Topic 2: Curriculum and Assessment

 

 

Add here articles, books, websites, tutorials or other materials that are helpful on this topic. Give the citation and a very brief phrase telling why it is valuable.

Previous semester cur bib

 

Brookhart, S.  (2008). Formative Assessment That Empowers.  Educational leadership.  66(3),52-57.  Retrieved from the Wilson Web database

Tags – assessment, formative

Summary – formative assessment about teacher-to-student info exchange and cooperation; empowers students and makes teachers more effective replaces judgmental assessment, permits students to openly share understandings and “become driving force in their own learning”, contributing to ownership of learning(p.52-3).  There are connections between formative assessment and student motivation, achievement, engagement, and time on-task.

Teaching as Intentional Learning model – operates on the principle that teachers grow through intentional inquiry related to real questions that come up in their classroom practice.

Promotes independent work, provides flexible learning centers, student self- and peer-assessment strategies, develops habit of assessing ongoing learning and expanded learning ownership outside of classroom.

 

 

 

Silva, Elena (May 2009) Measuring Skills for 21st-Century Learning. Phi Delta Kappan/ 90(9), 630-634. Retrieved from Database – Education Research Complete  (EBSCOhost)  

Tags - educational tests,  measurements, life skills, information skills, critical thinking

Summary - Emphasis of 21^st century skills – what students can do w/ knowledge, rather than what units of knowledge they have (p.630).  “Learning factual knowledge and the ability to apply, analyze, and create new knowledge go hand-in-hand” (p.632).

National Mathematics Advisory Panel 2008 found that “skills and content are best learned together” and “that there is ino set age or developmental stage when children are ready to gain complex thinking skills” (p. 632).

New assessment models measure both content and skills.  College Work Readiness Assessment- tool to assess students’ critical thinking skills.  New technologies used to measure student mastery of 21^st c. skills, including River City – a multi-user virtual world that simultaneously teachers and assesses science students. Center for Research on Evaluation, Standards, and Student Testing CRESST) at UCLA developed assessment, PowerSource, that measures complex thinking and judgment skills within the existing framework of state math assessments.  International Baccalaureate Diploma Programme – assesses using range of techniques in various formats. 

 

---

 

 

Valenza, J. (2009, September) 14 ways K-12 librarians can teach social media. Retrieved September 23, 2009, from http://www.schoollibraryjournal.com/blog/1340000334/post/1230049123.html

 

I am a fan of Joyce Valenza, and in this article she shares 14 "retooled" strategies ranging from creative commons to pushing information and using widgets to digital storytelling.

Posted by Joanne Bradley on November 1, 2009

_________________________________________________________________________________________________________________________________________________________________________________________ 

Stripling, B.K. & Hughes-Hassell, S. (Eds.). (2003). Curriculum connections through the library.  Westport, CT: Libraries Unlimited

 

This is a terrific resource because it is thought-provoking and also provides concrete examples.  I found the sections focusing on inquiry-based learning, the connection between curriculum mapping and collection mapping, modeling recursion and collaboration to be the most interesting.  The book is very readable and comprehensive.  I will post more information on the synthesis wiki.

Posted by Joanne Bradley on November 1, 2009 

_______________________________________________________________________________________________________________________________________________________________________________________ 

Donnelly, L., Sadler, T. (2009). High school science teachers' views of standards and accountability. Science Education, 93(6), 1050-1075. Retrieved September 20, 2009, from Wiley Interscience.

 

 

(This article already had what I thought was a great abstract, so I thought it would be better to include that instead of creating my own.)

Previous literature has documented how teachers perceive both advantages and disadvantages associated with standards-based reform. These teacher perceptions may be connected to classroom practices in terms of the extent to which standards are utilized by individual teachers. The purpose of this study was to identify how secondary science teachers characterize state science standards, modify their curricula on the basis of standards, and view the impacts of standards on students and teachers in their schools. Twenty-two science teachers from five purposefully selected school districts were interviewed using a protocol targeting attitudes toward standards and accountability, ways teachers use standards to develop and modify curricula, impacts of standards on students and teachers, and utilization of standards-based resources and professional development. An inductive approach was used to analyze data and produced both common views of science standards held by many teachers and profiles that characterize subgroups of teachers. Participants described both positive and negative aspects of standards-based accountability, and roughly half of the teachers described modifying their curricula according to standards. Teachers were categorized into six different profiles: negative perspectives, game of testing, already doing it, part of the cycle, reality of teaching, and useful tools. Suggestions for different approaches to professional development are elaborated for teachers of these various profiles.

added by Ben Wingard 10/26/2009

______________________________________________________________________________________________________________________________

Peterson, J.L. (2007). Learning Facts  The brave new world of data-informed instruction. Education Next, (7) 1, 36-42.

 

 

In the past decade education practices have changed greatly. Schools aren’t keeping track of kids in attendance, how many days they have missed and number of students per teacher. Instead they are using data and student assessments more than ever to increase instructional achievement. This is where is the importance lies within a school. “No Child left Behind” shows how yearly progress is done and helps educators show data in regards to assessments. This article follows three schools closely and shows how they integrated data into their instructional plan. These schools show how assessments and standardized tests data help with curriculum decisions. Teachers can manage to give well-rounded curriculum and increase instructional achievement. “Technology could make a powerful difference by administering tests, automating their grading, and displaying data- to district leaders, principals, teachers and students – in a timely way that makes strengths and weaknesses clear and next steps more obvious” (Peterson, 2007, p. 42).

Lisa Katz - October 2009

________________________________________________________________________________________________________________________

Demee-Benoit, D., & Rubenstein, G. (2008, December 3).The learning vault: Resources from high tech high. Retrieved October 8, 2009, from Edutopia:

http://www.edutopia.org/collaboration-age-technology-resources

 

See this article for some amazing project-based learning lessons that closely resemble our lesson transformations. They include essential questions, and assessment techniques. The resources listed in this article are incredibly valuable. Lists 65 projects!! Also has a free PDF called ‘Integrated Units: A Planning Guide for Teachers’.

 

Posted 10/21/2009 by Stephanie G  Larsen

 

___________________________________________________________________________________________________________________

 

Rubenstein, G. (2008, April). The challenge of authentic assessment. Retrieved October 7, 2009, from Edutopia: http://www.edutopia.org/reinventing-big-test-the-challenge-of-authentic-assessment

 

This article provides a great description of the standardized test, but what is so great about this article is that it offers solutions.  The PISA test sounds perfect to me! It features “challenging, open-ended questions on practical topics, such as climate change or the pros and cons of graffiti. My favorite quote is, “If tests like these succeed, they could not only provide better information about children’s readiness for real life but also give educators incentive to do what they want to do anyway: teach kids in engaging ways to be well-rounded people and lifelong learners, not drill the life out of school with dry test preparation”.

 

Posted 10/21/2009 by Stephanie G Larsen

 

__________________________________________________________________________________________________________________________

 

Hellweg, E. (2006, July). How to Create Your Own Curriculum. Retrieved October 5, 2009, from Edutopia: http://www.edutopia.org/taking-back-class

 

What stuck me about this is article, is the part about an elementary school teacher losing his job because he didn’t follow the curriculum to specification. Why is the article an important lesson to us as future teacher-librarians?

1. Just as it’s important for an employer to choose the right person to fill a job, its important to find a job that is the right fit for you! I suggest asking a lot of questions, making your literacy/collaboration plans clear from the beginning. Apply at charter schools, or more urban locations to find more educationally upwardly mobile schools.

2. If you are stuck in a curricular lockdown…work the system work –make it work for you. For every single lesson document which curricular requirements are being met. As long as those are being met, the extra stuff can’t be complained about. There is a lot of freedom in that.

3. Bring the school onboard so you are not the odd one out. Share resources, create a blog, offer a free workshop in the school based on your latest conference attendance. Provide proof –if your methods are not documented nor have proof, well then it just seems like you are goofing off.

 

Posted 10/21/2009 by Stephanie G Larsen

 

_____________________________________________________________________________________________________________________

 

Ruth, G. (2005, February). No Books, No Problem: Teaching Without a Text. Retrieved October 1, 2009, from Edutopia: http://www.edutopia.org/no-books-no-problem

Here is an article about an amazing high school teacher that has ditched textbooks. As school Librarians we may be an important part of the ‘textbook’ process. Do teachers really really need textbooks?

I think they should be tossed and in 80% of the case a textbook=lazy teacher. Read this and see what you think, it’s a great article and pretty inspirational.

 

Posted 10/21/2009 by Stephanie G Larsen 

_____________________________________________________________________________________________________________________________ 

Parrett, W. & Budge, K.  (Oct. 2009).  Tough questions for tough times.  Educational Leadership.  67(2), 22-27.

 

 

Low-performing schools have a chance to become high-performing schools under the right school leadership, according to this article.  Three areas of focus concern questions about leadership, learning, and the learning environment:

 

“1.  Leadership - Do we have a data system that works for classroom and school leaders?Are we eliminating policies and practices that manufacture low achievement? Have we extended learning time for underachieving students? Have we reorganized time to better support professional learning?

 

2. Learning - Does our instructional framework guide curriculum, teaching, assessment, and the learning climate? Do we have common assessments, and

 

do we embrace assessment literacy? Are all students proficient in reading? Do we provide targeted interventions?

 

3. Learning Environment - Is our school safe? Do we understand the influence

 

of poverty on student learning? Have we fostered a bond between students and school? Do we engage parents, families, and the community?” (pages 23-27)

 

 

It seems that these areas of question comes down to investment of time on also building relationships with students, staff, and community.  It represents the hard work of everyone working together to achieve success.

 

Kim Leng, 10/18/2009

_____________________________________________________________________________________________________________________________________________________________________________________________________________

 

Mitchell, B. (2007).  World Citizenship:  A Humane Alternative to “Drill and Kill” (Students Helping Street Kids International).  Phi Delta Kappan v. 88 no. 9 (May 2007) p. 700-1.

 

 

This is a refreshing view about a different kind of assessment that cannot be found the current standardized tests craze.  What an amazing story of a teacher who is teaching kids how to be descent human beings rather than teaching to the test.  John Merrow teaches at Ocotillo Elementary School and his class discovered a charity called Students Helping Street Kids International.  The class worked to have a fundraiser to help a young Brazilian boy to fix his house and buy him a piano.  Mr. Merrow’s view is that “we as a nation need a clearer understanding of accountability and that we need more measures of school outcomes than simply standardized test scores” (p.701).

 

Kim Leng, 10/18/2009

_______________________________________________________________________________________________________________________________________________________________________________________________________________

 

Rothstein, R. & Jacobsen, R. (2009).  Measuring Social Responsibility.  Educational Leadership (May), 14-19.

 

This article mentions that too much of school is focused on reading, writing, and math that students are not taught citizenship.   NCLB’s focus on the basics do not lead room for building students’ character and teaching them social responsibility.  Rothstein and Jacobson urge the return of school as a place to teach “socially responsible citizenship.”  According to the article, NAEP used to assess students’ characters in how well they worked together, come to a decision, and is now no longer offering the assessment since the 1970s when their funds were cut.  When Art, Music, and other electives are cut to make room for more English and Math classes, the curriculum can become boring.  Boring curriculum plus lack of teaching students social responsibility equals bad behavior.

 

 

 

Kim Leng, 10/16/2009

 

_______________________________________________________________________________________________________________________________________________________________________________________________________________

Submitted by Jim Zepeda on April 15, 2009 

De Abreu, Belinha S. (2007) Teaching Media Literacy: A how-to-do-it manual and CD-Rom; Neal-Schuman Publishers, 25-6

 

Far beyond entertaining students Media Literacy in the classroom further supports and reinforces the educational experience. It is important to engage students by asking them their opinion, having the students take the lead in their media curriculum so that they support how it fits into their classroom time and environment." The role of the media specialist is crucial in determining how the curriculum gets delivered to the student body through the classroom teacher. 

---

Submitted by Mary Weyant on April 9, 2008.

 

Brozo, W. G., et. al.,(20080.  Motivating Students to Read in the Content Classroom: Six Evidence-Based Principles. The Reading Teacher, 62(2), 172-4

This article elaborates on previous research.  Studies have found that engaged readers and thinkers are better students.  Evidence supports this reasoning because children who are motivated to read spend more time reading than their less motivated peers.  Ways to motivate students is to provide opportunities where students are confident they can accomplish a task.  Other ways to motivate students is to make connections to the real world events, providing a vast collection of reading materials, providing students with choices as to what they want to read, and providing students with opportunities to collaborate with peers.  The teacher librarian can facilitate the teacher in providing learning acitivies that addresses these student needs.

 

---

Sharma, S. (2007). Perspectives on…From chaos to clarity: Using the research portfolio to teach and access information literacy skills. Journal of Academic Librarianship, 33(1), 127-35.

The author stresses the importance of how to learn in this article.  Most students focus on what they can validate, i.e. this source matched that source so it must be right, as opposed to branching out and finding new relevant authoritative information.    She points out that the most difficult part of this course is learning how to formulate a research question.  What students must learn is not to base the question on what they already know, but on what they seek to learn, which involves research in itself. Using a research portfolio to track their work helps both the librarian evaluate their progress, and can be used as a student tool in the future. The class has the added cachet of teaching students how to post material on a website, a skill virtually all students found intriguing and relevant for future use.  Very readable article, I highly recommend it for everyone.

Posted by Liz Pickering, 4/8/09.

---

Gorman, M. (2008).  An Extreme Makeover; Let's reverse the negative stereotypes associated with reading. School Library Journal. 54(8), 21

This article paints a picture of what a teen reader looks like and ways to inspire teens to read more.  It is interesting to note that 71 percent of teens consider themselves as readers according to a 2007 study called "Young People's Self Perceptions as Readers.” Those students who considered themselves non-readers read resources that they thought parents and educators would not consider reading materials like magazines, Web sites, and social networking sites.

Therefore the author wants the idea of reading to include more than just required reading and reading to develop skills.  Reading where students can learn new things and enjoy the process should be emphasized and included in the definition of reading.

To start the process of redefining reading, teachers should be encouraged to incorporate newer, more modern YA fiction, nonfiction, and graphic novels into their existing curriculum.

The author points out that Krashen's research proves that “Teens who select their own reading materials often have better reading comprehension skills, writing styles, vocabulary, spelling skills, and grammatical development.”

 

---

Submitted by Mary Weyant on April 2, 2009

 

Carpinelli, Tish. (2006). Literature Circles: A Collaborative Success Story!. Library Media Connection, 25(3), 32-3.

The author stresses the need for allowing students to read contemporary literature.  This is especially true for reluctant readers.  The author suggests books with contemporary themes and settings may inspire students to become engaged readers.  The teacher librarian can use this information to increase the collection of contemporary literature materials as did the librarian in the article who purchased five copies of each book to be held in the library afterwards. The teacher librarian purchased these books with the intention that after students read the books in their literature circle they would entice their peers to read the book as well.   

---

Ediger, M. (2007). Balance in the curriculum. College Student Journal, 42(1), 376-8.

Although this is not a true case study, it provides insight into keeping classes interesting to students by maintaining balance between using material and learning material.  It does not do any good to show proficiency in a topic if it becomes cold storage the next day.  Dr. Ediger states that what is learned must be built on yesterday’s knowledge.  Teaching must include assessing student achievement, including self-assessment (what did I learn).  Most difficult is balancing the subject matter, because there is never enough time to go in depth into all subjects, especially with the time taken to perform No Child Left Behind Act testing.  Teachers must determine which subjects will receive a survey approach (highlights) and which will be pursued in depth for learning.

Posted by Liz Pickering, 4/2/09.

---

Stecker, P. M., Lembke, E. S., & Foegen, A. (2007). Using progress-monitoring data to improve instructional decision making. Preventing School Failure, 52(2), 48-58.

What struck me about this article is that using assessment tests to evaluate student progress does not mean they are progressively learning. “…performance can indicate mastery of a particular content but doesn’t provide an indication of overall proficiency in an academic area or if proficiency is changing over time.”  I think this is a key element in our transformations, although we can say they learned this module, we can’t say they have used the skills they used in that module to learn something in the next module.  This article also says it is hard to assess learning between tests, so they propose using four steps toward creating a monitoring program that first asks them to determine a goal, then use the data from the monitoring (which can be how many new words they learned over the last week) to see if they are progressing towards that stated goal (student will learn 100 new words by x date).  They mentioned more than just using tests is needed to meet ambitious No Child Left Behind goals. Posted by Liz Pickering, 4/2/09.

---

Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47.

 

The authors address the issue of providing quality education to learners who are at different levels in one class.  They argue that differentiating instruction can be effective, and have developed REACH (Reflect on will and skill, Evaluate the curriculum, Analyze the learners, Craft research-based lessons, Hone in on the data) as a tool towards instituting this method.  What makes this article interesting, is their step by step approach, indicating what literature and resources they used to create these steps.  It is also clearly stated that this is not a simple approach, but especially in collaboration between general education and special education teachers, who can help each other to address the needs of the students.

Posted by Liz Pickering, 3/12/09

---

Jones, R. C. (2008). The "why" of class participation. College Teaching, 56(1), 59-62.

 

This is a concise study on why class discussion is important to learning.  Jones describes various types of class participation, and why they work or don't work.  An interesting note is that just because discussion happens, doesn't mean there is learning, maybe only three students are consistently speaking up.  One key is to clearly state what participation means, especially if it will be graded.  He concentrates on moving from teacher-centered activity to student-centered activity, and, as a teacher education professor, points out that without this type of particiation now, how effective will these students be in their own classrooms?  "Their thoughts and conclusions deserve 'publication' and critical review, to stand or fall on their merits."  Food for thought in our own class.

Posted by Liz Pickering, 3/12/09

---

Gelberg, D. (March 2008). Scripted curriculum: Scourge or salvation? Educational leadership, 65 (6).

 

In this short article, author and former classroom teacher Denise Gelberg emphasizes a happy medium on the issue of school curricula. Too often, we find the rhetoric in educational literature to be sharply divided into two camps, one in favor of teacher autonomy in the classroom to decide how to teach the material, while the other in favor of district and state mandated methods. Here, the author recounts her first days as a K-12 teacher and how she was required to receive training in a certain teaching method. Later she realizes that it produced good results with her students, and is thankful that she was required to learn this new method. Her conclusion is that the two extremes are not mutually exclusive, and that teachers, especially new ones, can benefit from the research behind new teaching methods while adapting them to fit their specific students.

 

Posted by: Ramez Mikhail

---

Cowan, J. E. (2008). Strategies for Planning technology-enhanced learning experiences. The Clearing House, 82(2), 55-59.

 

This is a discussion of the challenges that face instructors who incorporate technology in their curriculum. Cowan outlines six strategies for teachers to use, and then lists factors that affect using these strategies in the classroom. For instance, in Strategy 2: Understand the Basic Modes and Appropriateness of computer use, he describes the computer as tutor (skill and drill), as tool (collaborate with computer to attain a goal), and as tutee (programming the computer to follow directions). He concludes that technology offers a better approach to teaching and learning, but it is clear that the curriculm "should drive the technology", and teachers "should drive the curriculum".

Posted by Liz Pickering 3/3/09

---

Levine, L. E., Fallahi, C. R., Nicholl-Senft, J. M., Tessier, J. T., Watson, C. L., et al. (Fall, 2008). Creating significant learning experiences across disciplines. College Teaching, 56(4), 247-254.

 

The authors examined how, using L. Dee Fink's taxomony, teachers improved learning experiences in five different college classes. Key learnings from this article are that it succintly describes Fink's taxomony, and provides real world examples of how teachers incorporated these six categories of learning in their class. The most interesting aspect of their findings was that "what faculty emphasize in their teaching drives student learning". They conclude that it is possible to create courses that not only teach the material, but develop students who "are responsible for their own learning'. 

Posted by Liz Pickering, 3/3/09.

 

 

---

 

 

Davis, Kaetrena D. “The Academic Librarian as Instructor: A

Study of Teacher Anxiety.” College & Undergraduate Libraries

14.2 (2007): 77-101.

 

This article, though not strictly about curriculum development as such, examines the librarian as instructor regarding teaching anxiety. As everyone may know, and as can be seen in education literature, teaching anxiety is a common phenomenon experienced by most public speakers. Some have reported both mental and physical symptoms immediately before or during teaching a class. However, little has been recorded regarding librarians as teachers, since the education literature laregely ignores the teaching role of the librarian altogether. This study conducted a survey of librarians of various ages, and career lengths using a questionnaire designed to asssess the degree of anxiety experienced regarding teaching. The sutdy found that librarians experienced anxiety regardless of their age or experience and for mostly the same reasons as teaching faculty do. Moreoever, they also experienced anxiety related to their perceived image by others especially faculty, as well as other factors related to their not being perceived as equal to regular faculty. The study recommends that teaching becomes an integral part of MLS curricula to prepare future librarians to what has become an essential part of their functions, that is to teach information literacy.

 

Posted by: Ramez Mikhail

 

---------------------------------------------------------------------------------------------------------------------------------------

 

Posts by Jeff Erwin (9 Nov 2009):

 

Perlstein, Linda (2007). Tested: One American School Struggles to Make the Grade. New York: Henry Holt and Company.

This book describes the effects of strict curriculum plans and state-wide and national testing requirements in a low-income area Maryland elementary/middle school. It discusses the power of individual teachers, administrative interference, the relationship of home and family to academic success, the extraordinary efforts made by teachers and counselors to individually help students, and the cookie-cutter nature of the MD state exams.

Because I intend to teach in California, this book may seem to have limited utility. However, it does detail the consequences of point-by-point lesson plans and the focus on students on the verge of failing (to the exclusion of definitive failures and exceptional students). Both problems do exist scattered through California, particularly in school who need federal funding and may see it threatened. A Teacher-Librarian attempting to co-teach under these circumstances will be swimming upstream (and there is no mention of a school library I could find in this book): partly because the basic concept of pleasure reading to increase skill is seen as a waste of time that could be used to create the semblance of coherent answers in the essay question area—a section of the test which does not attempt to be about critical thinking, grammar or spelling, but a vague notion of comprehension. One suspects that a library visit would become babysitting as the class studies for the exam…

 

 

Reardon, Sean F., and Kurlaender, Michal (2009). “Effects of the California High School Exit Exam on Student Persistence, Achievement and Graduation.” Retrieved on 1 Nov 2009 from http://gse.berkeley.edu/research/pace/reports/PB.09-3.pdf.

This report excoriates the CAHSEE as harming poor, minority, and female students by linking it to graduation rates. It notes the existence of Exit Exams as having this effect in other states. Because of the Exam, the report notes, marginal and low-achieving students often dropped out (lack of persistence). It indicates that the Exam seems (this is tentative) to have reduced or had no effect on student success on the ELA CST test, which measures acquired knowledge, in the last few grades of high school. Because minorities and socio-economically deprived groups do less well on the CAHSEE, it is believed that they expect to fail. The actual test itself is controlled to attempt to eliminate racial or class bias in its questions, but the authors speculate that anxiety or other pressures make the test harder for non-white, non-male, non-middle class or higher students.

My comment: because of the importance of a High School diploma, failure at the CAHSEE or dropping out to avoid it are strong indicators of later economic struggles. I venture that setting aside class time or teaching to conform to the expectations of a test are ultimately something which diminishes student learning. Test skills per se are of limited utility.

 

 

Fuller, Bruce, Vincent, Jeff, Bierbaum, Ariel H, Kirschenbaum, Greta, McCoy, Deborah, and Rigby, Jessica (2009). “Smart Schools, Smart Growth: Investing Educational Facilities and Stronger Communities.”  Retrieved on 1 Nov 2009 from http://gse.berkeley.edu/research/pace/reports/WP.09-1.pdf.

This working paper describes the importance of infrastructure on school success. It focuses on the balance between modernization of older (typically urban) schools and suburban school construction.

pp.24-5 describe the ‘ghetto school’ syndrome, where schools are marginalized and students and staff suffer from feelings of inferiority or isolation. The absence of new and quality reading materials is mentioned, as is the absence of resource teachers, computers, and healthy buildings.

p.27 mentions the advantages of ‘intimate learning communities:’ i.e., smaller classes, etc. The presence of a LM Teacher is essentially creating a halving (at least at times) of the student/faculty ratio in the practical classroom.

While only touching on the library issue, this can be used to support the co-teaching role of the library and the importance of regenerating the library site as well as its instructional methods.

 

 

Achterman, Douglas L. (2008). “Haves, Halves, and Have-nots: School Libraries and Student Achievement in California.” Retrieved on 3 Nov 2009 from http://digital.library.unt.edu/permalink/meta-dc-9800:1.

This is a 225 page doctoral dissertation. It is the most comprehensive assessment of library media centers in California schools in terms of standardized testing results.

The author finds strong correlations between scoring and the presence of a school library, particularly in the High Schools. The study is a strong support for sustaining libraries in schools where they are threatened by budget shortfalls.

Previous studies cited by Achterman had mixed or negative results. He discusses the shortfalls of this studies, particularly in their use of metrics (specifically the “School Characteristics Index”). He cites Loertscher’s Taxonomies of the School Library Media Program (2000 ed.) in breaking down the efficacy of the Library by how involved and active the program and the Librarian are in the school, thus distinguishing between moribund and static libraries and dynamic styles of library activity. Both Loertscher and Todd & Kuhlthau (2004) as cited by the author describe a responsive, flexible environment and instructor, which can be an ameliorating factor when curriculum or testing schedules impose binding time constraints or expectations on classroom instructors.

            Among the results:

1.      Certification of LMC staff correlated positively to the success of students in testing at the high school level.

2.      There is a positive correlation between classified staff assigned to a library with a certified instructor in the high schools and student achievement, suggesting greater time available for actual instruction.

3.      Curriculum integrated instruction, and a proactive link with the principal [this may be based on personal compatibility, in some cases, however] were strongly correlated with success across grade levels.

4.      Resources available, open hours, and computing were all significant.

The author suggests that the weaknesses in the Elementary-level libraries’ correlations to success may arise primarily from the absence of credentialed professionals, who are not present in about 85% of these schools. In High schools, local socio-economic factors were less important than the overall presence of a LMC and the extent of its activity in predicting achievement.

Areas not studied include ethnic make-up of schools and their relationship to library programs and success.

Integration of curriculum into a library program goes both ways, and the importance of a relationship with administration suggests that this helps to motivate closer cooperation. In any case, the study provides evidence that an LMC is justifiable within the achievement-oriented regime currently driving school administration.