2. Christine Hamilton-Pennell
The Illinois Study
Keith Curry Lance
Marcia J. Rodney
Christine Hamilton-Pennell
Illinois is the last state study to be done by Keith Curry Lance. Study was funded by ISLMA, FY ’04 LSTA Grant from IL State Library, and a grant from 21st Century Information Fluency project of the IL Mathematics and Science Academy.

3. Why a study in Illinois?
Show impact of school libraries on Illinois students' test scores
Show that findings of other state studies also apply to Illinois
Concern about status of school libraries & librarians in Illinois
Lack of understanding of 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
List of 657 participating schools in survey at back of Executive Statement—5 from Unit 4 Schools
School data comes from IL. State Board of Education

5. Types of Analyses Bivariate correlation
-library predictors & test scores
Comparison of means
-differences in average scores for schools with stronger & weaker library programs
Partial correlation
-taking into account other school & community conditions

6. Library Predictors of test scores
Flexible scheduling
Staffing
Staff activities
Collection
Educational technology
Expenditures
Usage
Degree of involvement for each of these variables in a school library will improve student test scores

7. Flexible Scheduling. . .
enables teachers and students to work with the librarian and staff to use the library as a classroom and a study place as needed.
R W
Elementary 10.3% %
Middle 5.3%
High 6.2% %
See Chart 1, page iii of your Executive Summary handout. Flexible scheduling impact holds true regardless of per pupil spending, teacher pupil ratio, and students’ race/ethnicity and household income.

8. Staffing--hours of all staff
Higher staffing levels account for improved reading/writing scores
R W
Elementary % %
Middle 8.2% %
High 7.4% %
See Chart 2, page iv of your Executive Summary handout. Staffing includes, library clerks, secretaries, and certified librarians. Scores persist regardless of per pupil spending, teacher-pupil ratio, race/ethnicity, or household income.

9. Staffing—more librarian hours
In 2 cases, it appears that the librarian’s hours alone have a positive influence
W ACT
Elementary 8.7%
High %
See Chart #3, page v on your Executive Summary handout.

10. Staff activities-elementary & middle
Library staff spends time identifying materials for teachers
R W
Elementary 7.6% %
Middle 6.6% %
See Chart #4, page vi of your Executive Summary handout. Scores persist regardless of per pupil spending, teacher-pupil ratio, race/ethnicity, or household income.

11. Staff activities—high school
Motivating students to read 4.1%
Teaching with teachers %
Planning with teachers %
Meeting w/library staff from elsewhere %
Identifying materials for teachers %
Serving on school committees
2.5%
See Chart #5, page vii on your Executive Summary handout. Time spent by the high school staff on these activities exerts a positive impact on ACT scores regardless of household income, per pupil spending, teacher-pupil ratio, or students’ race/ethnicity.

12. Collection. . . Larger book collections impact student scores R W ACT
Elementary 7.6% %
Middle %
High %
See Chart #6, page vii of your Executive Summary handout.

13. Collection . . . Larger periodical subscriptions impact student scores
R W ACT
Elementary 6.8% %
Middle %
High %
See Chart #6 on your Executive Summary handout.

14. Collection. . . Currency of a collection impacts student test scores
Example-Astronomy copyright dates
@ R W ACT
Elementary % %
Middle %
High %
See Chart #6 on your Executive Summary handout.
See Chart #6, page viii on your Executive Summary handout. See page viii notes on my page re: correlations.

15. Educational technology. . .
Student scores increase with:
More library computers
More library-connected computers in schools
All computers connected to library resources--
online library catalog
licensed databases
Internet
See Chart #7, page ix on your Executive Summary handout.

16. Educational technology. . .
Increase in scores with more library computers
R W ACT
Elementary 7.6%
Middle %
High % %
See Chart #7, page ix of your Executive Summary handout. Only household income obscures these relationships.

17. Educational technology. . .
Increase in scores with more
other library-connected computers
R W ACT
Elementary 6.4%
Middle
High % %
See Chart #7, page ix of your Executive Summary handout. The correlation for other library-connected computers and ACT scores remains when all four control variables are taken into account.

18. Expenditures
Schools that spend more $ on libraries demonstrate a cumulative impact on reading and writing test scores
R W ACT
Elementary 5.2% %
Middle % 12.9%
High % %
See Chart #8, page xi on your Executive Summary handout. Test scores associated with spending tent to rise from one grade level to the next—so does the independence of this effect from other conditions.

19. Usage of school libraries. . .
Elementary usage is measured by circulation--# of books and other items checked out
Higher circulation rates impact student scores
R W
Elementary +6% 11%
Page xi of Executive Summary handout. Typical elementary reported over 570 loans per week

20. Usage of school libraries. . .
Middle school usage reported
Group visits
Group visits for information literacy instruction W
Group visits 10.3%
Group info literacy instruction
8.5%
See Chart #9, page xii on your Executive Summary handout. Scores increase with more group visits and more group info literacy class visits.

21. Usage of school libraries. . .
High school usage reported impacts on ACT test scores with
Individual visits %
Group visits %
Group visits for information literacy instruction %
See Chart #9, page xii on your Executive Summary handout.

22. Recommendations for action
Access to school libraries should be as flexible as possible
High quality school libraries require at least one librarian + support staff
Computers with access to library resources (in library & elsewhere) should be available
School libraries should be funded to maintain collections and expand beyond traditional walls
Students need contact with librarians as teachers and co-teachers
See pages xiii and xiv of the Executive Summary handout.

23. Next steps for librarians
Use data when seeking support from administrators, school board, teachers
Get the word out to teachers, parents, public
link study from your website, flyers, presentations, brochures
Stress willingness to be co-teachers with your faculty

24. The Executive Summary, a multi-media presentation and a Power Point presentation of the Illinois Study can be accessed at
A copy of the Research Foundation Paper titled School Libraries Work! can be accessed at

25. This presentation can be accessed at www. centralmc
This presentation can be accessed at on the Powerful Libraries Make Powerful Learners menu link

26. Presented by Karen Hackman Media Specialist Central High School & Margie Skirvin, Secretary of the Champaign Board of Education