The Relationship between Library Use and Academic Achievement of English and Spanish-Speaking Hispanic American Students

Abstract

The purpose of this study is to examine the relationship between school library use and academic achievement of Hispanic students. This study utilises data from the base-year and the first follow-up of the Education Longitudinal Study: 2002/06. A series of hierarchical regression analysis is incorporated to examine the nature of associations among the variables in this research. The results indicate that Hispanic students' school library usage for class has a positive relationship with academic achievement, while their library usage for entertainment has a negative relationship with academic achievement. However, effect size of the students' library usage on academic achievement is greater for Spanish speaking Hispanic students than for English speaking Hispanic students. Implications for researchers and practice are discussed.Background of the StudyWhile there are over 50 years of research on the contributions of public library services on student learning (Martinez, 2008), it is only in the recent decade that specific attention has been given on the relationship between school library quality and student achievement. Findings of studies (e.g., Lance, 2002; Langhome, 2004; McCaffrey, 2005) consistently demonstrate that students in schools with well-resourced libraries learn more and perform higher on standardized tests than students in schools with under-resourced libraries. In addition, a longitudinal study from 2006 to 2009 based on a state's annual yearly progress data (Dow & McMahon-Lakin, 2012) reported that schools maintaining a more stable and higher leveled librarian performed academically higher than their counterparts.A recent report (Barrett, 2010) summarizing more than sixty studies from sixteen states showed congruous evidence of positive relationship between the schools' availability of library media specialists and students' test scores in states' standardized assessments. Bearing different given titles, school librarians or library media specialists are performing essential roles to collaborate with classroom teachers and curriculum experts to develop students' critical thinking skills, acquire strategies in technology use, and enhance student academic achievement. In many studies, including those cited in the Scholastic Library Publishing 2006 report and the report by the U.S. Department of Education (2005), improved test scores were found to be associated directly or indirectly with various characteristics of library services, such as staffing availability, provision of training for teachers and students, collaboration with public libraries, electronic linkages and technology, offer of sufficient collections and resources, and usage of library. Hence, the availability of resources and instructions from school libraries is an indispensable requisite in students' learning. Subsequently, students' usage of these services is a critical indicator of the significance of library service. Although there have been enough cumulated studies for school library's impact on academic performance, little research has been conducted to examine the relationship between various types of students library use and academic achievementDuring the past six decades, education in the United States has focused on narrowing the achievement gap between majority students and minority students. Since the No Child Left Behind Act (NCLB) took effect, promotion of English proficiency and academic achievement for English language learners have been emphasized in US education (U.S. Department of Education, 2006). Since the Hispanic population is predicted to be 31% of the US population by 2060 (U.S. Census Bureau, 2012), the low academic achievement of Hispanic students calls attention to educational researchers. However, it is essential to differentiate the subgroups among the Hispanic students. Our study specifically focused on comparing the impact of school library services on the academic achievement of both the English and Spanish-speaking Hispanic students. …

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