Article Review #3 School Libraries and Student Achievement in Ontario

School Libraries and Student Achievement in Ontario

The Ontario Library Association

(a study done by Queen’s University and People for Education)

As the push for higher achievement on large scale literacy and numeracy tests continues, and as school libraries are subjected to public education financial cuts, how much commitment has been made to maintain quality library programs in schools?

The study preformed by Queen’s and People for Education linked positive student achievement to the presence of professionally staffed and accessible school libraries.

Over 50,000 students, mainly from grades 3 and 6, in over 800 Ontario elementary schools with trained and untrained library staff were assessed.  The results of the study made it imperative that resources and staff in school libraries are integral parts of the new policies to improve student achievement in Ontario. Also noted in the study were the following findings; grade 3 and 6 students in schools with teacher-librarians were more likely to enjoy reading and in schools with teacher-librarians, grade 6 students were more likely to attain a level 3 or higher in standardized reading tests.  On the other hand, schools with untrained library staff, or no library staff, tended to have students score lower achievement levels than their counter parts. Thirdly, positive reading behaviors lead to higher math and science results, and larger schools tended to have higher reading enjoyment scores when they had a teacher-librarian present.

“It has been demonstrated that, when librarians and teachers work together, students achieve higher levels of literacy, reading, learning, problem solving, and information and communication technology skills.”  FLA/UNESCO School (p2)

A variety of other interesting points were identified in the study. One focus in particular discussed how studies done by US individuals found that 90% of the difference in test scores was due to ability and background, while 50% of student achievement was attributed to socio-economic factors. The Ontario study, concluding that a 5% difference could be made in student achievement by integrating a quality library program, proves quite a valuable piece of the solution.  Other discussions in the study included the evaluation done by Keith Curry Lance, who identified that students in US schools with well staffed, well stocked and well funded libraries were likely to score 10-25% higher on standardized tests. And the data in Alberta and British Columbia, which highlights that library staffing is declining rapidly, as funding is reduced and money is being allocated to alternate programs.  

References

Queen’s University and Education for the People (2006), School Libraries and Student Achievement in Ontario. Ontario Library Association, Toronto, Canada.