TAAS [Texas Assessment of Academic Skills] performance was associated with different library factors at each educational level. Library variables found to be important were: Elementary School [K/MS]:Library volumes purchased in 1999-00 per 100 studentsLibrary operational expenditures per studentLibrary computers connected to a modem per 100 studentsLibrary software packages per 100 studentsMiddle/Junior High [K/MS]:Identifying materials fo instructional units developed by teachersProviding information skills instruction to individuals or groupsHigh School [T]:Library staff per 100 studentsLibrary staff hours per 100 studentsLibrary hours of operation per 100 studentsVolumes per studentsCurrent subscriptions to magazines and newspapers per 100 studentsPlanning instructional units with teachersProviding staff development to teachers
13-18 (high school)
The Texas Study demonstrated higher TAAS [Texas Academic Assessment of Skills] performance at all educational levels in schools with librarians than in schools without librarians. Over 10 percent more students in schools with librarians than in schools without librarians met minimum TAAS expectations in reading. On average, 89.3 percent of students in schools with librarians compared with 78.4 percent in schools without librarians met minimum TAAS expectations in reading.
Where networked computers link school libraries with classrooms, labs, and other instructional sites, student earn higher PSSA reading test scores. These higher scores are particularly linked to the numbers of computers enabling teachers and students to utilize:the ACCESS PENNSYLVANIA database;licensed databases; andInternet/World Wide Web.
Pennsylvania System of School Assessment (PSSA) reading scores increase in the following characteristics of school library information programs: staffing, information technology, and integration of information literacy into the curriculum.
Higher achieving schools often spend twice as much—or more—on their school library programs as lower achieving schools.
Oregon reading test scores rise with increases in:total staff hours per 100 students (including both professional and support staff),print volumes per student,periodical subscriptions per 100 students, andlibrary media expenditures per student.
Vitally important is the vision of the library as a classroom and a welcoming place of learning. The teacher-librarians are leaders in their school and outstanding teachers. Both the library and the teacher librarian are recognized as playing a critical role in supporting the educational outcomes of the school. In schools with these types of libraries, students reported high levels of satisfaction and engagement with their libraries and they were active readers. The majority wanted to have more opportunities to use the school library.
Key to a truly exemplary library program was that the teacher-librarian took on a broader educational role within the school, providing support for classroom teachers through partnering and collaboration, supporting all students through shared teaching and cross-cirricular support or integration of curriculum.
84.9% of the students indicated that school library computers help them do their school work better… Two key features stand out in the students’ comments. First, students see a clear relationship between being able to access information through information technology, and achievement, in research assignments and projects. Second, the instructional intervention of the school librarian in developing students as effective users of information technology to search for information, and the development of students as discerning evaluators of web information plays a role in achieving good grades.
… [T]he school library plays an important role in helping students determine the quality of information, particularly with the availability of information, misinformation and disinformation on the Internet. 92.8% of student indicated help in this aspect.