•  
  •  
 

Abstract

This article assesses the contributions of California Teacher Librarians (TLs) to student achievement, specifically in the area of English Language Arts and Literacy. This comparison-of-means analysis employed two major datasets: the California Department of Education (CDE) school library evaluation survey and California Assessment of Student Performance and Progress (CAASPP) data, both for the 2022-23 school year. This study found that students who met or exceeded ELA standards were more likely to be in schools with: a full-time, certified TL rather than a part-time TL or no TL; a TL–full- or part-time–rather than no TL; a TL staffing a single library rather than two or more libraries; and school library staff who did (rather than did not) engage in specific best practices. These practices included planning instruction collaboratively with teachers, teaching information literacy skills to students, supporting literacy teaching, managing their library collections, and leading professional development for teachers. Ten school library practitioners were also interviewed and those qualitative findings are shared across these five categories as well. Notably, the relationships between library staffing and staff activities and ELA performance persist regardless of the gender, race/ethnicity, and socio-economic status of students. The study's findings contribute to the crucial conversation about school library staffing and funding; empowering policy-makers, decision-makers, and school library advocates to better communicate the value of school librarians.

Article History

Submitted: June 8, 2025

Peer-Reviewed and Approved: June 9, 2025

Published Online: June 13, 2025

Download

Share

COinS