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Impact of School Libraries on Illinois Students' Test Scores

This study examines the impact of school libraries on Illinois students' test scores, drawing from previous research conducted in other states. It addresses the concern about school libraries and librarians in Illinois and highlights the importance of teaching information literacy.

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Impact of School Libraries on Illinois Students' Test Scores

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  1. Keith Curry Lance Marcia J. Rodney Christine Hamilton-Pennell RSL Research Group

  2. History / Recent Milestones • 1993 & 2000 Colorado studies • 2000-present: successor studies in more than a dozen states • $250 million Reed Amendment to Elementary/Secondary Education Act, 2001 • White House Conference on School Libraries, 2002 • Powering Achievement: School Library Media Programs Make a Difference: The Evidence Mounts, 2002 • ScholasticLibrary’s “School Libraries Work!” brochure, 2004 • AASL “Your School Library Media Program and No Child Left Behind” brochure, 2004

  3. Why an Illinois Study? • Need to speak about impact of school libraries on Illinois students’ test scores • Need to show that findings of studies from other states also apply to Illinois • Concern about status of school libraries and librarians in Illinois • Lack of understanding of the importance of teaching information literacy

  4. Building Blocks of the Study • Literature Review • School Library Survey • Data • Test scores • ISAT Reading & Writing, 5th & 8th • PSAE Reading & ACT, 11th • Other school data • Community data • Success stories

  5. Types of Analyses • Bivariate correlation • Library predictors & test scores • Comparison of means • Differences in average scores for schools with stronger and weaker library programs • Partial correlation • Taking into account other school & community conditions

  6. Flexible scheduling Staffing Staff activities Collection Educational technology Expenditures Usage Library Predictors of Test Scores

  7. More flexibly scheduled hours → higher test scores

  8. More library staff → higher test scores

  9. More librarians → higher test scores

  10. Trained School Librarian & Flexible Scheduling During our design process back in 2000-01, Kathie Rigby, our Learning Center director, was working on her masters' degree and used [previous school library research] as the basis for designing our approach to a learning/media center at Landmark. We use a flexible delivery model and have found our LC to be the literacy hub of our building. Denise Welter, Principal Landmark School, McHenry

  11. More time identifying materials for teachers → higher test scores

  12. More collaborating & teaching librarians → higher test scores

  13. Collaboration in Teaching Information Literacy Last year I partnered with 7th grade social studies teacher Debbie Broadwell and developed an action research project on the Lewis and Clark expedition. Along with reinforcing the research process using the Big6, we developed a one-page web evaluation checklist and introduced the visible versus the invisible web. We demonstrated the importance of evaluating web sites, and provided an easy tool to use in the process. Karen Daugherty, Media Center Director Grissom Middle School, Tinley Park

  14. Larger, newer collections → higher test scores

  15. More library-connected computers → higher test scores

  16. More spent on libraries → higher test scores

  17. Library Collection & Expenditures Our administration decided that investing in the Learning Resource Center saves money. The LRC has several different sets of dictionaries [as well as encyclopedias, thesauri, almanacs, atlases, and globes] to meet the needs of students from kindergarten to grade eight. Teachers have materials when they need them. The books do not collect dust when not being used; they are used by other students. Randee Hudson, Library Media Specialist Millburn Community CSD 24, Wadsworth

  18. More group visits—especially for Info Lit → higher test scores

  19. After-School Hours & Library Usage At Niles West High School, we began staying open on Monday-Thursday nights from 3:00 to 7:00 about five years ago. Extended hours [are] a phenomenal success: • We keep [popular] materials on reserve so that they will be available [to] all students. • Access to computers and the Internet is extremely important for those students who do not have Internet access at home. • The IRC is an effective place for students to meet to complete their group projects. It is a central location with all of the resources needed. Penny Swartz, Information Resource Center Coordinator Niles West High School, Skokie

  20. Other School & Community Conditions • Household income • Per pupil expenditures • Teacher-pupil ratio • Students’ race/ethnicity Relationship regardless of each of 4 control variables • Relationship in spite of all control variables except household income X Relationship despite at least two control variables

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