Public library

Libraries provide homework resources

Libraries provide portals for children to perform age-appropriate Internet searches. More than 68% of libraries reported offering homework resources in 2006–2007—serving the educational needs of more than 36 million school-age children—up 7.3% from the previous year. Almost 68% of library staff reported that providing educational resources and databases for K–12 students was most critical to the role of the public library branch in their community
Reference: 
Libraries connect communities : Public Library Funding and Technology Access Study, 2006-2007

Reading for fun improves students test scores

Fourth grade students who read for fun every day score the highest on reading assessment tests. The three-quarters of students who reported reading for fun on their own time once a week or more performed at the high end of the Basic level (scores from 208-237 on the NAEP reading assessment test), while the 14% of students who never or hardly ever read for fun performed below the Basic level (scores below 208 on the test). Students who talked about their reading with family and friends on a weekly basis had a higher average score than students who talked about their books once a month or less. Sixty-one percent reported talking about their reading with family and friends at least weekly.
Reference: 
At these readings, listeners growl for more
The Link between Public Libraries and Early Reading Success
The Nation's Report Card: Fourth-Grade Reading 2000.

Libraries draw families from across the socio-economic spectrum

Libraries are uniquely positioned to respond to the achievement gap, because they draw families from across the socio-economic spectrum. Libraries are second only to religious-sponsored events as the destinations of choice for family outings regardless of parents’ economic and education levels.
Reference: 
Libraries for the Future: innovation in action
Parent and family involvement in education: 2002-03
Public library use in Pennsylvania: identifying uses, benefits, and impacts : final report

High satisfaction with children's material for Latinos who frequently visit the library

For Latinos who visited the library weekly or more, the second most common reason for their visits was to take their children (33.6%). They were more satisfied with children’s books (91.9% and movies (86.9%) in English than with the same materials in Spanish (76.5% and 66.9% respectively). Satisfaction was also high with programs for children (85.5%).
Reference: 
Latinos and public library perceptions

Regular access to public libraries can make the difference between summer setback and success

Regular access to public libraries can make the difference between summer setback and summer success. Children who reported easy access to books read more books. Reading as few as four to five books over the summer can prevent a decline in reading achievement scores from the spring to the fall.
Reference: 
SSR with Intervention: a school library action research project
Summer Reading and the Ethnic Achievement Gap

Library summer reading programs impact student reading levels, ability, and enjoyment

Library summer reading programs have a major impact on student reading levels, ability, and enjoyment. An evaluation of summer reading programs in Los Angeles found that participating children spent more time looking at and reading books than before they joined the program. During the summer, the percent of children reading 10-14 hours a week increased by nine percentage points and the proportion of children reading 15 or more hours a week rose by 11 percentage points. Teachers contacted as part of the Los Angeles study found that the difference between students who participated in summer library programs and those who did not was readily apparent the following fall. The most dramatic difference was that participants were much more enthusiastic about reading: 55% had a high enthusiasm for reading compared to less than 40% of non-participants. Teachers also reported that participating students who were reading above grade level before the summer were more likely to maintain this reading level than peers who did not participate in the summer reading program.
Reference: 
Evaluation of the public library summer reading program: Books and beyond... take me to your reader!

Public library summer reading programs impact children living in poverty

Public library summer reading programs can have a profound impact, especially on children living in poverty. On the whole, these children have a greater summer learning loss than do children from affluent families, and any gains that they had over the summer were smaller than their peers whose families had higher incomes. Twice as many fourth graders (58% versus 27%) from disadvantaged families fell below the basic level on the National Assessment of Educational Progress (NAEP) than did students from more affluent families, and far fewer tested at a proficient level (13% verses 40%)
Reference: 
Lasting Consequences of the Summer Learning Gap
Summer Reading and the Potential Contribution of the Public Library in Improving Reading for Children of Poverty
Use Students' Summer-Setback Months to Raise Minority Achievement - Phi Delta Kappan - Make summer gains out of summer setback to reduce the gap.

Summer educational programs are needed to address the achievement gap

Differences in reading activities and family involvement in summer learning beginning in first grade account for the achievement gap that give children from high socio-economic status an advantage over children from low socio-economic backgrounds. The best way to address the achievement gap is to provide disadvantaged children with rich and engaging educational programs during the summer months.
Reference: 
Lasting Consequences of the Summer Learning Gap

Public libraries are ideal to serve students as an after-school activities venue

Public libraries are in an ideal position to serve students as an after-school activities and services venue. Of K-8 students who participated in weekly non-parental after-school care arrangements, 77% participated in homework, educational, reading, or writing activities. This number was stable across student characteristics—such as age, sex, and race/ethnicity—and family characteristics, such as family type, household income, and poverty status.
Reference: 
National Household Education Surveys Program of 2005 : after-school programs and activities : 2005