The wider spectrum of activities involved in true collaboration between school librarians and classroom teachers demonstrates an impact at the high school level, particularly through the links between those activities and eleventh-grade test scores. On a weekly basis, at the typical responding high school, library staff spends:
- three hours identifying materials for teachers
- two hours planning with teachers,
- one hour motivating students to read,
- one hour teaching with teachers
- almost an hour serving on school committees, and
- half an hour meeting with library staff from another school or district
When library staff spends more time on these activities, ACT scores increase an average of three to four percent over the scores for schools with less collaborative library staff.
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