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.
… [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.
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.
Library networking (human and electronic) accounted for 8.2 percent of the variance in principles correlated with student academic achievement. The individual principles included: LMS meetings and library networking.
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.
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.
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.
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.
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.
Both high school FCAT [Florida's Comprehensive Assessment Test] and ACT scores are significantly higher where there is increased library usage (visits by individuals to the library media center).