

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 .

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/m1/97/ocr/: accessed January 18, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .