Technology was a component of School Library Media Center Services… [T]his component was composed of six variables concerning technology availability and usage. This analysis shows that the component of Technology was significantly correlated with student achievement, represented by the Overall Weighted Average Map Index, when other variables were not present.
… [T]he Library Usage component included the library use time of typical students. This component contained nine variables. This analysis shows that the Library Usage component was significantly correlated with student achievement, represented by the Overall Weighted Average Map Index, when other variables were not present.
… The Librarian Qualifications component was computed by aggregating the relevant questions of the questionnaire. The questionnaire asked a series of questions pertaining to the highest level of education and certification the paid library staff had obtained. The component was composed of one variable for a librarians’ education and experience weighted by the work hours. This analysis shows that the Librarian Qualifications component was significantly correlated with student achievement, represented by the Overall Weighted Average Map Index, when other variables were not present.
There is a statistically significant relationship between higher reading scores and larger school media center budgets. Students taking the reading tests in grades 5, 7, 8, and 10 scored between 3 and 6 points higher on those tests in schools with higher media center expenditures.
Increases in eleventh grade reading scores are usually reported by Michigan high school libraries that have: higher numbers and weekly hours of librarian and total library staff; more total weekly hours of operation, and more weekly hours for flexible access/scheduling; librarian spending more time supporting school computer networks; larger collections of print volumes and video materials; and access to more computers—both in the library and throughout the school—that provide links to Access Michigan, library catalogs and licensed databases, and the Internet and the World Wide Web; and more frequent individual visits to the library [#9, #10]; and more money for library operations [#13].
For Michigan middle schools, seventh grade reading test scores usually rise as school libraries report:high numbers and weekly hours of librarian and total library staff;offering more weekly hours for flexible access/scheduling;librarians spending more time planning and teaching cooperatively with classroom teachers, and providing in-service training to teachers;larger collections of print volumes and video materials;access to more library and school computers that connect to Access Michigan, library catalogs and licensed databases, and the Internet and the World Wide Web;more frequent individual and group visits to the library; andspending more on library operations.
The school library, when one exists, is for many disadvantaged children a major source of exposure to books, magazines, and the newer media—learning materials that stimulate their thinking, creativity, learning, reading, and enjoyment. Our survey data suggest that children from a lower socioeconomic stratum who have a school library obtain a higher mean MCAS score than do similar children from schools that do not have such a program.
At the high school level, schools with automated collections have higher average MCAS scores.
The findings from our study can be roughly summarized by educational level as follows:At each grade level school library programs improve MCAS [Massachusetts Comprehensive Assessment System] scores.At each grade level students score higher on MCAS tests when there is a higher per pupil book count.At each grade level student use of the library produces higher mean MCAS score;At each level hours open make a difference in MCAS scores.
Both elementary and middle schools tended to perform better on tests where LMSs took the initiative, on at least a weekly or monthly basis, to provide their teachers with resources needed to design instruction.