According to William Bainbridge, president of SchoolMatch, a firm that helps individuals and corporations evaluate 15,892 public school systems and 14,855 private schools, the level of expenditures for library and media services has the highest correlation with student achievement.  Keith Curry Lance of the Colorado State Library found that schools with higher-rated libraries have 10 to 18 percent better test scores than schools with lower-rated libraries. 

     While the Indiana Administrative Code, 511 IAC 6.1-5-6 Media Program, states that each school shall spend at least $8 per student per year from its 22200 account to maintain its media program—and this was set in 1989 when the average cost of a book was around $9, and the average cost of a book is now over $19—this means nothing because salaries can be taken from the 22200 account. 

     The School Library Journal in its September 1, 2000, issue ranked states by the number of students per school librarian.  With 1,512 students per school librarian, Indiana ranked 47th.  The median for all states was 766, indicating that Indiana would need to double the number of school librarians available to students just to be average for the nation.

     The Indiana General Assembly recognized the importance of updating school library book collections by appropriating $4 million for K-8 schools during the 1997-1999 school years, $6 million for K-12 schools during the 1999-2001 school years, and $6 million for K-12 schools for the 2001-2003 school years.  Unfortunately, only $3 million was provided in the 2001-2002 school year, and no funds have been provided since that time.

     The Indiana University Center for Evaluation & Education Policy examined the grant’s impact on K-8 schools and issued a report on October 8, 2004, entitled Trend Analysis of Indiana K-12 Library Services Since the School Library Printed Materials Grant.  The report provides the following conclusions and policy implications:

1.  State funding for school libraries from 1997-2001 resulted in substantial increases in book purchases and circulation that were reflected in the 2000 data on the number of books purchased per school and per student.  Subsequently, with a new pool of printed materials available to students, book circulation per school rose substantially as reflected in the 2002 data.  Book purchases per school and per student declined dramatically from 2000 to 2002, reflecting the consequences of the exhaustion of state funding for printed materials, the rising costs of books, and increasing school enrollment that reduces purchases per student. 

2.  The data collected in 2004 reveal that book purchases per school and per student remained relatively flat compared to 2002 figures.  This finding suggests that schools have been unable to rebound from the loss of state resources for printed materials first evident in the 2002 figures.  However, with the elimination of state funding from the Printed Materials Grant, librarians have been extremely resourceful in identifying alternative sources of funding, apparently preventing further decline in the number of book purchases per school and per student.  These funding sources are not necessarily stable or long-term, however, and many librarians report compromising their services to maintain essential book purchases (i.e., purchasing paperback rather than hardback materials, dropping periodicals, etc.).  The nature of current funding suggests that book purchases may decline significantly in the future as short-term funding solutions end and attention is diverted back to essential library services. 

3.  After a surge in circulation in 2002 associated with book purchases from the Printed Materials Grant, circulation dropped off dramatically in 2004 to per-student levels that were even slightly below 2000 levels.  Declines in circulation may be expected when purchases of library books decrease and students lack library access to new reading materials. 

4.  Literacy continues to be a central focus of educational initiatives in Indiana schools, and librarians report increasing difficulty in meeting student needs and educational goals related to literacy.  In order to support programs such as Accelerated Reader and other literacy initiatives, librarians have been forced to submit grant proposals, collect pull tabs, host book fairs, and sponsor candy sales.  Whether these types of efforts will be sustainable is questionable. 

5.  Despite the state’s considerable financial challenges, the role of library materials should be considered in any comprehensive plan to increase the literacy of Indiana’s students.  Resources for the support of school libraries are increasingly strained, making it difficult to support critical academic and student needs.  The long-term impact of budget cuts may have negative outcomes on student reading levels and achievement.

     The complete report from Jonathan Plucker, executive director of the Center for Evaluation & Education Policy, can be found at <http://ceep.indiana.edu/projects/PDF /04_Library_Report.pdf>.

     Excellent school libraries are essential if we are to ensure that all Indiana students have access to the reading resources that will help them to gain high levels of reading achievement.  Excellent school libraries employ licensed school library media specialists and have enough funds to purchase two books per student per year, along with an appropriate supply of current magazines and newspapers.  Attention to school libraries must be at the heart of any comprehensive plan for improving reading skills.