Quantitative Research

Considering, I've read twice in a week, how school libraries and the staffing and resources they provide directly impact test scores of young adult students - I want to know what other factors might have contributed, yet weren't considered. How many volunteers do the schools have supporting classrooms and libraries. What sort of funding changes were initiated? Did anything else major change? (eg. the rollout of a one-to-one laptop program)

Also, I am curious as to the impact, looking only at test scores, of having our own K-8 school libraries cut to half time as of 2007. At the same time, the high school had been cut for two years, but brought back to 75% time with my transition from the classroom. What isn't fair, and could contradict my suspicions is that while our librarians (paid at the lowest possible rates) are only receiving half-time pay, most are spending a great deal of their own time (unpaid) in order the complete the duties of their positions. It has come to be expected, almost required, by the administration and school board. Over the past four years, I have spent countless evenings, weekends, and school holidays catching up on work that eluded me during the course of my daily schedule.

So, I'm thinking:

• review the five years prior to the reduction in hours to determine benchmarks, as well as high, average and below average ranges of test scores (in each of the four K-8 schools)
• review the five years prior to the reduction in hours to determine benchmarks, as well as high, average and below average ranges of test scores (for each grade in high school)
• review five current years with the reduced services (in both staffing and resources) to determine impact on student assessment (in each of the four K-8 schools)
• review two years (2007-2009) with reduced services to determine impact on student assessment (for each grade in high school)
• review four current years with increased services (in both staffing to 75% and resources) to determine impact on student assessment
• all to look for patterns and correlations between staffing, funding and test scores
• must consider degradation of student success and what other factors might have led to how Ivy leagues schools accepted some of our students between 2000-2004 and MIT 2006, but it is no longer attainable for acceptance into by our students since 2007