Educational/Literacy Impact

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].

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.

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.

Across grade levels, schools tended to perform better on the ISTEP+ [Indiana Statewide Testing for Educational Progress-Plus] tests where there were better-staffed, better-stocked, and better-funded school library programs.