Appendix. Elementary Schools
Ten library and school variables were associated in the multiple regression analysis with TAAS performance of elementary school students. These include:- Library computers connected to a modem per 100 students
- Library software packages per 100 students
- Number of volumes purchased in 1999-00 per 100 students
- Library operational expenditures per 100 students
- Percent of Limited English Proficiency (LEP) students
- Percent of economically disadvantaged students
- Percent of white students
- Percent of Hispanic students
- Percent of African American Students
- Percent of Asian American students
The relationship shown in the following graphs is largely nonlinear. At the lower levels of each of the library variables there is greater variance in TAAS performance than in the high levels. As the library variables increase in value, the variation in TAAS performance decreases considerably and clusters around higher TAAS performance (i.e. schools with a larger percent of students meeting minimum expectations on TAAS).
The relationship shown in the following graphs is largely nonlinear. At the lower levels of each of the library variables there is greater variance in TAAS performance than in the high levels. As the library variables increase in value, the variation in TAAS performance decreases considerably and clusters around higher TAAS performance (i.e. schools with a larger percent of students meeting minimum expectations on TAAS).
Graph IV.5—TAAS Reading and Library Volumes
Purchased Per 100 Students
Graph IV.6—TAAS Reading and Library Operational
Expenditures Per Student
Graph IV.7—TAAS Reading and Library Modems
Per 100 Students
Graph IV.8—TAAS Reading and Library Software
Packages Per 100 Students
In some of the following graphs that associate TAAS performance with student characteristics such as percentages of students with limited English proficiency (LEP), economically disadvantaged students, white students, Hispanic students, African American students, and Asian American students, a definite linear relationship is seen. The linear relationship is particularly clear between TAAS performance and the percent of economically disadvantaged students and white students. The percent of students meeting minimum expectations on TAAS tends to decrease as the percent of economically disadvantaged students increases. The variance in TAAS performance also shows an interesting increase.
Graph IV.10—TAAS Reading and School
Economically Disadvantaged Percent
Graph IV.11—TAAS Reading and School White Percent
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