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I could use your expertise, here, folks. I started working on this exercise for a class (thank you, Kathy!) but realized that I was going to need this for work very soon, as we are entering (Kathy's words) the "Twilight Zone" of budgeting. I'll spare the details, but I need to find a way - via some solid data - that will show that the amount spent on quality educational materials in a library translates to student achievement. Should've been simple to run to our statewide assessments, but NOT. Ironically, I found that the schools that have spent more on their libraries haven't performed that well in the reading tests. I'm sure there's some lag time (i.e., the school doubling the library budget might not show improvement for many years) and there's all sorts of mitigating circumstances like % below the poverty level, LMS vs. MA, but screening all that is very difficult. Sure, it makes sense that well-supported school libraries make a difference in student performance, but where's the data? I hate to rely on generalities when I'm asking for money and would love to have some help finding good references. Thanks in advance for your replies, Elizabeth Fox, Technology Instructor Newport High School, Newport, OR keokuk@casco.net (pm) Liz.fox@lincoln.k12.or.us (schooldays only) -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. You can prevent most e-mail filters from deleting LM_NET postings by adding LM_NET@LISTSERV.SYR.EDU to your e-mail address book. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. * LM_NET Help & Information: http://www.eduref.org/lm_net/ * LM_NET Archive: http://www.eduref.org/lm_net/archive/ * EL-Announce with LM_NET Select: http://lm-net.info/ * LM_NET Supporters: http://www.eduref.org/lm_net/ven.html * LM_NET Wiki: http://lmnet.wikispaces.com/ --------------------------------------------------------------------