The conclusion to be drawn is that, within the present sample, students in schools that invest more of their per-pupil expenditure in library-related resources tend to perform better on standardized tests at several grade levels.
… [T]he results indicated that the way libraries were used differed between successful and unsuccessful schools. Successful schools schedule more class time in the library, spend more time allowing students to check out materials, have more individual student research hours, offer more time for reading incentive programs like Accelerated Reader, are used more frequently by faculty members for professional growth and classroom support, and are open more hours beyond the school day.
The successful schools in the present sample had more print volumes, more magazine subscriptions, more electronic subscriptions, more video materials, more reference titles on CD-ROM, and more student software packages available for student use. In the area of technology, the successful schools had more than twice the number of computers in their libraries; 14 compared to 5.27. Among the successful schools, more than twice as many computers as opposed to the unsuccessful schools were Internet connected or connected to a printer. The implication is that in successful schools students have greater access to electronic research tools in their school library than students in unsuccessful schools.
The current study found evidence that student achievement tended to increase as the amount of money spent on books and other print materials from the school budget increased.