+ MEDT 6466 June Clark Brittany Barnes Janice Jackson Shanna Pavlak HAVE YOU HEARD THE GOOD NEWS?

+ Accomplished library media specialists are instructional leaders who forge greater opportunities for learners. Through consistent initiatives with teachers, administrators, and parents, they develop programs and advocate for educational opportunities for the learning community. (Library Media Standards) A study of Ohio school libraries found twice as many schools with above average standardized tests scores had full-time media specialists. (Baxter & Smalley, 2003) Introduction…

+ What’s the BIG picture? Study showed that at each grade level, state standardized test scores were higher in schools with a media program. Students scored higher when the student to book ratio was larger. Higher student use of the library showed higher test scores than lower student use. Elementary and middle school scores were higher when there was a media instruction program. Elementary and high schools students with a full-time media specialist scored higher than those who did not. School library programs are a valuable component of a child’s education because they help a child achieve. The highest achieving students attend schools with good school libraries. (Baughman, 2000)

+ Schools with library media centers and services show 10.6 percent positive relationship with student achievement. Three library components have biggest influence on student achievement— library access, summer reading program, library usage. (Show me connection: How school library media center services affect student achievement, 2003) How are librarians raising student achievement?

+ How does a full time librarian affect reading scores? According the Colorado study during 2007 and 2008, elementary school’s Colorado Student Assessment Program (CSAP) scores were significantly higher in the schools with a full time librarian than the schools without. With a full time librarian, there were more students who received a proficient score and less students who scored unsatisfactory. These results helped close the achievement gap. “More students earned proficient or advanced reading scores and fewer students earned unsatisfactory scores where there was a full-time endorsed librarian. Elementary schools with librarians averaged 68 to 72 percent of students scoring proficient or advanced and 9 to 11 percent scoring unsatisfactory. Schools without librarians averaged 64 to 68 percent scoring proficient or advanced and 12 to 13 percent unsatisfactory (Francis, B., Lance, K., Lietzau, Z., 2010).”

+ SHOW ME THE MONEY! A study in Wisconsin found a positive correlation between the library media program’s operating expenditures per student and student performance on the test. (Ester, 2006) A study in North Carolina found students’ scores on standardized language arts and reading tests tended to be higher in schools that had libraries: That spent more money per 100 students on books and other print materials, including newspapers and magazines. That spent more money per 100 students on electronic databases, internet access. (Burgin & Bracy, 2003)

+ Money Talks… Studies in the years of 2007 and 2008 showed that librarian expenses cost schools about $4,200. This works out to be just $10.53 per students. Schools with media programs that are funded more score better on standardized tests. The studies showed that 68 to 72 percent of students at schools with higher library funds scored proficient on the CSAP. The studies also showed that 9 to 10 percent of students at schools with higher library funds scored unsatisfactory on the CSAP. On the other hand, schools with lower library funds scored 62 to 67 percent of the students scored proficient while 12 to 14 percent of student scored unsatisfactory. Francis, B., Lance, K., Lietzau, Z. (2010). School Librarians Continue to Help Students Achieve Standards: The Third Colorado Study. Library Research Service. Retrieved from

+ The more librarians the higher the test scores! Multiple full time librarians result in higher reading achievement scores. Schools that have more library staff have lower percentages of unsatisfactory reading scores. “For elementary schools with at least one full-time endorsed librarian or one and a half FTE library staff, the percentage of third, fourth, and fifth grade students scoring proficient or advanced in reading was consistently higher than for schools with lower staffing levels – a 4 to 5 percent absolute difference and a 6 to 8 percent proportional difference (Lance, K., 2010).” In the years , studies similar to this one have also generated similar outcomes. These studies were completed in the states of Alaska, California, Florida, Illinois, Indiana, Iowa, Massachusetts, Michigan, Minnesota, Missouri, New Mexico, New York, North Carolina, Oregon, Pennsylvania, Texas, and Wisconsin. “Many of these studies also present evidence that the relationships between staffing and test performance cannot be explained away by other school or community conditions (Lance, K., 2010).”

+ How do librarians self assess to ensure positive achievement? At schools where principals see worth in their librarians, they conduct self-assessments like the following: Flexibly scheduled access to the library, Collaboration between the school librarian and classroom teachers in the design and delivery of instruction, Provision of in-service professional development opportunities to teachers by the librarian, Appointment of the librarian to key school committees, Regular meetings between librarian and principal, and Addressing the instructional role of the librarian during teacher hiring interviews. Lance, K. (2010). Increased library staff links to higher csap scores. Library Research Service. Retrieved from

+ Y’all come back now! Students who visit the library frequently have shown to score better on standardized tests. In the Colorado study, 67 to 72 percent of the students scored proficient on the CSAP when they visited the library more often. In schools with less student traffic in the library, 12 to 14 percent of the student scored unsatisfactory.

+ Tying it all together The findings from these studies support the tenets of Information Power: Building partnerships for learning. (1998) The book is published by the American Library Association and details guidelines for building a successful school library media program. The book says a successful student-centered library program is “based on three central ideas: collaboration, leadership, and technology.” (pg. 4) The book notes that “access to information in all formats, at all levels, and to all members of the learning community” is crucial to learning. (pg. 65) Information Power: Building partnerships for learning (1998) also lists several principles key to program administration in school library media centers. Principle three states that an effective school library program requires adequate professional and support staffing that’s based on individual school needs. Principle four states that effective school library programs require ongoing administrative support. Principles six and seven state successful programs require ongoing assessment for improvement and sufficient funding. (pg. 100)

+ What we’re doing well Our school has employed at least one full-time, certified media specialist. Our school library is flexibly scheduled, allowing students to visit the media center when they want or need to. Teachers and classes are able to utilize the library at their point of need, rather than through set scheduled class times. Our media center has invested in technology, including e-readers, e-books, netbooks, and online databases. *Based on observation at the New Manchester High School media center program in Douglas County, GA.

+ How we can improve Our media center could benefit from extended hours before and after school. An increase in funding would allow our media center to purchase more fiction and non-fiction books, e-books, and other materials. Our media center program would also benefit from a greater emphasis on teacher collaboration with the media specialist. The media program might also benefit from more professional development opportunities for the media specialist and staff. *Based on observation at the New Manchester High School media center program in Douglas County, GA.

+ REFERENCES American Association of School Librarians & Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago, IL: American Library Association. Baughman, J. (2000, October 26). School libraries and MCAS scores. Retrieved from Baxter, S. J. & Smalley, A. W. (2003). Check it out! The results of the school library media program census, final report. Retrieved from Burgin, R. & Bracy, P. B. (2003). An essential connection: How quality school library media programs improve student achievement in North Carolina. Retrieved from Francis, B., Lance, K., Lietzau, Z. (2010). School librarians continue to help students achieve standards: The third Colorado study. Library Research Service. Retrieved from Lance, K. (2010). Increased library staff links to higher CSAP scores. Library Research Service. Retrieved from National Board for Professional Teaching Standards, “ Standard X: Leadership, Advocacy and Community Partnerships.” NPBTS Library Media Standards, p. 43. Quantitative Resources, LLC (2003). Show me connection: How school library media center services affect student achievement. Retrieved from Missouri Department of Elementary and Secondary Education website: Smith, Ester G. (2006). Student learning through Wisconsin school library media centers: Library media specialist survey report. Retrieved from Department of Public Instruction website: