1993_001-HIGH SCHOOL BUILDING COMMITTEE

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ow vey vl w.�w, �,ui nay • • ' .. . . . ._. . . . .. p staff, budget,collection,miar000m- Use of Survey Data in Guidelines ,, Characteristics regarding uGsrs,end facilities are tepachsd for these programs in three columna The Office of Educational Research and Improvement of the U.S. Column 1 provides the basis for schools At the 75th percentile(i.e.,75 Department of Education made the computer tapes containing the sur- percent of the schools in the subsample Provide upportra 311'is level ai the 95th vey data available so that the data could be reanalyzed for inclusion in lower). Column 2 shows the 90th Percentn Elementary the new guidelines. The analysis was planned and conducted ]ry Dr. roentile.Thus,in chart for H[ h Servs a raWa1 Howard D. White(Drexel University) with the ddvice of Dr. Jacqueline Schools with Under 507 Students, or >e vanable FTE Total Paid Staff Maneall(Drexel University)and Dr,Roger Tipling(Southwest Missouri (Professional and Nonprofessional), the 75th percentile is 1.5 (or one State University), and in consultation with the chairperson of the and one-half persons) and both the 90th and 95th percentiles are 2.0 Standards Writing Committee. _ (or two full-time persons).The.data for each category.were,calculated Several points should be made about the sample of schools frdm independently; therefore,the totals for total FTE paid staff do not equal which data ars reported and the way that the tables were constructed: the sums of the categories listed above. i 1. The analysis for the guidelines is based solely on data from the The collection data arecounis.For example,in the same chart,the approximate number of volumes held by High Service Elementary public, school sample (The tape and oodebock for the private school Schools with Under 500 Students is 9,227 volumes by schools at 1116 sample were received too late to be included.) > 75th percentile; 11,1 L7 volumes by schools at the 90th percentile; and ti 2. The public school sample comprises 3,839 schools overall. Of P A 12,80 volumes by schools at the 95ih percentile. these, 312 were excluded from the analysis as "non-typical:' Of these, values of all variables within the Budget section should be read as 284 were"combination' schools (elementary and middle grades com• bind); the rest were Alternative schools, vocational or technical dollars and cents figures. For example, Book Budget per Pupil should _ schools, and schools providing special education to the handicapped. be rend as at the at the r 75th percentile;figur$11.4es i et the 90th percentile; Z 3. In order to determine the high-service each school and$10-73 at the 95th percentile.Total figures in budget categories civ r. in the remaining sample of 3,527 was g ven a score on the basis of how not cumulative. n The guidelines for library media Programs presented throughout r many of the 22 services it occasionally or routinely performed.A 2 was r assigned for a service routinely performed,a 1 for servioe cocasionally INFOIIMATION PowFit are essentially puo6'krliK"end are intended to pro- r performed, and e 0 for a service never performed. A school mould vide assistance in striving for exoellerim Quantitative descriptions are r therefore have a score ranging from 0, if none of the services was per- limited in value because the quantitative characteristics of programs C. formed, to 44, if all the services were routinely performed. Programs vary ilon to needs and program activities.They are,by no means! scoring 32 and above(that is,one standard deviation above the mean of the role e criteria by which individual programs should be evaluated: 23.6)were identified as high-service programs.The 1lhrary media cen- ^` Quantitative descriptions of high quality or"state-of-the-art"programs ter prvgrarns of 671 schools mel the criteria for being designated high- / are included here so that individual school library media specialists service. All tho figures in the guidolines aro drawn from this national may compare their program resources and activities with those of subaampla is further broken down },y school The schools identified as high-service providers.The use of level and size su}asemple of 571. m sobal and student The size, as follows: categories allows individual readers to select the types and sizes of Pro-, grama moss like their own and to compare their own atatistics on facihl ties, collacuons, etc., with those of such programs. Bemuse the national guidelines are Intended to provide assistancu m Elementary schools under 500 158 in striving for excellence, the tables show only the characteristics of Elementary schools over 500 114 programs that deliver high levels of service and not the whole range of Middle/Junior high schools under 500 35 current practice.The full report is available from the Department of Ed- Middle/junior high schools over 500 96 ueatfon for individuals interested in reviewing the characteristics of . - High schools under 500. - -- .32 - - programs providing other levels of services High schools between 500 and 1,000 38 High schools over 1,000 98 <_ The fallowing are the 22 services included in the survey: 571 i v s cy u