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 teacherstwo hours planning with teachers,one hour motivating students to read,one hour teaching with teachersalmost an hour serving on school committees, andhalf an hour meeting with library staff from another school or districtWhen 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.
