1. Media Specialists… Leading the way to better student achievement!

2. There are a variety of studies that have been conducted on how strong library programs improve student academic achievement. I would like to present research conducted by Keith C. Lance and Dr. James C Baughman, Ph.D. on the benefits of a strong media program in schools. I think you will find the research speaks for itself and I consider myself a leader in implementing research based effective programs in our school media center!

3. Baughman’s Research Findings based on the Education System of Massachusetts The following study done by Baughman shows a direct link between MCAS (Massachusetts Comprehensive Assessment System) scores and the continuation (or value) of school libraries. A strong body of evidence shows that at all educational level school libraries directly influence student achievement.

4. Strong School Libraries EQUAL Strong Student Achievement  The Simmons Study of school libraries, based on a statewide survey, confirm the value of school libraries.  Schools with library programs have higher MCAS (Massachusetts Comprehensive Assessment System) scores.  Students score higher on MCAS tests when there is a higher per pupil book count.  School libraries with more open hours score higher on the MCAS tests.  Average MCAS scores are higher in schools with larger per pupil expenditures for school library materials.  Students who are served by a full- time school librarian have higher MCAS scores than those in schools without a full-time librarian.  Students score higher on the MCAS tests when the library is aligned with the state curriculum frameworks. (This fact is especially true in schools that have a high percentage of free school lunches.)

5. A 1987 news column in American Libraries reported this conclusion: “Of all the expenditures that influence a school’s effectiveness— including those for facilities, teachers, guidance services, and others—the level of expenditures for library and media services has the highest correlation with student achievement” (Baughman, 2000).

6. Lance Studies Provide Proof that School Media Centers Improve Student Achievement  Colorado Student Assessment Program (CSAP) reading test scores increased when library media specialists spent more time: planning cooperatively with teachers identifying materials for teachers teaching information literacy skills to students providing in-service training to teachers managing a computer network through which the library media program reaches beyond its own walls to classrooms, labs, and offices Lance’s research involving the Colorado School System found that with an increase in Library Media programs Program development Information technology Teacher/media specialist collaboration Individual visits to the media center The results were reading skills and scores on state required tests improve.

7. Anything else?  Lance’s results also found  Allowing students to visit the media center as an individual, not with the whole class, is also a strong indicator of higher test scores.  The Middle Schools that report a high number of students visiting on an individual basis also produce high test scores.  When Library Media predictors are maximized (e.g., staffing, expenditures, and information resources and technology), CSAP reading scores tend to run 18 percent higher in fourth grade and 10 to 15 percent higher in seventh.

8. Students Will Achieve when Given the Tools  More full-time media staff  Larger collections of periodicals and instructional videos  Better-networked online resources made accessible via computers in the library as well as in classrooms, labs, and offices  Higher total library expenditures  Heavier use, as indicated by both library visits and circulation

9. All children benefit from a school media program  Children from schools with high free/reduced lunch program can learn effectively when we make a serious effort to provide them with school library resources and services.  When students from a lower socioeconomic community have a library media program they perform better than a similar school with no library program.

10. The evidence shows an unmistakable added advantage for lower socioeconomic children who attend schools with good school library programs. As Jonathan Kozol wrote in School Library Journal [in 2000], “Few forms of theft are quite as damaging to inner-city children as the denial of a well-endowed school library.”

11. Policies and Procedures in the Media Center at High Achieving Schools 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 Addressing the instructional role of the librarian during teacher hiring interviews

12. PRINCIPLES OF INFORMATION POWER Leadership LMS meets regularly with principal LMS serves on standards committee LMS serves on curriculum committee LM staff meet at building level LMS identifies materials for teachers LMS teaches information literacy to students LMS provides in-service training to teachers Total staff per 100 students Volumes per student Periodical subscriptions per 100 students Library media expenditures per student Collaboration Library Media Program Development

13. Last words… Schools with well-developed library media programs average 10-15%/18% higher reading scores. When library media staff collaborate with classroom teachers, reading scores average increases of 8%/18- 21%. When schools have computer networks that extend the library media program’s reach into classrooms and labs, reading scores rise 6-13%/18-25%. When access to library media centers is scheduled flexibly, reading scores improve 13-22%. Collaboration activities are more likely to occur where the library media specialist is a school leader.

14. References  (2012). Library research service. Retrieved October 10, 2012, from http://www.lrs.org/impact.php#colo http://www.lrs.org/impact.php#colo  Achterman, Douglas L. (2008, December). Haves, halves, and have- nots: School libraries and student achievement in California. Retrieved October 10, 2012, from http://digital.library.unt.edu/ark:/67531/metadc9800/. http://digital.library.unt.edu/ark:/67531/metadc9800/  Lance, K. C., Hofschire, L. (2012, January). Change in school librarian staffing linked with change in CSAP reading performance, 2005 to 2011. Retrieved October 10, 2012, from http://www.lrs.org/documents/closer_look/CO4_2012_Closer_Look_Rep ort.pdf http://www.lrs.org/documents/closer_look/CO4_2012_Closer_Look_Rep ort.pdf  Lance, K. C., Rodney, M. J., Hamilton-Pennell, C. (2000, April). How school librarians help kids achieve standards: The second Colorado study. Retrieved October 10, 2012, from http://www.lrs.org/documents/lmcstudies/CO/execsumm.pdf http://www.lrs.org/documents/lmcstudies/CO/execsumm.pdf  Lance, K. C., Rodney, M. J., Russell, B. (2007, February). How students, teachers, & principals benefit from strong school libraries: The Indiana study. Retrieved October 10, 2012, from http://www.ilfonline.org/clientuploads/AIME/2007MSArticle.pdf http://www.ilfonline.org/clientuploads/AIME/2007MSArticle.pdf  MCAS and school libraries: Making the connection. Retrieved October 10, 2012, from http://web.simmons.edu/~baughman/mcas-school-libraries/ http://web.simmons.edu/~baughman/mcas-school-libraries/  Tilley, C. L. (2011, May-June). The true value of the work we do. Retrieved October 10, 2012, from http://www.schoollibrarymonthly.com/articles/Tilley2011-v27n8p45.html http://www.schoollibrarymonthly.com/articles/Tilley2011-v27n8p45.html