6-12 (elementary/middle school)

Collaborative Planning and Instruction correlated with student academic achievement

Collaborative planning and instruction accounted for 17.7 percent of the variance in principles correlated with student academic achievement. The individual principles included: collaborative planning (the single most important factor within that factor), modeling effective teaching, integration of information literacy, facilities for learning, program planning assessment of student academic achievement, administrative support, and communication about the program.
Reference: 
Library media program implementation and student achievement

An accessible high-quality collection correlates positively with reading comprehension and vocabulary

… [H]aving an accessible high-quality collection correlates positively with reading comprehension and vocabulary, but it is not sufficient for overall academic achievement as measured by API [Academic Performance Index] scores. For that latter to occur, teaching and administrative principles also need to be implemented.
Reference: 
Library media program implementation and student achievement

Compliance-Related Activites Affect Student Academic Achievement

Compliance-related activities accounted for 14.6 percent of the variance in principles correlated with student academic achievement. The individual principles included: intellectual freedom (the single most important factor within that factor), followed by legal practices, curriculum-supportive collection, and program assessment.
Reference: 
Library media program implementation and student achievement

School library media specialists in “A” elementary schools:

School library media specialists in “A” elementary schools Are more likely to work with individuals visiting the media center than with groups. Spend more time planning for lessons taught independently of teachers. Spend more time working collaboratively and teaching with teachers. Spend more time involved in reading incentive activities and programs.
Reference: 
Making the grade : the status of school library media centers in the sunshine state and how they contribute to student achievement

In the middle schools, FCAT scores are higher where:

In the middle schools, FCAT scores are higher where: There are more certified, university-trained school library media specialists and the library media center is staffed more hours per week. More materials are circulated. There are more videos in the collection and more reference materials on CD-ROM. More computers in the library media center provide access to the Internet.
Reference: 
Making the grade : the status of school library media centers in the sunshine state and how they contribute to student achievement

In Florida’s elementary schools, FCAT scores are higher where

In Florida’s elementary schools, FCAT [Florida's Comprehensive Assessment Test] scores are higher where:There is a certified, university-trained library media specialist.The total number of paid staff is higher and there are more hours per week of staffing.Circulation is higher.Schools have access to the library media center catalog through the school’s computer network.There are more books and videos.There are more computers in the library media center and those computers provide Internet access.There are more non-print materials purchased from the school budget.
Reference: 
Making the grade : the status of school library media centers in the sunshine state and how they contribute to student achievement

Middle schools with higher library staffing received higher scores

At the middle school level, in higher scoring schools, 53.9% of middle schools with more than 80 HPW [hours per week] of library staffing scored at grade level or better while only 46.1% passed in schools with poorer staffing.
Reference: 
Making the grade : the status of school library media centers in the sunshine state and how they contribute to student achievement

Test scores higher in elementary schools where library staffing is at 80 hours per week

Test scores are more than 20% higher in elementary schools where library media staffing is at 80 hours per week or more than in schools with less than 60 hours per week.
Reference: 
Making the grade : the status of school library media centers in the sunshine state and how they contribute to student achievement

Use of Public Libraries for Community Involvement

Twenty-five percent who went to the library learned about political or cultural organizations or leisure activities taking place in the local community. More than 20% went to the library with friends or colleagues to work together on a common assignment or a leisure activity. Seventeen percent used the Internet at the library to contact friends via e-mail, to chat, or to participate in discussion groups, etc. Sixteen percent used the library to learn more about local matters, social or political issues, etc., that they are involved in. Fourteen percent participated in organized meetings, such as author's nights, lectures, meetings with politicians, etc. Ten percent used the library as a place to meet family or friends before going together to the movies, into the city, to do shopping, etc. (p.19)
Reference: 
How do public libraries function as meeting places?