2011 school library impact study

8/6/2019 2011 School Library Impact Study

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School LibraryResearch Summarized:A Graduate Class Project

By

Debra E. Kachel, Instructor,

and the Graduate Students o

LSC 5530 School Library Advocacy, Spring 2011

School Library & Inormation Technologies Department

Mansfeld University, Mansfeld, PA

Developing Tomorrows Leaders


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T C

PREACE ......................................................................................................3

SCL LIBRAR IMPACT STUDIES SUMMARIED ..................4

SCL LIBRAR IMPACT STUDIES CART

Chart .......................................................................................................6

Bibliography ...........................................................................................8

ther Recommended Resources .......................................................10

SCL LIBRAR IMPACT STUDIES:

TE MAR IDIGS

Stang ..................................................................................................10

Collaboration .......................................................................................11

Instruction ............................................................................................12

Scheduling ............................................................................................12

Access ....................................................................................................13

Summer Reading Programs ...............................................................13

Technology ...........................................................................................13

Collections ...........................................................................................13

Budget ...................................................................................................14

Proessional Development .................................................................14

Achievement Gap ................................................................................14


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P

Although evidence demonstrating how quality school library programs improvestudent learning has been in existence since Mary Gavers original work in 1963, theresearch has never been well disseminated beyond the school library proession. In an eort

to help school administrators and other stakeholders to better understand the importance o

providing equitable, instructional school library services, the Pennsylvania School Librarians

Association (PSLA) decided to update their website to include the major fndings rom the

landmark body o research known as the school library impact studies. Begun in the early 1990s

by Dr. Keith Curry Lance and his associates at the Colorado Department o Education and the

University o Denver, these reports primarily correlated standardized language arts test scores o

students to components o school library programs. To date, 22 states and one Canadian province

have provided data or such research conducted by Lance and a variety o other researchers.As PSLAs Legislation Co-Chairperson and a library educator, I oered to have my Spring

2011 class o LSC 5530 School Library Advocacy, an online course in the Master o Education

program o the School Library & Inormation Technologies Graduate School, Mansfeld

University, tackle this project. Each student was assigned one o the major state studies to

summarize. PSLA will be posting the major fndings rom each study on their website as reported

by the students. owever, the project seemed to take on a lie o its own and now is also a website

(http://library.mansfeld.edu/impact.asp) and this booklet. A major goal o the project was to

select signifcant fndings and index them in a chart by components o a school library program,

such as stang, collections, budgets, etc. School librarians and stakeholders can now easily fnd

which studies support specifc aspects o school library programs and use the research to validate

programs, positions, and budgets. Although School Libraries Work!and other similar works have

done an impressive job in presenting the research, none has indexed the studies in this way.

Shortly aer the website was launched on ebruary 5, 2011, I received many emails telling

me how this inormation was immediately being used at school board presentations, in budget

justifcation reports, and in eorts to save school library positions being recommended or

elimination. Keith Curry Lance has linked his Library Research Service website (www.lrs.org)

to our site and emailed me, this is a spectacular piece o work, a wonderully comprehensive

and detailed summary o this line o research.

My Mansfeld students have practiced school library advocacy in action and I would like

to acknowledge their valuable contribution to the proession. ey are: Dorene Akujobi (PA),

Sarah Clayton (), Sarah Davis (PA), Lori Dearmore (WA), Aimee eldman (M),

Elizabeth Galaska (PA), Erin ildebrand (PA), Valarie unsinger (), Melissa Leman (),

Ronica Luke (PA), Adam Marcus (), Diane McLaren-Brighton (MI), Renee Mintz (),Kelly Petri (PA), eremy Shanly (), Pennelope Shobert (PA), Erika Strout (PA),

essica Von Wendel (WA), Linda Webster (IL), and Todd Wehmeyer (WA).

Debra E. Kachel, Instructor

LSC 5530 School Library Advocacy, Spring 2011

[email protected]


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Quality school library programs impact student achievement. Since the 1990s when

standardized tests became a major indicator o student learning, numerous studies

have been conducted to confrm the educational gains that school library programs

provide in student learning. e most universal fnding is the presence o ull-time,

certifed school librarians and appropriate support sta who implement a quality, school-

integrated program o library services. It has been shown that incremental increases in the

ollowing can result in incremental gains in student learning:

increased hours o access or both individual student visits and group visits

by classes

larger collections o print and electronic resources with access at school

and rom home

up-to-date technology with connectivity to databases and automated collections

instruction implemented in collaboration with teachers that is integrated with

classroom curriculum and allows students to learn and practice such 21st

century skills as problem-solving, critical thinking, and communication o

ideas and inormation

increased student usage o school library services

higher total library expenditures

leadership activities by the librarian in providing proessional development or

teachers, serving on key committees, and meeting regularly with the principal.

A body o research known as the school library impact studies that includes twenty-

two states and one Canadian province confrms these basic fndings. While most studiesexamined student standardized tests scores, other studies utilized dierent qualitative

approaches or a combination o methods. 21 studies surveyed school librarians and also

correlated standardized test scores with school library program components (Alaska

2000, Caliornia 2008, Colorado 1993, 2000, 2010, lorida 2003, Illinois 2005, Indiana

2007, Iowa 2002, Massachusetts 2000, Michigan 2003, Minnesota 2002 & 2004, Missouri

2003, ew Mexico 2002, orth Carolina 2003, ntario 2006, regon 2000, Pennsylvania

2000, Texas 2001, and Wisconsin 2006). ine studies surveyed students, teachers, and

school administrators about their perceptions o the impact o school libraries on learning(Delaware 2004-05, Idaho 2009, Indiana 2007, Michigan 2003, ew ersey 2009, ew ork

2009-10, hio 2004, ntario 2009, and Wisconsin 2006). our compared the status o

school library programs to the states school library guidelines to determine how closely

programs matched recommendations (Delaware 2004-05, Minnesota 2002 & 2004, and

Texas 2001.)

S LI S S


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e studies that examined standardized test data also actored in school and

community dierences. School actors generally included expenditures per pupil,

teacher per pupil ratio, average years o experience o classroom teachers and average

salaries. Community dierences generally included educational attainment o adults

in the community, children in poverty, and racial ethnic demographics. Although theeects o poverty still remain a primary orce in determining student academic success,

state aer state showed that such socio-economic conditions could not explain away the

impact o school library programs, especially school library stang, unding, and quality

collections. or example, the 2009 Texas study showed that at the elementary school

level, socio-economic variables explained 26 percent o the variance; at the middle/junior

high school level they explained 44 percent; and at the high school level they explained

55 percent. Library variables explained a smaller but still very signifcant portion o the

variance in the Texas standardized test perormance. ey explained approximately ourpercent o the variance in test perormance at the elementary and middle/junior high

school levels and 8.2 percent at the high school level. e Wisconsin study o 2006 ound

that at the high school level the impact o a robust library media program was almost

seven percentage points greater than the impact o the socio-economic variables. In the

2009 Caliornia study, when considering school and community variables, school library

programs accounted or between 19% and 21% o the variance in STAR test scores. n the

English Language Arts test, the library program was a stronger predictor o success than

the other school variables. n the U.S. istory test, the library program was, in act, the

best predictor o student perormancebetter than other school variables and better

than community variables including parent education and poverty levels.

Clearly, the studies confrm that quality school library programs with ull-time,

certifed librarians and library support sta are indicative o and critical to student

achievement. In act, quality school library programs may play an even greater role

in providing academic support to those students who come rom economically

disadvantaged backgrounds. In closing the achievement gap and assuring that allstudents are prepared with the 21st century skills they need to succeed, school leaders

and librarians need to embrace this body o research and oster school library programs

that can make a dierence in student learning. Schools that support their library

programs give their students a better chance to succeed.

T P S -

The Pennsylvania study entitledMeasuring up to Standards: Te Impact of School

Library Programs and Information Literacy in Pennsylvania Schools, was conducted

by Keith Curry Lance with Marcia . Rodney and Christine amilton-Pennell. With 435

participating school libraries, the study examined the ollowing characteristics: 1) hours

o the school library; 2) school library sta; 3) paid sta activities; 4) usage o school

library services; 5) school library technology; 6) school library resources;


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7) annual operating expenditures or the school library; and 8) school library inormation

management. PSSA reading test scores rom the 1998-99 academic year or 5th, 8th, and

11th graders were also examined or the schools in relation to school library characteristics.

e results o the Pennsylvania study ound that PSSA reading scores linked directly

to school library stang, inormation technology, and integrating inormation literacy ininstruction. In act, PSSA scores improved with increases in school librarian sta hours

and support sta hours. igher scores also were present where networked computers

enabled students and sta to utilize the ACCESS PA database, the Internet, and licensed

databases. e keystone fnding was the importance o teaching inormation literacy as

an integral part o standards and classroom curriculum. Test scores increased as librarians

spent more time teaching cooperatively with teachers, teaching inormation literacy

skills independently, providing in-service training to teachers, serving on standards

and curriculum committees, and managing inormation technology. ese predictorso academic achievement could not be explained away by the aorementioned school

and community dierences which were also examined.

S L

I S CSchool Library Program Components and the States/Province in which they were ound

to have a Positive Association with Student Achievement

LIBRARy SERVICE / ChARACTERISTICS STATE / PRoVInCE

STAIG / AVAILABILIT

umber o hours o stang atlibrary

CA1, CA2, C1, C2, DE, IA, IL, I,MA, MI, M, C, M, , R, PA, TX,WI

ull-time librarianAK, CA2, C3, IA, I, MA, MI, M,, , 1, 2, R, PA, WI

Scheduling to make librariesavailable

IA, ID, IL, I, MI, M,

umber o hours the library is opento students & teachers AK, CA2, IA, IL, I, MA, MI, M, M,C, M, 1, R, PA, TX, WI

Certifed school librarianCA2, DE, IA, ID, MA, MI, M, M, ,, , PA, WI

ther: Support staCA2, DE, IA, MA, , , 1, R,PA, TX, WI


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ther: lexible schedulingCA1, C2, DE, ID, IL, I, MI, , ,2, WI

ther: Use o volunteers in additionto certifed sta

MA, TX, WI

ISTRUCTI / IRMATI LITERAC CURRICULUM

Instruction to studentsAK, CA1, CA2, C1, DE, IA, ID, IL, I,MA, MI, , M, , 1, 2, R,PA, TX, WI

Provide reading incentive programs IA, , M, 2, WI

PRESSIAL DEVELPMET / TRAIIG

Proessional development trainingor teachers by librarians

AK, CA1, CA2, C2, DE, IA, ID, I, ,M, , R, PA, TX, I

ther: Provide teachers withtechnology support

CA2, DE, ID,

CLLABRATI / CPERATI

Collaboration between librariansand teachers

AK, CA1, CA2, C2, DE, IA, IL, I, MI,, M, , 2, R, PA, TX, WI

Meet regularly with the principalCA, C2, DE, IA, ID, I, , M, 2,R, TX, WI

ther: Serve on key committees(standards, curriculum, etc.)

CA, C2, IA, ID, I, , R, PA, TX,WI

ther: Cooperative relationshipswith public libraries

AK

ELECTRIC ETWRKIG AD TECLG

etworked computers in the libraryor student use

AK, CA1, CA2, C2, DE, IA, IL, I, MI,M, , M, , R, PA, TX, WI

Libraries that network electronicresources to classrooms

CA2, IA, IL, I, MI, , R, PA, TX,WI

Automated collections /onlinecatalog

CA2, IA, I, MA, MI, M, , R, WI

ther: Librarians acilitate use otechnology to students and teachers

, , 2

CLLECTIS AD RESURCES

Print volumes held or per studentCA2, C1, C2, DE, IA, IL, I, MA,MI, , M, R, PA, TX, WI

Recency/currency o copyright dates DE, IA, IL, C, , TX, WI

Periodical subscriptions per 100students

C2, C3, DE, IA, IL, MA, , M,R, PA, TX, WI

Video collections per 100 students C3, IA, MA, MI, , M, TX, WI

Audio materials IA, MA, MI, , M, TX, WI


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Electronic reerence titles per 100students

C2, , M, WI

Access to licensed databasesC2, IA, I, MI, C, , M, R, PA,WI

ther: statewide electronic catalog IA, MI, , PA, WIther: Collection developmentpolicy that addresses reconsiderationprocedures

AK, TX

USAGE

Usage o library (as measured bythe number o visits to the libraryindividually or in groups)

C3, IA, IL, I, MA, MI, M, M,1, R, TX, WI

Usage o library (as measured bythe number o books & materialschecked out)

IA, IL, MI, M, WI

UDIG / BUDGET

Library expenditures per student/total budget

CA1, CA2, C1, C2, C3, DE, IA, IL,I, MA, MI, M, C, , M, 2,R, PA, TX, WI

NOE: At time of publication, the 2003 Florida studywas unavailable and not reected in this chart.

BIBLIGRAPState Abbreviations Used in Chart above, the Citation and Link

AK Lance, Keith Curry, et al. Inormation Empowered: Te School Libraries as an Agent of AcademicAchievement. Rev. ed. Anchorage, AK: Alaska State Library, 2000. ERIC. Web. 15 Dec. 2010.

http://eric.ed.gov/PDFS/ED443445.pdf

CA1 armer, Lesley. Degree o Implementation o Library Media Programs and Student Achievement,Journal of Librarianship and Information Science 38 (Mar. 2006): 21-32. Print.

CA2 Achterman, Douglas L. aves, Halves, and Have-Nots: School Libraries and Student Achievementin California. Diss. University o orth Texas, 2008. UT Digital Library. Web. 15 Dec. 2010.http://digital.library.unt.edu/ark:/67531/metadc9800/

CO1 Lance, Keith Curry, Lynda Welborn, and Christine amilton-Pennell. Te Impact of School LibraryMedia Centers on Academic Achievement. Denver, C: Colorado Dept. o Education, 1992. ERIC.Web. 15 Dec. 2010. http://www.eric.ed.gov/PDFS/ED353989.pdf

CO2 Lance, Keith Curry, Marcia . Rodney, and Christine amilton-Pennell. Executive Summary.How School Libraries Help Kids Achieve Standards: Te Second Colorado Study. Spring, TX:

i Willow Research and Publishing, 2000. 1-8. Library Research Services. Web. 15 Dec. 2010.http://www.lrs.org/documents/lmcstudies/CO/execsumm.pdf

CO3 Lance, Keith Curry, Briana ovendick rancis, and eth Lietzau. School Librarians Help StudentsAchieve Standards: Te Tird Colorado Study (2010). Library Research Services. 2010. Web. 15 Dec. 2010.http://www.lrs.org/documents/closer_look/CO3_2010_Closer_Look_Report.pdf

DE Todd, Ross . Report on the Delaware School Library Survey. Georgetown, DE: Governors Task orceon School Libraries, 2005. University of Delaware Library. Web. 15 Dec. 2010.http://www2.lib.udel.edu/taskforce/study.html


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OR Lance, Keith Curry, Marcia . Rodney, and Christine amilton-Pennell. Good Schools Have SchoolLibraries: Oregon School Librarians Collaborate to Improve Academic Achievement. Terrebonne,R: regon Educational Media Association, 2001. Executive Summary. Oregon Educational MediaAssociation. Web. 15 Dec. 2010. http://oasl.info/Oregon_Study/OR_Study.htm

PA Lance, Keith Curry, Marcia . Rodney, and Christine Pennell-amilton.Measuring Up to Standards: TeImpact of School Library Programs and Information Literacy in Pennsylvania Schools. Greensburg, PA:Pennsylvania Citizens or Better Libraries, 2000. Pennsylvania Department of Education. Web. 15 Dec.2010. http://www.portal.state.pa.us/portal/server.pt/document/699821/measuring_up_to_standards_pdf?qid+35951716&rank+1

X Smith, Ester G. exas School Libraries: Standards, Resources, Services, and Students Performance. Austin,TX: Texas State Library and Archive Commission, 2001. exas State Library and Archives Commission.Web. 15 Dec. 2010. http://www.tsl.state.tx.us/ld/pubs/

schlibsurvey/index.html

WI Smith, Ester. Student Learning Trough Wisconsin School Library Media Centers: Case Study Report.Madison, WI: Wisconsin Department o Public Instruction, 2006. Wisconsin Department of PublicInstruction. Web. 15 Dec. 2010. http://www.dpi.wi.gov/imt/lmsstudy.html

OHERRECOMMENDEDRESOURCESSchool Libraries Work! 3rd ed. . p.: Scholastic, 2008. Scholastic. Web. 2 eb. 2011.http://listbuilder.scholastic.comunder Latest Research

School Library Impact Studies. Library Research Service. Library Research Service, 2010.Web. 2 eb. 2011. http://www.lrs.org/impact.php

Spinks, Andy. Library Media Programs and Student Achievement. Cobb County SchoolDistrict-Library Media Education. Cobb County School District, 2009. Web. 15 eb. 2011.http://www.cobbk12.org/centraloce/librarymedia/proof/research.pdf

or working hyperlinks, go tohttp://library.manseld.edu/impact.asp.

S L I S

TE MAR IDIGSSTAIGe relationship between the presence o a ull-time, certifed librarian and

student achievement on PSSA reading scores is signifcant at all three grade levels.

(Pennsylvania 2000)

Elementary students in schools with certifed SLMSs are more likely to have higher ELA

achievement scores than those in schools with noncertifed SLMSs. (New York 2010)

e presence o a school librarian was the single strongest predictor o reading

enjoyment or both grades 3 and 6 students. (Ontario 2006)igher library stang levels are linked to higher reading perormance or elementary,

middle, and high schools (increases o almost 13 percent, over eight percent, and more

than seven percent, respectively). At elementary and middle school levels, the positive

relationship between better-staed libraries and writing perormance is even stronger

(increases o more than 17 and 18 percent, respectively.) (Illinois 2005)


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Proportional dierences in the impact o school librarians on the lowest achievers

indicates that school librarians at the elementary school level can play an important part

in closing the achievement gap. (Colorado 2010)

When comparing school with and without librarians, the study indicates that the presence

o a qualifed school librarian can make a tremendous dierence in reading achievement.is dierence ranges rom eight percent or high schools to 35 percent or elementary

schools. or instance, schools with librarians have 35 percent more ourth graders who

score profcient or above than schools without librarians. (Michigan 2003)

Schools without trained library sta tend to have lower achievement on the grades

3 and 6 reading tests (both in terms o average achievement and attaining level 3 or

higher.) (Ontario 2006)

Library stang levels o both proessionals and paraproessionals are signifcantly relatedto increases in the library services provided and increases in those services correlate with

higher STAR test scores. e strength o the relationship between library services and

test scores increased with grade level. ese results remained signifcant when accounting

or all other school and community variables, including average parent education level,

poverty level, ethnicity, percentage o English language learners, percentage o teachers

who are highly qualifed, and average teacher salary. (California 2008)

Libraries with aides provide more hours o operation and allows or certifed librarians

to instruct and supervise activities, instead o perorming basic library duties.

(Wisconsin 2006)

aving adequate library sta (librarians and aides) impacts most strongly library use,

as reected by:

Visits to the library by individual students

Inormation skills instruction contacts

Books and materials checked out

Administration o electronic reading programs. (exas 2001)

In all three grade levels surveyed, the students score will tend to rise with the increase

in stang per student and the library trac increases. (Iowa 2002)

Key to an exemplary library program is the school librarians ability to be an eective

teacher who maximizes teaching time, providing educational support and leadership

through partnering and collaboration, while fnding opportunities or integration and

cross-curricular connections. (Ontario 2009)

CLLABRATIWith the augmentation o a certifed library sta (which includes a certifed librarian and

clerical support) test scores show marked improvement due to the act that the librarian is

ocused on collaboration with teachers and sta to improve scores rather than on the day-

to-day operations o the library. (California 2006)


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Teachers were three times more likely to rate their literacy teaching as excellent when

they collaborated with librarians. (Idaho 2009)

ourth Graders tend to score higher on reading tests when their schools have well

developed library media center programs, particularly when librarians collaborate

with classroom teachers. (Iowa 2002)Student test scores were higher the more time librarians worked cooperatively with

classroom teachers, the more they taught inormation literacy independently, and

the more they provided in-service training to teachers. (Pennsylvania 2000)

ISTRUCTIWhere principals and other administrators rated the teaching o Inormation and

Communication Technologies (ICT) standards as excellent, students at all three grade

levelselementary, middle and high schoolwere consistently more likely to earn

advanced scores on the ISAT reading and language arts tests. (Idaho 2009)

At the elementary level, students score higher on the MCAS tests when the library is

aligned with the state curriculum rameworks. is act is especially true in schools

that have a high percentage o ree school lunchesthe socioeconomic actor.

(Massachusetts 2000)

School librarians help students acquire unique skills not taught in the classroom

and inormation and technology skills essential or students in the 21st century.

(Wisconsin 2006)

Schools where the librarian spends more time on instructionally-related student

and teacher activities have higher WKCE scores. (Wisconsin 2006)

ew erseys school librarians contribute to student learning outcomes through an

instructional program that includes the mastery o content and curriculum standards.

ey also address outcomes related to the development o reading through school library

services that increase interest in reading, increase participation in reading, expand reading

interests, and help students to become more discriminating readers. (New Jersey 2010)

Students see that they get good grades, particularly on research projects and assignments,

when there is a highly qualifed school librarian to instruct and help them. (Ohio 2003)

SCEDULIGElementary schools with more exibly scheduled libraries perormed 10 percent better

in reading and 11 percent better in writing on the ISAT tests o fh-graders than schools

with less exibly scheduled libraries. (Illinois 2005)

e exibility o an open timetable allowed or collaborative teaching with depth. is

was attributed to the principals support in scheduling and through the extra unding

or a ull-time librarian position. (Ontario 2009)


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lexible scheduling and program planning stood out as the most important variables in

predicting reading scores. (California 2006)

ACCESSStudents who have access to the library either during school hours or have electronic

access outside the library show a signifcant success rate. (Missouri 2003)

e Caliornia study indicates that student access to the school librarymeasured by

the number o hours the library is openis signifcantly related to test scores at all

three levels. (California 2008)

In terms o student usage, the more time students spend receiving instruction in the

area o library/inormation literacy in which the library media sta are involved, the

higher their test scores. (Alaska 2000)

Students with school libraries that have aer school hours at all levels have shown

higher achievement levels on the MCAS tests. (Massachusetts 2000)

SUMMER READIG PRGRAMSParticipation in a Summer Reading Program has a signifcant correlation with student

achievement measured using the WAMI. (Missouri 2003)

TECLGSchools that have more computers networked throughout the buildingat both the

elementary and high school levelswere higher achieving schools. (Pennsylvania 2000)

It is very clear that the librarys provision o a technological inrastructure, instruction

in its use, and the provision o inormation technology tools are highly valued. ver

88 percent o aculty confrmed that the school library helped students to use the

Internet better and over 80% o students stated that computers have helped them

fnd inormation inside and outside o the school library. (Ohio 2003)

Elementary schools with more computers and technology equipment made up the

top 25 schools or highest WCKE scores in reading and language arts. (Wisconsin 2006)

Elementary students are likely to be disadvantaged i they do not have the access to

develop a range o technology competencies that can be acilitated by school librarians.

(Delaware 2005)

CLLECTISSchools with newer collections in their libraries had higher test scores. (Illinois 2005)

e libraries in schools with the highest TAAS perormance have more resources than

the libraries in the low perorming schools and their librarians spend more time on

collaborative instruction that integrates curriculum. (exas 2001)


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At the ourth and eighth grade levels, increased hours open as well as an abundance

o total technology and collection size provided a signifcant impact on the English

Language Arts and U.S. istory CST scores. (California 2008)

ne third o the variance in the size o a collection o a school library was explained

by the schools socioeconomic status. Libraries in mid-low socioeconomic groupspurchased signifcantly ewer books. In other words, the lower the SES, the ewer

books in the collection. (New Jersey 2010)

Student achievement is higher in schools that house larger collections o traditional

print resources as well as online resources such as Access PA and other databases.

(Pennsylvania 2000)

As the stang, collections and unding o school library programs grow, incrementally

reading scores also rise. (Iowa 2002)

BUDGETSchools that spent more moneytwice as much or moreon their school library

programs were associated with higher student achievement on reading scores.

(Pennsylvania 2000)

Elementary schools that spend more on their libraries average almost 10 percent

higher writing perormance, and middle schools that invest more in their librariesaverage almost 13 percent higher writing levels. (Illinois 2005)

A strong positive relationship between budget and test scores was ound at the high

school level in relation to Language Arts and istory scores. (California 2008)

ere is a statistically signifcant relationship between higher reading scores and

larger school library budgets or books and electronic resources at the elementary level.

(Minnesota 2004)

PRESSIAL DEVELPMETAcross all grade levels, better-perorming schools tended to be those whose principals

placed a higher value on librarians providing in-service opportunities to classroom

teachers. (Indiana 2007)

School administrators should oster the creation o schedules, acilities, and

relationships that enable librarians to be resident providers o in-service proessional

development to teachers. (Idaho 2009)

ACIEVEMET GAPIn a declining economy, the number o hours a school library remains open can

be critical, especially or students without access to books or technology at home.


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e Caliornia study draws attention to the importance o access to the school library

and its resources in addressing educational equity. (California 2008)

e study demonstrated that libraries can play a very special role in providing

enrichment to those students who come rom economically disadvantaged

backgrounds and who need additional help to develop the skills they will needto succeed. (exas 2001)

NOES: Citations and links for the studies referred to in the parentheses

can be found in the School Library Impact Studies Chart beginning on

page 6. At time of publication, the 2003 Florida study was unavailable

and not reected in this information.

Produced by theSchool Library & Inormation Technologies Department

Mansfeld University

Mansfeld, PA 16933http://library.mansfeld.edu/

Copyright 2011


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2011 school library impact study

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