Analyzing Relationships Between School Libraries and Academic Achievement. Keith Curry Lance Director Library Research Service Colorado State Library & University of Denver. Outline. Background Research questions Data types & sources Statistical concepts & techniques “Success stories”.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Analyzing Relationships Between School Libraries and Academic Achievement
Keith Curry Lance
Library Research Service
Colorado State Library & University of Denver
Are students more likely to “pass” tests if they have a school library than if they don’t?
Are students likely to score higher on tests if they have a school library than if they don’t?
As the school library improves, do test scores rise?
How are different qualities of school libraries, schools, and communities related to each other?
Do school libraries & test scores improve together, even when other school & community conditions are taken into account?
No necessary quantitative dimension
Pass/fail, library/no library
Degrees of difference
No equal intervals
Zero is just a code
Usually limited number of values
True zero (have none of something)
Usually large number of values
Weekly hours of librarian staffing, test scores
“The effect” in a cause-and-effect relationship
Reading test scores used to “operationalize” concept of academic achievement
“The causes” in a cause-and-effect relationship
Characteristics of school libraries, schools & communities
“Treatment” or predictor variables
More precise units of analysis (student)
More control over independent variables
Easier to explain, communicate
Less precise units of analysis (school)
Less control over independent variables
Data availability issues
More precise measurement of effects
Chi-square = 12.743, p < .001
t = 3.963, p < .001
p < .001
Initial eigenvalue = 4.638, 77% variance explained
p < .01
Excluded variables: teacher-pupil ratio, per pupil expenditures, teacher characteristics