School Library Systems – Advocacy Toolkit

Student Achievement and School Libraries :
Empirical Evidence from 15 State Studies 1992-2004

by Mary Ratzer

Fifteen state studies now demonstrate with empirical evidence that quality school library media programs correlate strongly with student achievement. In many of the studies, school library programs were the number one indicator of student success when performance was compared with results in library impoverished schools. However, the studies also show that students in impoverished communities still achieve if they have access to a good school library program. An ASCD report and a NCTE study correlate access to and use of school libraries with an 8% to 15% improvement in reading scores. This correlation surpasses other factors such as teacher experience, access to computers, and location of school in making a difference. So the success of students in any socio-economic level correlates with school libraries. Key elements that contributed to student success include: access to quality and varied information resources, access to networked technology, a professional school library media specialist who teaches information problem solving skills and collaborates with classroom teachers, and staff allowing the SLMS to dedicate time to an instructional role.

The FIFTEEN STUDIES are summarized here with links to the complete studies found in the ADVOCACY LINKS segment of this TOOLKIT. The summaries focus on the attributes of school library programs that correlate with student success. Specific statistics are cited that demonstrate the quality of student performance in schools with library programs. Reading scores, performance on local, state, and national assessments, even standardized tests, are significantly better in schools with library programs. Consistently, the studies cite key resources, services, and opportunities supported by SCHOOL LIBRARY SYSTEMS in the matrix for student success.

COLORADO ONE: In 1991-1992 the first Colorado study analyzed the elements of school programs that lead to student achievement. This was done for an agency charged with helping corporate executives relocate to new communities when transferred. The number one indicator for student success in this study was the presence of a school library program in the school with the following specifics emerging from analysis. The size of a SLM Center's collection is the best indicator of academic achievement. The size of the SLM Center's staff and collection is second only to at-risk conditions, particularly poverty, in predicting achievement. Learners in schools with quality school library programs achieved if their communities were affluent or poor, whether the adults in their communities were well educated or not. Students who scored higher on standardized tests came from schools with more SLM Center staff, books, periodicals, videos, better library budgets - regardless of other factors. The instructional role of the SLMS shapes the collection and the academic achievement. Library expenditures affect academic achievement. Student performance on the Iowa Test of Basic Skills or the Tests of Achievement and Proficiency were used as the measure of achievement, as well as reading scores on the MS/TAP Tests. Two hundred and twenty-one Colorado schools were involved in this study. Achievement on the standardized tests and reading scores were significantly higher for students with quality school library programs.

COLORADO TWO: The Second Colorado Study concluded in 1999 and confirmed earlier Colorado findings. Studying student achievement in 200 Colorado schools, the performance of students with quality school library programs on the Colorado Student Assessment Program Reading Test was 15% higher than the performance of students without high functioning School libraries. Library correlates to student achievement included: total library media center staff per 100 students; size of the SLM center collection - books, newspapers, magazines; library budget per student; access to computers networked with library databases, resources and the Internet; hours per week the SLMS performed in a leadership role within the school; hours the SLMS met with the principal, curriculum and standards committees, teachers, and other SLM professionals; hours the SLMS collaborated with teachers weekly, planning, pursuing instructional activities, planning technology. Students in grades 4 and 7 were the focus of the study. Scores were also higher for 7th graders when they had a greater number of visits to the school library and a larger number of professional librarians.

PENNSYLVANIA STUDY: In 1999 a study of 435 Pennsylvania schools focused on student performance in grades 5,8, and 11 on the Pennsylvania System of School Assessment reading scores. Scores on the reading tests increased 10 to 15 points (between 4% and 8%) in schools with adequately staffed school libraries where the school librarian had time to spend on instructional activities. Test scores improved over time when SLMS spent more time teaching collaboratively with classroom teachers, taught information literacy, taught teachers in in-service classes, worked on curriculum and standards committees, and managed technology that supported information tools. ACCESS to databases and the Internet, information resources, and integration of information literacy with the curriculum also were factors in improved student success because of well-developed school library programs.

ALASKA STUDY: The 1999 Alaska Study encompassed 46% of the state's schools, 211 schools with a focus on grades 4,8, and 11. Positive and statistically verifiable relationships between school librarians and academic achievement resulted from this study. The California Achievement Tests of reading, language arts, and mathematics were the instrument used to measure achievement. 86% of students scored proficient or above on the CAT tests in schools with well developed SLM centers. 73% scored proficient or above in schools with less well developed school library programs. Correlates of higher proficiency ratings included: full time SLMS, instructional role for the library staff and SLMS, collaborative planning between the SLMS and teachers, in-service training provided by SLMS to teachers, longer hours of access to the school library during the day, cooperation between the school and public library, and a collection development policy for the school library. The more the library was used by students and teachers, the higher the scores. The more the SLMS taught information literacy, the higher the scores.

MASSACHUSETTS STUDY: The Massachusetts Study which was reported on in 2000 examined the strong correlation between school libraries and performance on the MCAS (Massachusetts Comprehensive Assessment System). Higher MCAS scores correlate in the Simmons Study as follows:

1. at every grade level with schools that have school library programs
2. at every grade level where there is access to more books
3. at every grade level where there is high student use of the library
4. at every grade level where access to the library is extended over more hours in the day
5. when there is library instruction
6. when there is a full time SLMS
7. where there is staff to assist the SLMS
8. when the library aligns with state curriculum guidelines
9. where there are automated library collections

OREGON STUDY: The Oregon Study has published a report in 2001 entitled "Good Schools Have School Librarians-Oregon School Librarians Collaborate to Improve Academic Achievement." The Reading Test Scores in grades 5,8 and 10 were the measure of achievement. Correlates to student success included:

1. Library staff hours per 100 students
2. Number of books per student and loans received from other libraries
3. Number of periodical subscriptions per 100 students
4. Library expenditures per student
5. Usage of the library by individuals, groups and groups there for instruction
6. SLMS planning with teachers
7. SLMS teaching students with teachers
8. SLMS teaching information literacy
9. SLMS providing in-service training for teachers
10. SLMS developing collections for teachers
11. SLMS meeting with administrators, other SLMS, faculty

IOWA STUDY: Reported on in 2002, the Iowa Study measured student success with Reading Test Scores in grades 4,8, and 11. Iowa confirmed that reading test scores rise as school library media programs develop and improve. Reading scores rose in correlation with:

1. Library staff hours per 100 students
2. Library books per pupil
3. Magazine and periodical subscriptions per 100 pupils
4. Number of video and audio materials
5. Hours of access to the school library during the day
6. Expenditures for the school library
7. Usage of the school library by individuals, groups and groups there for instruction
8. Level of SLMS planning with teachers
9. Level of instruction by SLMS and SLMS teaching with teachers
10. Degree to which SLMS manages computers and networks

TEXAS STUDY: The Texas Study, reported in 2001 bases student achievement on the reading portion of a standardized test, the Texas Assessment of Academic Skills. Although socio-economic realities were the strongest indicator of student success, the characteristics of a well developed school library program still accounted for an 8% variance in reading scores. SLMS who teach information problem solving and engage with teachers in professional development were recognized as a significant factor in student performance. 503 randomly selected Texas school library surveys were compared with test scores in those schools. The quality of the school library program outweighed other factors in test result comparisons including computer access, teacher experience, and teacher turnover. Ten percent more students achieved at least minimum proficiency on the TAAS schools with SLMS when compared with schools with no SLMS (almost a fourth of Texas schools). Overall, higher achievement correlated with:

1. Number of library books purchased, volumes per student
2. Library budget
3. Number of online computers
4. Computer software available
5. SLMS involvement in selecting materials for teacher instructional units
6. SLMS teaching information skills
7. Staffing to allow the SLMS an instructional role
8. Hours of access to library each day
9. Number of subscriptions to magazines and newspapers
10. Number of collaboratively planned units - teacher and SLMS
11. Staff development

FLORIDA STUDY: A full analysis of the school library programs in Florida, published in 2003, encompassed some findings that contribute to the evidence about school libraries and student achievement. The report entitled "Making the Grade, The Status of School Library Media Centers in the Sunshine State and How They Contribute to Student Achievement" points to several correlates between school library attributes and student success. The study intended to replicate and expand studies in other states that had the same focus. All Florida schools were surveyed and 60% were returned. The role of school libraries in teaching and learning environments was the framework for survey questions. The following conclusions were reported:

1. School library programs staffed 60 hours a week or more had a 9% improvement in test scores, compared with programs staffed less than 60 hours.
2. In elementary schools with 80+ hours of library media staffing, 63.2 % of students scored at grade level or better.
3. Test scores are 20% higher in schools with 80+ hours of staffing a week compared with schools staffed below 60 hours per week.
4. In elementary schools with less than 60 hours of library staffing per week, only 42.6% of students scored at grade level of better. Schools staffed at 70 hours per week had 56.4% of students scoring at grade level or better.
5. FCAT scores were higher in schools with certified, university trained SLMS.
6. FCAT scores were higher where library circulation is higher.
7. FCAT scores are higher where the library catalog is automated and online.
8. FCAT scores are higher where there are more books and videos.
9. FCAT scores are higher where there are more computers and they have Internet.
10. The top third of FCAT scores in middle schools were in schools with more staffing in school libraries and more materials in the collection.
11. High school students passed the FCAT reading tests at the rate of 55.1% in schools with 80 weekly staff hours in the school library compared with only 37% passing in schools with fewer library staff hours.
12. 22.2% improvement in test scores correlate with 80+ hours of library staffing.
13. MORE INTERLIBRARY LOANS is a correlate of student success in Florida high schools. Students in the top third of FCAT scores had a library where 66% more interlibrary loan took place.
14. More visits to the library is a correlate of student success in Florida.
15. Total number of books and computers correlate to student success.
16. Number of subscriptions, videos and computer software options correlate with success in Florida.

NORTH CAROLINA STUDY: Reported in 2002-2003, the North Carolina Study supports previous studies in several areas. Using scores on standardized reading and English tests, the study correlates student achievement and increased scores with school library programs in seven specific areas:

1. Library staffing more hours during the week
2. Library access more hours during the week
3. Newer books
4. More expenditures for books, subscriptions
5. More expenditure for electronic access to information, online databases and Internet
6. More access to online periodicals
7. More access to CD-ROM services

NEW MEXICO STUDY: Reported in 2003, the New Mexico Study was completed to determine the ties between school library development and test scores in New Mexico. This study confirmed in many ways the first Colorado Study, but moved beyond it to explore characteristics of SLMS and library programs that affect student success. The following unique outcomes can be noted:

1. Test scores improve incrementally when school library collections are improved incrementally.
2. Improved library staffing correlates with improved student success.
3. Improved library funding results in improved student performance.
4. The involvement of the SLMS in teaching and management decisions that lead to higher levels of achievement correlates with student success.
5. SLMS with collegial, collaborative relationships with teachers affect student achievement positively.
6. Making information technology an integral part of the learning experience leads to improved student success.

CALIFORNIA STUDY: The 2002 California Study surveyed district and school issues across the state. A partnership between student achievement and school libraries resulted from a high level of commitment in districts and schools to student achievement. In a state where 25% of schools have no school library, the study was a clear indicator of the need for improved and more equitably available school libraries. Specific outcomes of the survey include:

1. Top district wide issues for Library Media Centers are driven by high stakes testing and the need to improve student performance.
2. Staffing in school libraries, programs , information literacy instruction, collections of resources, and online tutorials are being revisited in the light of potential increased performance.
3. Access and equity along with library staffing are key top issues for the districts.
4. Funding, collection development, and library automation are included in top issues for districts.
5. Instruction in information literacy and staff development also have a significance in top district issues.
6. California's goals for improved student performance on the API tests (Academic Performance Index) resulted in an effort to rebuild California's school libraries. The California Public School Library Act pf 1998 provides per pupil funds to rebuild school library collections,
7. Goals for improved student performance have turned attention to school library media centers as centers of instruction and information literacy.
8. Resources purchased to support class assignments are already making a difference, with emphasis on electronic research options and information tools.
9. To merit state funds, schools are directed to create a district library plan that extends beyond collection development.
10. Staffing in school libraries as a focus stems from severe understaffing that California is trying to reverse.

MINNESOTA STUDY: The 2003 Minnesota Study recognized fifty years of research demonstrating the POWER of the school library on student learning. The study began with the premise that quality school libraries have positive impacts on student achievement regardless of social and economic factors in the school community. Site visits and online surveying were used together to generate a census of Minnesota's school libraries with these results:

1. In 633 schools with above average reading scores on the Minnesota Comprehensive Assessment and Basic Standards Test, 66.8% had a SLMS who worked 36 hours a week or more. Higher scores equate to more SLMS hours.
2. School libraries are open between 1 and 43 hours a week depending on school size.
3. Instructional activities for the SLMS are required for student success.
4. Minnesota school libraries have old collections and funds for and average of $9.35 per pupil, half the cost of one book per year.
5. Higher media center budgets correlate with higher reading scores.
6. Districts in many geographic areas that have made their library programs a priority have quality programs.
7. The effectiveness of a school library program is determined by the professional skill of the SLMS, the collection size, budget, support from the principal, and the size of the school.

MICHIGAN STUDY: The Michigan Study reported in 2003 caps all previous research in the impact of school libraries and SLMS on student success. The tile includes the statement "Kids Who Have Libraries Succeed." The Michigan Educational Assessment Program reading test scores rise with the degree to which the state's school library programs are managed by qualified SLMS. The rise in scores that correlate with quality school libraries cannot be explained away by any school or community conditions. The specific outcomes include:

1. MEAP reading scores improve 8% to 35% for fourth graders with SLMS compared with fourth graders who have no SLMS.
2. Schools with more hours of SLMS staffing have higher reading scores.
3. The reading scores are likely to rise as students spend more time in the school library, as more SLMS time is spent teaching students , and more SLMS time is spent working with teachers and developing collections.
4. Increased scores correlate with hours the library is open and the staffing available in the library.
5. Increased scores correlate with more books, videos and print materials.
6. Increased scores correlate with SLMS motivating readers, teaching information literacy, and planning collaboratively with teachers.
7. Increased test scores correlate with greater access to computers, databases, library catalogs, and the Internet.
8. Increased test scores correlate with more group and individual visits to the school library.
9. Greater expenditures for the school library results in higher test scores.
10. Numbers of flexible access hours correlate with improved test scores in Middle Schools and High Schools.

OHIO STUDY: The Ohio Study, published in 2004, resulted in 99.4% of a 13,050 student sample indicating that the school library, its services, and the roles of the school library media specialists have helped them with their learning. Data demonstrates that the benefits of the school library move beyond access to information and technology. School library programs and school library media specialists are dynamic agents in learning, engaging students the "active process of building their own understanding and knowledge." As agents for individualized learning and knowledge construction, school libraries and qualified school library media specialists boost student achievement. The instructional role of the SLMS, which became a point of focus for this study, clearly included teaching access to and evaluation of information, as well as instruction in using information tools effectively and reflectively in the creation of products. The significant role of the certified SLMS in building more than information environments, but information literacy scaffolds emerges in this study. Student learning, facilitated by the SLMS, is not just informational but formational. Outcomes of this study are the identification of key building blocks for effective school libraries in becoming "dynamic agents of learning."

Resources, technology, reading resources, information and technological literacies, and reading engagement make up those building blocks. Certified SLMS in every school, engaging in collaborative instructional initiatives and information literacy instruction are agents of student achievement. All SLMS require expertise in instructional design, information literacy planning and instruction, collaboration, program administration, and staff development/in service education. A final conclusion of the study was this: "In Ohio, the provision of opportunities to learn through effective school libraries is critical to insure that no student is left behind."


	School Library Systems - Advocacy Toolkit “It is not enough to care. You must act.” “In the budget equation, remember all learners.”


ALERT - Be part of the Sunflower Avalanche! ADVOCATE NOW! Sunflower Action Plan for School Library Systems 2009 ADVOCACY - Getting the ACTION started 10 Biggest Big Ideas about School Library Systems Introduction What are the Issues? Libraries Targeted Again in State Budget History of State Aid to Libraries 1990-2009 School Library Systems COUNT for New York's Economy Contact NY Decision Makers How can I frame my message? School Libraries Do Make a Difference to KIDS Outcomes 21st Century Skills, the Workforce and School Libraries System Director's Legislative Visits Resources Brochures & Flyers Strategies Testimony Forms & Samples Advocacy Links AASL Standards for the 21st Century Learner Survey Results of School Libraries Count!		Student Achievement and School Libraries : Empirical Evidence from 15 State Studies 1992-2004 by Mary Ratzer Fifteen state studies now demonstrate with empirical evidence that quality school library media programs correlate strongly with student achievement. In many of the studies, school library programs were the number one indicator of student success when performance was compared with results in library impoverished schools. However, the studies also show that students in impoverished communities still achieve if they have access to a good school library program. An ASCD report and a NCTE study correlate access to and use of school libraries with an 8% to 15% improvement in reading scores. This correlation surpasses other factors such as teacher experience, access to computers, and location of school in making a difference. So the success of students in any socio-economic level correlates with school libraries. Key elements that contributed to student success include: access to quality and varied information resources, access to networked technology, a professional school library media specialist who teaches information problem solving skills and collaborates with classroom teachers, and staff allowing the SLMS to dedicate time to an instructional role. The FIFTEEN STUDIES are summarized here with links to the complete studies found in the ADVOCACY LINKS segment of this TOOLKIT. The summaries focus on the attributes of school library programs that correlate with student success. Specific statistics are cited that demonstrate the quality of student performance in schools with library programs. Reading scores, performance on local, state, and national assessments, even standardized tests, are significantly better in schools with library programs. Consistently, the studies cite key resources, services, and opportunities supported by SCHOOL LIBRARY SYSTEMS in the matrix for student success. COLORADO ONE In 1991-1992 the first Colorado study analyzed the elements of school programs that lead to student achievement. This was done for an agency charged with helping corporate executives relocate to new communities when transferred. The number one indicator for student success in this study was the presence of a school library program in the school with the following specifics emerging from analysis. The size of a SLM Center's collection is the best indicator of academic achievement. The size of the SLM Center's staff and collection is second only to at-risk conditions, particularly poverty, in predicting achievement. Learners in schools with quality school library programs achieved if their communities were affluent or poor, whether the adults in their communities were well educated or not. Students who scored higher on standardized tests came from schools with more SLM Center staff, books, periodicals, videos, better library budgets - regardless of other factors. The instructional role of the SLMS shapes the collection and the academic achievement. Library expenditures affect academic achievement. Student performance on the Iowa Test of Basic Skills or the Tests of Achievement and Proficiency were used as the measure of achievement, as well as reading scores on the MS/TAP Tests. Two hundred and twenty-one Colorado schools were involved in this study. Achievement on the standardized tests and reading scores were significantly higher for students with quality school library programs. COLORADO TWO The Second Colorado Study concluded in 1999 and confirmed earlier Colorado findings. Studying student achievement in 200 Colorado schools, the performance of students with quality school library programs on the Colorado Student Assessment Program Reading Test was 15% higher than the performance of students without high functioning School libraries. Library correlates to student achievement included: total library media center staff per 100 students; size of the SLM center collection - books, newspapers, magazines; library budget per student; access to computers networked with library databases, resources and the Internet; hours per week the SLMS performed in a leadership role within the school; hours the SLMS met with the principal, curriculum and standards committees, teachers, and other SLM professionals; hours the SLMS collaborated with teachers weekly, planning, pursuing instructional activities, planning technology. Students in grades 4 and 7 were the focus of the study. Scores were also higher for 7th graders when they had a greater number of visits to the school library and a larger number of professional librarians. PENNSYLVANIA STUDY In 1999 a study of 435 Pennsylvania schools focused on student performance in grades 5,8, and 11 on the Pennsylvania System of School Assessment reading scores. Scores on the reading tests increased 10 to 15 points (between 4% and 8%) in schools with adequately staffed school libraries where the school librarian had time to spend on instructional activities. Test scores improved over time when SLMS spent more time teaching collaboratively with classroom teachers, taught information literacy, taught teachers in in-service classes, worked on curriculum and standards committees, and managed technology that supported information tools. ACCESS to databases and the Internet, information resources, and integration of information literacy with the curriculum also were factors in improved student success because of well-developed school library programs. ALASKA STUDY The 1999 Alaska Study encompassed 46% of the state's schools, 211 schools with a focus on grades 4,8, and 11. Positive and statistically verifiable relationships between school librarians and academic achievement resulted from this study. The California Achievement Tests of reading, language arts, and mathematics were the instrument used to measure achievement. 86% of students scored proficient or above on the CAT tests in schools with well developed SLM centers. 73% scored proficient or above in schools with less well developed school library programs. Correlates of higher proficiency ratings included: full time SLMS, instructional role for the library staff and SLMS, collaborative planning between the SLMS and teachers, in-service training provided by SLMS to teachers, longer hours of access to the school library during the day, cooperation between the school and public library, and a collection development policy for the school library. The more the library was used by students and teachers, the higher the scores. The more the SLMS taught information literacy, the higher the scores. MASSACHUSETTS STUDY The Massachusetts Study which was reported on in 2000 examined the strong correlation between school libraries and performance on the MCAS (Massachusetts Comprehensive Assessment System). Higher MCAS scores correlate in the Simmons Study as follows: 1. at every grade level with schools that have school library programs 2. at every grade level where there is access to more books 3. at every grade level where there is high student use of the library 4. at every grade level where access to the library is extended over more hours in the day 5. when there is library instruction 6. when there is a full time SLMS 7. where there is staff to assist the SLMS 8. when the library aligns with state curriculum guidelines 9. where there are automated library collections OREGON STUDY The Oregon Study has published a report in 2001 entitled "Good Schools Have School Librarians-Oregon School Librarians Collaborate to Improve Academic Achievement." The Reading Test Scores in grades 5,8 and 10 were the measure of achievement. Correlates to student success included: 1. Library staff hours per 100 students 2. Number of books per student and loans received from other libraries 3. Number of periodical subscriptions per 100 students 4. Library expenditures per student 5. Usage of the library by individuals, groups and groups there for instruction 6. SLMS planning with teachers 7. SLMS teaching students with teachers 8. SLMS teaching information literacy 9. SLMS providing in-service training for teachers 10. SLMS developing collections for teachers 11. SLMS meeting with administrators, other SLMS, faculty IOWA STUDY Reported on in 2002, the Iowa Study measured student success with Reading Test Scores in grades 4,8, and 11. Iowa confirmed that reading test scores rise as school library media programs develop and improve. Reading scores rose in correlation with: 1. Library staff hours per 100 students 2. Library books per pupil 3. Magazine and periodical subscriptions per 100 pupils 4. Number of video and audio materials 5. Hours of access to the school library during the day 6. Expenditures for the school library 7. Usage of the school library by individuals, groups and groups there for instruction 8. Level of SLMS planning with teachers 9. Level of instruction by SLMS and SLMS teaching with teachers 10. Degree to which SLMS manages computers and networks TEXAS STUDY The Texas Study, reported in 2001 bases student achievement on the reading portion of a standardized test, the Texas Assessment of Academic Skills. Although socio-economic realities were the strongest indicator of student success, the characteristics of a well developed school library program still accounted for an 8% variance in reading scores. SLMS who teach information problem solving and engage with teachers in professional development were recognized as a significant factor in student performance. 503 randomly selected Texas school library surveys were compared with test scores in those schools. The quality of the school library program outweighed other factors in test result comparisons including computer access, teacher experience, and teacher turnover. Ten percent more students achieved at least minimum proficiency on the TAAS schools with SLMS when compared with schools with no SLMS (almost a fourth of Texas schools). Overall, higher achievement correlated with: 1. Number of library books purchased, volumes per student 2. Library budget 3. Number of online computers 4. Computer software available 5. SLMS involvement in selecting materials for teacher instructional units 6. SLMS teaching information skills 7. Staffing to allow the SLMS an instructional role 8. Hours of access to library each day 9. Number of subscriptions to magazines and newspapers 10. Number of collaboratively planned units - teacher and SLMS 11. Staff development FLORIDA STUDY A full analysis of the school library programs in Florida, published in 2003, encompassed some findings that contribute to the evidence about school libraries and student achievement. The report entitled "Making the Grade, The Status of School Library Media Centers in the Sunshine State and How They Contribute to Student Achievement" points to several correlates between school library attributes and student success. The study intended to replicate and expand studies in other states that had the same focus. All Florida schools were surveyed and 60% were returned. The role of school libraries in teaching and learning environments was the framework for survey questions. The following conclusions were reported: 1. School library programs staffed 60 hours a week or more had a 9% improvement in test scores, compared with programs staffed less than 60 hours. 2. In elementary schools with 80+ hours of library media staffing, 63.2 % of students scored at grade level or better. 3. Test scores are 20% higher in schools with 80+ hours of staffing a week compared with schools staffed below 60 hours per week. 4. In elementary schools with less than 60 hours of library staffing per week, only 42.6% of students scored at grade level of better. Schools staffed at 70 hours per week had 56.4% of students scoring at grade level or better. 5. FCAT scores were higher in schools with certified, university trained SLMS. 6. FCAT scores were higher where library circulation is higher. 7. FCAT scores are higher where the library catalog is automated and online. 8. FCAT scores are higher where there are more books and videos. 9. FCAT scores are higher where there are more computers and they have Internet. 10. The top third of FCAT scores in middle schools were in schools with more staffing in school libraries and more materials in the collection. 11. High school students passed the FCAT reading tests at the rate of 55.1% in schools with 80 weekly staff hours in the school library compared with only 37% passing in schools with fewer library staff hours. 12. 22.2% improvement in test scores correlate with 80+ hours of library staffing. 13. MORE INTERLIBRARY LOANS is a correlate of student success in Florida high schools. Students in the top third of FCAT scores had a library where 66% more interlibrary loan took place. 14. More visits to the library is a correlate of student success in Florida. 15. Total number of books and computers correlate to student success. 16. Number of subscriptions, videos and computer software options correlate with success in Florida. NORTH CAROLINA STUDY Reported in 2002-2003, the North Carolina Study supports previous studies in several areas. Using scores on standardized reading and English tests, the study correlates student achievement and increased scores with school library programs in seven specific areas: 1. Library staffing more hours during the week 2. Library access more hours during the week 3. Newer books 4. More expenditures for books, subscriptions 5. More expenditure for electronic access to information, online databases and Internet 6. More access to online periodicals 7. More access to CD-ROM services NEW MEXICO STUDY Reported in 2003, the New Mexico Study was completed to determine the ties between school library development and test scores in New Mexico. This study confirmed in many ways the first Colorado Study, but moved beyond it to explore characteristics of SLMS and library programs that affect student success. The following unique outcomes can be noted: 1. Test scores improve incrementally when school library collections are improved incrementally. 2. Improved library staffing correlates with improved student success. 3. Improved library funding results in improved student performance. 4. The involvement of the SLMS in teaching and management decisions that lead to higher levels of achievement correlates with student success. 5. SLMS with collegial, collaborative relationships with teachers affect student achievement positively. 6. Making information technology an integral part of the learning experience leads to improved student success. CALIFORNIA STUDY The 2002 California Study surveyed district and school issues across the state. A partnership between student achievement and school libraries resulted from a high level of commitment in districts and schools to student achievement. In a state where 25% of schools have no school library, the study was a clear indicator of the need for improved and more equitably available school libraries. Specific outcomes of the survey include: 1. Top district wide issues for Library Media Centers are driven by high stakes testing and the need to improve student performance. 2. Staffing in school libraries, programs , information literacy instruction, collections of resources, and online tutorials are being revisited in the light of potential increased performance. 3. Access and equity along with library staffing are key top issues for the districts. 4. Funding, collection development, and library automation are included in top issues for districts. 5. Instruction in information literacy and staff development also have a significance in top district issues. 6. California's goals for improved student performance on the API tests (Academic Performance Index) resulted in an effort to rebuild California's school libraries. The California Public School Library Act pf 1998 provides per pupil funds to rebuild school library collections, 7. Goals for improved student performance have turned attention to school library media centers as centers of instruction and information literacy. 8. Resources purchased to support class assignments are already making a difference, with emphasis on electronic research options and information tools. 9. To merit state funds, schools are directed to create a district library plan that extends beyond collection development. 10. Staffing in school libraries as a focus stems from severe understaffing that California is trying to reverse. MINNESOTA STUDY The 2003 Minnesota Study recognized fifty years of research demonstrating the POWER of the school library on student learning. The study began with the premise that quality school libraries have positive impacts on student achievement regardless of social and economic factors in the school community. Site visits and online surveying were used together to generate a census of Minnesota's school libraries with these results: 1. In 633 schools with above average reading scores on the Minnesota Comprehensive Assessment and Basic Standards Test, 66.8% had a SLMS who worked 36 hours a week or more. Higher scores equate to more SLMS hours. 2. School libraries are open between 1 and 43 hours a week depending on school size. 3. Instructional activities for the SLMS are required for student success. 4. Minnesota school libraries have old collections and funds for and average of $9.35 per pupil, half the cost of one book per year. 5. Higher media center budgets correlate with higher reading scores. 6. Districts in many geographic areas that have made their library programs a priority have quality programs. 7. The effectiveness of a school library program is determined by the professional skill of the SLMS, the collection size, budget, support from the principal, and the size of the school. MICHIGAN STUDY The Michigan Study reported in 2003 caps all previous research in the impact of school libraries and SLMS on student success. The tile includes the statement "Kids Who Have Libraries Succeed." The Michigan Educational Assessment Program reading test scores rise with the degree to which the state's school library programs are managed by qualified SLMS. The rise in scores that correlate with quality school libraries cannot be explained away by any school or community conditions. The specific outcomes include: 1. MEAP reading scores improve 8% to 35% for fourth graders with SLMS compared with fourth graders who have no SLMS. 2. Schools with more hours of SLMS staffing have higher reading scores. 3. The reading scores are likely to rise as students spend more time in the school library, as more SLMS time is spent teaching students , and more SLMS time is spent working with teachers and developing collections. 4. Increased scores correlate with hours the library is open and the staffing available in the library. 5. Increased scores correlate with more books, videos and print materials. 6. Increased scores correlate with SLMS motivating readers, teaching information literacy, and planning collaboratively with teachers. 7. Increased test scores correlate with greater access to computers, databases, library catalogs, and the Internet. 8. Increased test scores correlate with more group and individual visits to the school library. 9. Greater expenditures for the school library results in higher test scores. 10. Numbers of flexible access hours correlate with improved test scores in Middle Schools and High Schools. OHIO STUDY The Ohio Study, published in 2004, resulted in 99.4% of a 13,050 student sample indicating that the school library, its services, and the roles of the school library media specialists have helped them with their learning. Data demonstrates that the benefits of the school library move beyond access to information and technology. School library programs and school library media specialists are dynamic agents in learning, engaging students the "active process of building their own understanding and knowledge." As agents for individualized learning and knowledge construction, school libraries and qualified school library media specialists boost student achievement. The instructional role of the SLMS, which became a point of focus for this study, clearly included teaching access to and evaluation of information, as well as instruction in using information tools effectively and reflectively in the creation of products. The significant role of the certified SLMS in building more than information environments, but information literacy scaffolds emerges in this study. Student learning, facilitated by the SLMS, is not just informational but formational. Outcomes of this study are the identification of key building blocks for effective school libraries in becoming "dynamic agents of learning." Resources, technology, reading resources, information and technological literacies, and reading engagement make up those building blocks. Certified SLMS in every school, engaging in collaborative instructional initiatives and information literacy instruction are agents of student achievement. All SLMS require expertise in instructional design, information literacy planning and instruction, collaboration, program administration, and staff development/in service education. A final conclusion of the study was this: "In Ohio, the provision of opportunities to learn through effective school libraries is critical to insure that no student is left behind."

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School Library Systems - Advocacy Toolkit

Student Achievement and School Libraries : Empirical Evidence from 15 State Studies 1992-2004

by Mary Ratzer

Student Achievement and School Libraries :
Empirical Evidence from 15 State Studies 1992-2004