School Library Media

Centers:

Selected Results From the

Education Longitudinal

Study of 2002 (ELS:2002)

E.D. TAB U.S. Department of Education

Institute of Education Sciences

NCES 2005–302
School Library Media

Centers:

Selected Results From the

Education Longitudinal

Study of 2002 (ELS:2002)

E.D. TAB

December 2004

Leslie Scott

Education Statistics

Services Institute

Jeffrey Owings

Project Officer

National Center for

Education Statistics

U.S. Department of Education

Institute of Education Sciences

NCES 2005–302
U.S. Department of Education

Rod Paige 

Secretary

Institute of Education Sciences 

Grover J. Whitehurst 

Director

National Center for Education Statistics

Jeffrey Owings 

Associate Commissioner

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NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, 

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Please direct your comments to: 

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January 2005

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Suggested Citation 

Scott, L. (2004). School Library Media Centers: Selected Results From the Education Longitudinal Study of 2002 

(ELS:2002) (NCES 2005-302). U.S. Department of Education, National Center for Education Statistics. 

Washington, DC: U.S. Government Printing Office. 

For ordering information on this report, write: 

 U.S. Department of Education 

 ED Pubs 

 P.O. Box 1398 

 Jessup, MD 20794ñ1398 

Call toll free 1ñ877ñ4EDñPubs; or order online at http://www.edpubs.org

Contact:

Jeffrey Owings, Project Officer 

(202) 502-7423 

Jeffrey.Owings@ed.gov
 iii

Executive Summary 

Introduction 

School libraries play an important role in making information available to students and in 

teaching students how to obtain and use that information. The constant improvement in the 

quality and affordability of personal computers, particularly when coupled with the increase in 

the availability of electronically stored information of all kinds, means that todayís school 

libraries have become far more than simple repositories of books. One scholar suggests that, in 

order to meet the needs of todayís students, school library media specialists ìneed to develop 

high-tech environments to provide the types of learning experiences that employers will require 

of their employees. Electronic access to local and remote online networks, in-house use of CDROM databases, and interactive media are necessary for all library media centersî (Craver 

1995). 

This report provides an overview of the current state of school library media centers1

 that 

serve U.S. 10th-graders. The National Center for Education Statistics (NCES) Education 

Longitudinal Study of 2002 (ELS:2002) provides comprehensive data from multiple sources on 

school library media centers that served 10th-graders in 2002. ELS:2002 is a longitudinal study 

of a nationally representative sample of 15,5252

 10th-graders in 752 schools in the United States 

in 2002. The students will likely be followed until about age 30, with the first follow-up in 2004, 

when most of the students will be in the 12th grade. During the high school years, ELS:2002 is a 

multilevel study, involving multiple respondent populations, including students, their parents, 

their teachers, and their schools (from which data are collected from the school principal, the 

school librarian, and a facilities checklist). Obtaining data from multiple respondents provides a 

more comprehensive picture of the home, community, and school environment and the 

influences they have on the student. 

The ELS:2002 library media center survey, administered primarily to school librarians, 

examined various aspects of school librariesótheir space, organization, collections, resources, 

staffing, and use. In addition, 10th-graders provided information on their use of and opinions 

about their school libraries. 

Key Findings 

 This E.D. TAB summarizes findings for all ELS:2002 schools and students about library 

media centers. Findings for schools are presented by the following school characteristics: school 

sector, school urbanicity, school region, grade span, school enrollment, and the percentage of 

students receiving free or reduced-price lunch in grade 10. Findings for students are presented 

by the following student characteristics: sex, race/ethnicity, socioeconomic status (SES), 

composite achievement test score in grade 10, studentís school sector, studentís school 

urbanicity, and studentís school region. Comparisons by these school and student characteristics 

 

1

 The terms ìschool libraryî and ìschool library media centerî are used interchangeably. 2

 This sample size (15,525) includes 163 students who were unable to complete the student questionnaire and 

cognitive tests due to disability, language barriers, etc. However, contextual data are available for these students on 

the ELS:2002 restricted-use data file. They are not on the public-use data file (where the sample size is 15,362). 
 iv

have been tested for statistical significance (at the .05 level). This executive summary presents 

highlights of findings from the ELS:2002 library media center survey and student survey. 

School library media centers: Who has them, and their organization 

 All participating ELS:2002 schools were asked if they had a school library media center, 

defined as follows: 

ìÖan organized collection of printed and/or audiovisual and/or computer resources which is 

administered as a unit, is located in a designated place or places, and makes resources and 

services available to students, teachers, and administrators. A library media center may also be 

called a library, media center, resource center, information center, instructional materials center, 

learning resource center, or some other name.î 

Schools that answered yes were then asked to complete a school library media center survey. In 

approximately three-quarters of the cases, the survey was completed by the school library media 

specialist; others were completed by the school principal or other school administrator.3

 

School library media centers are almost universally available. In 2002, 96 percent of 

schools had a library media center (table 1). Ninety-three percent of these school library media 

centers were centrally organized (one area in one building), while 7 percent were decentralized 

(collections or services located in more than one location) (table 2). 

Library resources, staffing, and circulation 

The library media center questionnaire asked numerous questions about the availability 

of library resources and services. The types of technology and equipment that many libraries had 

(and the percentage that had them) were Internet access (96 percent), personal computer (94 

percent), VCR (91 percent), audio equipment (89 percent), telephone (88 percent), and 

automated book circulation system (74 percent) (table 5a). Few libraries had these resources: 

electronic book reader (2 percent), technology for persons with disabilities (16 percent), and 

video conferencing equipment (20 percent). 

Of the database services that ELS:2002 asked school librarians about, 88 percent of 

school libraries had reference/bibliography databases, 82 percent had general articles and news 

databases, 62 percent had college and career databases, and 56 percent had academic subject 

databases (table 6). 

Sixty-two percent of school library media centers participated in some type of interlibrary 

loan (ILL) program with other libraries (table 7). School libraries were more likely to have an 

ILL program with public libraries in the area (43 percent) and area high schools (42 percent) than 

with colleges/universities (31 percent), the state library (30 percent), or other high schools in the 

state (25 percent). Public schools and schools in the Northeast were more likely to participate in 

ILL programs than Catholic and other private schools, and schools in the South and West. 

 

3

 Seventy-three percent of library media center questionnaire respondents were certified librarians/media specialists, 

4 percent were principals or other school administrators, and 23 percent were other. 
 v

Seventy-six percent of school library media centers had a state-certified librarian on staff 

(table 9). Combined elementary/secondary schools (schools with grades PK, K, 1, 2, 3, 4, or 5 

through 12) and smaller schools (schools with 1ñ399 students) were less likely to have a statecertified librarian on staff than schools with other grade spans and larger student enrollments. 

Seventy-five percent of school library media centers had fewer than 16,000 books (table 

4).4

 An average of 280 library materials (books, etc.) circulated from school libraries during a 

typical week (table 16). On average, about 1 book (or other library material) per student 

circulated from school libraries each week. 

Studentsí self-reported use and opinions of their school libraries 

 The ELS:2002 student survey contained several questions about studentsí use of and 

opinions about their schoolsí libraries. Students reported using the school library sometimes or 

often for research papers (54 percent), in-school projects (53 percent), Internet access (41 

percent), and assignments (41 percent) (table 18). Females used the school library more often 

than males for assignments, in-school projects, homework, research papers, and to read books for 

fun. Students from different SES backgrounds used school libraries for different reasons. 

Students from high-SES families were more likely than students from middle- or low-SES 

backgrounds to use the library sometimes or often for assignments and in-school projects. 

Students from low-SES families were more likely than students from middle or high-SES 

families to use the school library sometimes or often for homework, leisure reading, to read 

magazines or newspapers, to read books for fun, and for interests outside of school. Students 

with different test scores also used the library for different purposes. Students with high test 

scores were more likely than students with low or middle scores to use the library for 

assignments, in-school projects, and research papers. Students with low test scores were more 

likely than students with high or middle test scores to use the library for homework, leisure 

reading, to read magazines or newspapers, to read books for fun, and for interests outside of 

school. 

 The majority of students reported that their school libraryís reference materials were 

useful (58 percent reported they were useful and 22 percent reported they were very useful) 

(table 19). The majority of students also reported that school library staff were helpful with 

different tasks. For example, 79 percent of students reported that library staff were helpful or 

very helpful with finding research resources, such as books, magazines, and newspaper articles, 

on a research topic (table 20). 

 

4

 We recognize that a better measure would have been number of books per student, but the ELS:2002 variable for 

library holdings is not available as a continuous measure. Library book holdings is correlated with school size. For 

example, schools with the smallest enrollment size (1ñ399 students) were more likely than schools with larger 

enrollment sizes (400ñ799, 800ñ1,199, 1,200ñ1,599, 1,600 or more) to have fewer than 8,000 books. Likewise, the 

largest schools (1,600 or more students) were more likely than schools with fewer students to have 24,000 or more 

books in the library (table 7). 
 vi

Acknowledgments 

The authors would like to thank the many individuals who contributed to this E.D. TAB. 

Jennifer Thompson, formerly of the Education Statistics Services Institute (ESSI), was the initial 

author and analyst. Denise Davis of the American Library Association commented on drafts of 

the report and provided information on previous research of school library media centers. 

Adrienne Chute of the National Center for Education Statistics (NCES) contributed to the 

analytical design of the report. Jeffrey Owings, Associate Commissioner at NCES, provided 

direction and feedback on many aspects of the report. 

The NCES staff who reviewed the report and provided valuable suggestions include 

Marilyn Seastrom, Barbara Holton, and Jeffrey Williams. From ESSI, Mike Planty provided 

technical review for this report and Deven Carlson provided additional review and table 

formatting. 

The authors also thank Steven Ingels of RTI for providing the technical appendix. The 

technical appendix was taken from A Profile of the American High School Sophomore in 2002 

(NCES 2004-396) and modified slightly to suit this report. 
 vii

Table of Contents 

Section Page 

 Executive Summary.............................................................................................................. iii 

 Acknowledgments................................................................................................................. vi 

 

 List of Tables ........................................................................................................................ ix 

 

 Introduction.............................................................................................................................1 

 

 Selected Findings....................................................................................................................5 

Profile of School Library Media Centers.......................................................................5 

 Which schools have school library media centers?..........................................5 

 What do school library media centers look like?.............................................6 

School Library Media Center Resources .......................................................................7 

 Collections ......................................................................................................7 

 Equipment and technology .............................................................................7 

 Services...........................................................................................................9 

Expenditures ................................................................................................................11 

Staffing.........................................................................................................................11 

Librariansí Collaboration with School Teachers .........................................................12 

Use of School Library Media Centers .........................................................................13 

 When students may use library........................................................................13 

 How often library is used for various purposes ...............................................13 

 How many students visit during a typical week ..............................................13 

 Maximum books allowed out by students .......................................................14 

 Circulation of library materials........................................................................14 

 What materials may be taken out of the library...............................................14 

 Student Report of School Library Use.........................................................................16 

 Student Attitudes Toward School Library ...................................................................16 

References................................................................................................................................17 
 viii

Table of Contents (Continued) 

Section Page 

Appendix A: Technical Notes and Glossary......................................................................... A-1 

Appendix B: Standard Error Tables.......................................................................................B-1 

Appendix C: ELS:2002 Library Media Center Questionnaire ..............................................C-1 
 ix

Table of Contents (Continued) 

List of Tables 

Table Page 

1 Percent of 10th grade schools with a school library media center, by selected 

school characteristics: 2002 .........................................................................................18 

2 Mean total seating capacity of school library media centers and percent of 

school library media centers with different organizations and space 

accommodations, by selected school characteristics: 2002 .........................................19 

3 Percent of school library media centers with various work areas, by selected 

school characteristics: 2002 .........................................................................................20 

4 Percent of school library media centers with different amounts of library 

collections, by selected school characteristics: 2002...................................................21 

5a Percent of school library media centers with various equipment and 

technology, by selected school characteristics: 2002 ..................................................23 

5b Mean number of equipment and technology items offered by school library media 

centers, by category and selected school characteristics: 2002 ...................................26 

6 Percent of school library media centers with various services, by selected 

school characteristics: 2002 .........................................................................................27 

7 Percent of school library media centers that participate in various interlibrary 

Loan (ILL) programs, by selected school characteristics: 2002..................................29 

8 Percent distribution of school library media centersí expenditures on computer 

hardware (other than communications equipment), by selected school 

characteristics: 2002.....................................................................................................30 

9 Percent of school library media centers with various staff members, by selected 

school characteristics: 2002 .........................................................................................31 

10 Percent distribution of how frequently school library media center survey 

respondents worked with English teachers to plan and deliver instruction, by 

selected school characteristics: 2002 ...........................................................................32 

11 Percent distribution of how frequently school library media center survey 

respondents worked with math teachers to plan and deliver instruction, by 

selected school characteristics: 2002 ...........................................................................33 
 x

Table of Contents (Continued) 

List of Tables (Continued) 

Table Page 

12 Percent distribution of when students may use school library media centers on 

their own, by selected school characteristics: 2002.....................................................34 

13 Mean number of times during a typical week the school library media center is 

used by various groups, during school and non-school hours, by selected school 

characteristics: 2002.....................................................................................................35 

14 Percent distribution of schools with different amounts of student usage of school 

library during a typical week, during school and non-school hours, by selected 

school characteristics: 2002 .........................................................................................36 

15 Percent of schools with different maximum number of books that a student may 

check out of the school library at one time, by selected school characteristics: 

2002..............................................................................................................................37 

16 Mean total circulation of library materials (books, etc.) checked out from the 

library media center during a typical week, and per student, by selected school 

characteristics: 2002.....................................................................................................38 

17 Percent distribution of schools allowing certain materials to be taken out of the 

school library, by selected school characteristics: 2002 ..............................................39 

18 Percent of students who reported ìsometimesî or ìoftenî for use of school 

library media center for various purposes, for students whose schools have 

library media centers, by selected student characteristics: 2002 .................................40 

19 Percent distribution of student attitudes about reported usefulness of school 

library reference materials in helping with class assignments and research, for 

students whose schools have library media centers, by selected student 

characteristics: 2002.....................................................................................................41

20 Percent of students who reported ìvery helpfulî or ìhelpfulî for questions about 

helpfulness of library staff with various tasks, for students whose schools have 

library media centers, by selected student characteristics: 2002 .................................42 
 xi

Table of Contents (Continued) 

List of Tables in Appendix 

Table Page 

A-1 Percent distribution of 10th grade schools, by selected school characteristics: 

2002........................................................................................................................... A-6 

A-2 Percent distribution of 10th grade schools, by school sector and selected 

school characteristics: 2002 ...................................................................................... A-7 

 

A-3 Percent distribution of 2002 sophomores, by selected student characteristics: 

 2002........................................................................................................................... A-8 

A-4 Unweighted school sampling, eligibility, and participation by sampling stratum: 

2002......................................................................................................................... A-11 

A-5 Summary of ELS:2002 base year completion and coverage rates: 2002 ............... A-11 

 

A-6 Weighted responses rates for unimputed variables: 2002 ...................................... A-11 

A-7 ELS:2002 imputation variables: Weighted proportion missing and imputed ........ A-14 
 xii

Table of Contents (Continued) 

List of Standard Error Tables 

Table Page 

B-1 Standard errors for Table 1: Percent of 10th grade schools with a school library 

media center, by selected school characteristics: 2002..............................................B-2 

B-2 Standard errors for Table 2: Mean total seating capacity of school library media 

centers and percent of school library media centers with different organizations 

and space accommodations, by selected school characteristics: 2002 ......................B-3 

B-3 Standard errors for Table 3: Percent of school library media centers with various 

work areas, by selected school characteristics: 2002.................................................B-4 

B-4 Standard errors for Table 4: Percent of school library media centers with 

different amounts of library collections, by selected school characteristics: 2002....B-5 

B-5a Standard errors for Table 5a: Percent of school library media centers with various 

equipment and technology, by selected school characteristics: 2002........................B-7 

B-5b Standard errors for Table 5b: Mean number of equipment and technology items 

 offered by school library media centers, by selected category and selected 

 school characteristics .................................................................................................B-9 

B-6 Standard errors for Table 6: Percent of school library media centers with various 

services, by selected school characteristics: 2002 ...................................................B-10 

B-7 Standard errors for Table 7: Percent of school library media centers that 

participate in various interlibrary loan (ILL) programs, by selected school 

characteristics: 2002.................................................................................................B-12 

B-8 Standard errors for Table 8: Percent distribution of school library media 

centersí expenditures on computer hardware (other than communications 

equipment), by selected school characteristics: 2002..............................................B-13 

B-9 Standard errors for Table 9: Percent of school library media centers with 

various staff members, by selected school characteristics: 2002.............................B-14 

B-10 Standard errors for Table 10: Percent distribution of how frequently school 

library media center survey respondents worked with English teachers to plan 

and deliver instruction, by selected school characteristics: 2002 ............................B-15 
 xiii

Table of Contents (Continued) 

List of Standard Error Tables (Continued) 

Table Page 

B-11 Standard errors for Table 11: Percent distribution of how frequently school 

library media center survey respondents worked with math teachers to plan and 

deliver instruction, by selected school characteristics: 2002...................................B-16 

B-12 Standard errors for Table 12: Percent distribution of when students may use 

school library media centers on their own, by selected school characteristics: 

2002..........................................................................................................................B-17 

B-13 Standard errors for Table 13: Mean number of times during a typical week the 

school library media center is used by various groups, during school and 

non-school hours, by selected school characteristics: 2002.....................................B-18 

B-14 Standard errors for Table 14: Percent distribution of schools with different 

amounts of student usage of school library during a typical week, during school 

and non-school hours, by selected school characteristics: 2002..............................B-19 

B-15 Standard errors for Table 15: Percent of schools with different maximum 

number of books that a student may check out of the school library at one time, 

by selected school characteristics: 2002 ..................................................................B-20 

B-16 Standard errors for Table 16: Mean total circulation of library materials 

(books, etc.) checked out from the library media center during a typical week, 

and per student, by selected school characteristics: 2002........................................B-21 

B-17 Standard errors for Table 17: Percent distribution of schools allowing certain 

materials to be taken out of school library, by selected school characteristics: 

2002..........................................................................................................................B-22 

B-18 Standard errors for Table 18: Percent of students who reported ìsometimesî or 

ìoftenî for use of school library media center for various purposes, for students 

whose schools have library media centers, by selected student characteristics: 

2002..........................................................................................................................B-23 

B-19 Standard errors for Table 19: Percent distribution of student attitudes about 

reported usefulness of school library reference materials in helping with class 

assignments and research, for students whose schools have library media centers, 

by selected student characteristics: 2002 .................................................................B-24 
 xiv

Table of Contents (Continued) 

List of Standard Error Tables (Continued) 

Table Page 

B-20 Standard errors for Table 20: Percent of students who reported ìvery helpfulî 

or ìhelpfulî for questions about helpfulness of library staff with various tasks, 

for students whose schools have library media centers, by selected student 

characteristics: 2002.................................................................................................B-25 
 1

Introduction 

 

 School libraries play an important role in making information available to students and in 

teaching students how to obtain and use that information. The constant improvement in the 

quality and affordability of personal computers, particularly when coupled with the increase in 

the availability of electronically stored information of all kinds, means that todayís school 

libraries have become far more than simple repositories of books. One scholar suggests that, in 

order to meet the needs of todayís students, school library media specialists ìneed to develop 

high-tech environments to provide the types of learning experiences that employers will require 

of their employees. Electronic access to local and remote online networks, in-house use of CDROM databases, and interactive media are necessary for all library media centersî (Craver 

1995). Some empirical evidence exists in support of the positive benefits of high-tech school 

library media centers. Hamilton-Pennell et al. (2000) found that school library media centers 

with a full-time library media specialist, support staff, and a strong computer network were 

associated with higher student achievement, regardless of social and economic factors in the 

community. 

 The federal role in the development of school library media centers changed greatly in 

the last 40 years. The National Defense Education Act (NDEA) of 1958 provided funds for 

purchasing books in mathematics, science, and foreign languages, with funds for books in the 

humanities added in later years. The Elementary and Secondary Education Act of 1965, Title II, 

made grants available for acquiring library books, textbooks, and other instructional material as 

well as for demonstration projects and training for library media specialists. This legislation led 

to considerable growth in the establishment of school library media centers (Bard and Sakadi 

1981). 

The National Center for Education Statistics (NCES) is involved in research on libraries, 

formally establishing a library statistics program in 1989 and conducting surveys on academic 

libraries, public libraries, school library media centers, and state library agencies. The Education 

Longitudinal Study of 2002 (ELS:2002) is NCESís most recent longitudinal survey on secondary 

school education in the United States ELS:2002 is a longitudinal study of a nationally 

representative sample of 15,5255

 10th-graders in 752 schools in the United States in 2002.6 The 

students will likely be followed until about age 30, with the first follow-up in 2004, when most 

of the students will be in the 12th-grade. During the high school years, ELS:2002 is a multilevel 

study, involving multiple respondent populations, including students, their parents, their 

teachers, and their schools (from which data is collected from the school principal, school 

librarian, and from a facilities checklist). These multiple respondents provide a more 

comprehensive picture than would a single respondent of characteristics of students and of their 

home, community, and school environments. This E.D. TAB provides an overview of the 

current state of school library media centers that serve 10th-graders. 

 

5

 This sample size (15,525) includes 163 students who were unable to complete the student questionnaire and 

cognitive tests due to disability, language barriers, etc. However, contextual data are available for these students on 

the ELS:2002 restricted-use data file. They are not on the public-use data file (reducing the sample size to 15,362). 6

 See the technical appendix for information on response rates. 
 2

While the focus of ELS:2002 is on the students (10th-graders in 2002), ELS:2002 also 

provides a unique perspective on school library media centers. Information on school library 

media centers that serve 10th-graders can be obtained from multiple sources in ELS:2002 ñ from 

school librarians and from students. In the base year (2002), school librarians at schools that 

ELS:2002 10th-graders attended completed a questionnaire on the library in their school. The 

survey covered a range of topics, including library resources (books, technology, equipment, 

services, etc.), staffing, circulation, and use of school libraries (when used, rules about use, etc.). 

In addition, the student survey in ELS:2002 asked 10th-graders about their use of and attitudes 

toward their school libraries. Traditional, as well as recent, research on school libraries has 

concentrated on the views of librarians and teachers and has largely ignored the views of 

students (Phtiaka 1994). In ELS:2002, students were asked how often they used the school 

library for different purposes, and their opinions about library resources and staff. These sources 

together contribute to a more complete picture of school library media centers than studies that 

do not gather data from multiple sources, particularly the library user. These base-year (2002) 

data can also be linked to future student outcomes in high school and beyond when follow-up 

survey data become available. 

In ELS:2002, of 1,221 eligible contacted schools, 752 participated in the study, for an 

overall weighted school participation rate of approximately 68 percent (62 percent unweighted). 

Of 17,591 selected eligible students, 15,362 participated, for an overall weighted student 

response rate of approximately 87 percent. School and student unit nonresponse bias analyses 

were performed, as well as an item nonresponse bias analysis for the questionnaires.7

 The 

school-level bias due to nonresponse prior to computing weights and after computing weights 

was estimated based on the data collected from both respondents and nonrespondents, as well as 

sampling frame data. At the unit level (but not the item level), weighting techniques were 

employed to reduce detected bias, and after final nonresponse adjustments, the remaining relative 

bias ranged from 0 to 0.2 percent for schools and from 0 to 0.07 for students. For details of the 

bias analyses, see the Education Longitudinal Study of 2002: Base Year Data File Userís 

Manual. Of the 752 ELS:2002 participating schools, 710 schools had a school library media 

center and completed the library media center questionnaire, 8 did not have a school library 

media center and thus did not complete the questionnaire, and 34 did not complete the 

questionnaire and it was unknown whether they had a library or not (nonrespondents). Thus, the 

unit response rate for the library media center survey was 95.4 percent (unweighted). 

 This E.D. TAB provides an overview of school library media centers in 2002. The report 

presents data on school library media centers from two sources ñ school librarians and students. 

Specifically, this report provides information on the following topics: 

• description of ELS:2002 schools and students; 

• which schools have a school library media center; 

• what school library media centers look like ñ their capacity, organization, space; 

• resources ñ collections, equipment and technology, services; 

• expenditures; 

 

7

 Nonresponse bias analysis was not performed on the library media center questionnaire as the response rates were 

generally high and did not fall below the designated threshold. 
 3

• staffing; 

• librariansí collaboration with school teachers; 

• use of school library media centers ñ when students may use the library, how often 

the library is used for various purposes, maximum books allowed out by students, 

circulation of library materials, when materials may be taken out of the library; 

• student use of school library; and 

• student attitudes toward school library. 

The data provided on each of these topics is further examined by selected school and 

student characteristics. This is another advantage of the ELS:2002 data in understanding school 

libraries; information on the libraries can be examined for different types of schools and different 

types of students. School libraries are examined by the following school characteristics: 

• school sector (public, Catholic, other private); 

• school urbanicity (urban, suburban, rural); 

• school region (Northeast, Midwest, South, West); 

• grade span (grades PK, K, 1, 2, 3, 4, or 5 through 12; grades 6,7, or 8 through 12; 

grades 9 through 10, 11, or 12; grades 10 through 11 or 12); 

• school enrollment (1ñ399, 400ñ799, 800ñ1,199, 1,200ñ1,599, 1,600 or more 

students); and 

• percent of 10th-grade students that receives free or reduced-price lunch (0ñ5 percent, 

6ñ20 percent, 21ñ50 percent, and 51ñ100 percent). 

The student characteristics examined in this report with the student-level library data 

include the following: 

• sex; 

• race/ethnicity (American Indian/Alaska Native, non-Hispanic; Asian, Hawaii/Pacific 

Islander, non-Hispanic; Black or African-American, non-Hispanic; Hispanic 

(combined no race specified, and race specified); Multiracial, non-Hispanic; and 

White, non-Hispanic); 

• socioeconomic status (lowest quartile, middle two quartiles, highest quartile); 

• composite achievement test score in grade 10 (lowest quarter, middle two quarters, 

highest quarter); 

• studentís school sector (public, Catholic, other private); 

• studentís school urbanicity (urban, suburban, rural); and 

• studentís school region (Northeast, Midwest, South, West). 

Comparisons by these school and student characteristics are only discussed in this report 

where significant differences were detected. All specific statements of comparisons made in this 

report have been tested for statistical significance using t tests. Comparison statements are 

significant at the alpha level of .05. The reader is referred to the technical appendix for further 

details on the statistical methods used and on the school and student characteristics variables 

listed here. 
 4

It is important to note that many of the variables examined in this report are related to one 

another, and more complex interactions and relationships have not been taken into account. The 

purpose of an E.D. TAB is to introduce new NCES surveys and data through the presentation of 

selected descriptive information in tabular format. More complex analyses are addressed in 

other types of NCES reports, such as the Statistical Analysis Report series, or left to other 

researchers whose curiosity to dig deeper has been piqued by the associations reported here. 

 
 5

Selected Findings 

This E.D. TAB presents national data on school library media centers that serve 10thgraders. The data were collected as part of the Education Longitudinal Study of 2002 

(ELS:2002). In particular, this report examines results from the ELS:2002 school library media 

center survey, completed primarily by a certified librarian/media specialist8

 at the schools that 

2002 10th-graders attended. In addition, ELS:2002 10th-graders were asked about their use and 

opinions of their school library media center. The report provides basic information on schools 

that have a library media center, their physical space, and information on library resources, 

staffing, usage, and attitudes about school library media centers. These aspects are further 

examined by a number of school and student characteristics.9

Profile of School Library Media Centers 

Which schools have school library media centers? 

School library media centers are almost universally available to 10th-grade students. 

Ninety-six percent of schools enrolling 10th-grade students reported that they had a school library 

media center (table 1).10 The definition of a school library media center in the ELS:2002 

questionnaire was consistent with the definition used in the NCES School Library Media Center 

Survey. Library media center was defined as an 

ìorganized collection of printed and/or audiovisual and/or computer resources which is 

administered as a unit, is located in a designated place or places, and makes resources and 

services available to students, teachers, and administrators. A library media center may also be 

called a library, media center, resource center, information center, instructional materials center, 

learning resource center, or some other name.î 

The following results were found in examining the presence of a library media center by 

selected school characteristics: 

• Other private schools were less likely to have libraries than public and Catholic 

schools (81 percent vs. 100 percent, respectively). 

• Combined elementary/secondary schools (those schools whose enrollments began 

with grades PK, K, 1, 2, 3, 4, or 5 and also included 6 through 12) were also less 

likely to have libraries than schools with other grade spans (those with grades 6, 7, or 

8 and 9 through 12; grades 9 through 10, 11, or 12; grades 10 through 11 or 12).11 

 

8

 Seventy-three percent of library media center questionnaire respondents were certified librarians/media specialists, 

4 percent were principals or other school administrators, and 23 percent were other. 9

 See the technical appendix for details on the construction of these school and student variables. 

10 This percentage excludes those who did not complete the library media center questionnaire, and for whom we do 

not know if they had a school library media center or not. See the technical appendix for more details. Four percent 

of schools did not complete the library media center questionnaire, 4 percent of schools reported that they did not 

have a school library media center, and 92 percent of schools completed the library media center questionnaire. 11 Only schools with 10th-grade classes were included in the survey. The four grade span categories take into account 

the many possible configurations of schools offering 10th-grade classes. 
 6

• Small schools (1ñ399 students) were less likely to have libraries than schools with 

larger student enrollments12 (93 versus 100 percent). 

• Schools with a low percentage (0–5 percent) of 10th-graders receiving free or 

reduced-price lunches were less likely to have libraries than those with higher 

percentages of such students 13 (88 vs. 99 or 100 percent).

What do school library media centers look like?14

A number of library media center questions addressed issues of capacity, organization, 

and space in the school library and the activities that could be accommodated in that space. 

Results include 

• The mean total seating capacity of school library media centers was 69 students (table 

2). The mean varied by school enrollment; smaller schools had a smaller mean 

seating capacity than larger schools.15 Rural schools had a smaller seating capacity 

than urban and suburban schools (an average of 60 seats vs. 79 and 73 seats, 

respectively). Schools enrolling both upper and lower grade students had a smaller 

seating capacity than schools enrolling only the upper grades.16 Other private schools 

had a smaller seating capacity than public schools (52 vs. 73 seats, respectively). 

• Ninety-three percent of school library media centers were centrally organized (one 

area in one building), while 7 percent were decentralized (collections or services 

available in more than one location on campus or in another building) (table 2). 

Other private schoolsí libraries were less likely than public and Catholic schoolsí 

libraries to be centrally organized. Larger school libraries that served 400 or more 

students were less likely than small school libraries that served 1ñ399 students to be 

decentralized. 

• Ninety percent of school library media centers could accommodate a full class of 

students at one time (table 2). Eighty-one percent could serve a full class and another 

activity (such as production activities, conferences, small group work, individual 

browsing) at the same time. 

• Eighty percent of school library media centers had large group activity areas (areas 

for more than 5 persons for viewing or listening), 66 percent had small group activity 

areas (areas for 5 persons or less for viewing or listening), and 65 percent had 

 

12 Larger student enrollments were those with 400ñ799, 800ñ1,199, 1,200ñ1,599, and 1,600 or more students. 13 Higher percentages were those with 6ñ20 percent, 21ñ50 percent, or 51ñ100 percent of 10th-graders receiving free 

or reduced-price lunches. 

14 For the remainder of the report, percentages are based on all schools with library media centers. 

15 Schools with 1,600+ students had a higher average seating capacity than schools with 1,200ñ1,599 students, 800ñ

1,199 students, 400ñ799 students, and 1ñ399 students. Schools with 1,200ñ1,599 students had a higher average 

seating capacity than schools with 800ñ1,199 students, 400ñ799 students, and 1ñ399 students. Schools with 800ñ

1,199 students had a higher average seating capacity than schools with 400ñ799 students and schools with 1ñ399 

students. Finally, schools with 400ñ799 students had a higher average seating capacity than schools with 1ñ399 

students. 

16 Schools whose grade span included 5th-grade or lower had a lower mean seating capacity than schools that 

enrolled students higher than 5th-grade. Schools whose grade span included 8th grade or lower had a lower mean 

seating capacity than those that enrolled students higher than 8th grade. Schools whose grade span included lower 

than 10th grade had a lower mean seating capacity than those that enrolled students 10th-grade and higher. 
 7

individual activity areas (areas for individual reading, viewing, and listening) (table 

3). 

• Ninety-seven percent of school library media centers had a computer access area or 

lab, 82 percent had a staff work area (where library staff order, label, etc.), and 32 

percent had a conference room (table 3). 

School Library Media Center Resources 

Collections 

The primary library resources are, of course, library books and similar materials. Several 

items in the ELS:2002 school library questionnaire asked about collections in the school library 

(only those collections administered by the media center). These included the number of library 

holdings at the end of the 2000ñ2001 school year of books (all copies), video materials (tape, 

DVD, or laser disc titles; not duplicates), periodical subscriptions (current print or microform 

subscriptions), and electronic database subscriptions (online, CD-ROM, electronic journals, 

electronic books; not duplicates) (table 4).17 Some findings were 

• Seventy-five percent of schools had fewer than 16,000 books in 2001. Six percent 

had 24,000 or more books; these schools tended to be large high schools. 

• Sixty-one percent of schools had fewer than 250 videos; 31 percent had 250ñ999 

videos; 7 percent had 1,000ñ1,749; and 1 percent had 1,750 or more videos. 

• Forty-two percent of schools had fewer than 25 periodical subscriptions in 2001; 36 

percent had 25ñ49 subscriptions; 12 percent had 50ñ74 subscriptions, and 10 percent 

had 75 or more. 

• Twenty-five percent of schools had no electronic database subscriptions; 44 percent 

had 1ñ3 subscriptions; 14 percent had 4ñ6 subscriptions and 17 percent had 7 or 

more. 

Equipment and technology 

ELS:2002 library media center survey extensively covered what resources were available 

in school library media centers. The survey addressed whether school library media centers had 

various sorts of equipment and technology, including the following items: telephone, fax 

machine, photocopier, VCR, laser disc player, DVD player, electronic book reader (e.g., rocket 

ebooks), CD-ROM reader (external or built in drive), personal computer (PC), automated book 

circulation system, Internet access capability (e.g., dial-up connection, cable modem, ISDN, 

dedicated line), cable TV, closed-circuit TV, video camera, satellite TV hook-up, audio 

equipment (e.g., video cassette recorder/player, record player), video conferencing equipment, 

scanner (for images and text), LCD panel or other projection device (for projecting images 

directly from a computer), and technology to assist students or teachers with disabilities (e.g., 

TDD, specially equipped workstations, CCTV, screen readers, keyboard alternatives). Table 5a 

reports the percentages of schools having these items by selected school characteristics. Given 

 

17 Ideally, data on collections should be reported as a uniform books (videos, periodicals, databases) per student 

measure. However, the number of collections and holding of libraries were collected as categorical (i.e., range) 

variables only; thus, such a measure could not be constructed. 
 8

the extensive list of equipment, table 5b shows the mean number of items school libraries own in 

three categories. The first category is office equipment which comprises three items: telephone, 

fax machine, and photocopier. The second category is audio-visual equipment which consists of 

8 items: audio equipment, LDC panel, VCR, video camera, videoconferencing equipment, cable 

television, closed-circuit television, and satellite TV hook-up. The third category is electronic 

equipment with 6 items: personal computer, CD-ROM reader, DVD player, laser disk player, 

scanner, and electronic book reader. The following results pertain to which equipment and 

technology school libraries had, and which libraries were more likely to have certain kinds of 

equipment and technology: 

• The mean number of office equipment owned by school library media centers is 1.8 

(out of 3 pieces of equipment). The mean number of audiovisual equipment owned 

by libraries is 4.5 (out of 8 possible items). The mean number of electronic 

equipment (out of 6) that libraries have is 2.8 (table 5b). 

• Private schools have less office equipment, on average, in their library media centers 

than public and Catholic schools. Private and Catholic schools have less audiovisual 

equipment, on average, than public schools. Public schools have more electronic 

equipment in their school libraries than private schools (table 5b). 

• Regarding the equipment owned by school library media centers of various size 

enrollments, a discernable pattern appears to emerge between schools with fewer than 

800 students and schools with 800 or more students. Smaller schools (fewer than 800 

students) own less audiovisual and electronic equipment, on average, than larger 

schools (800 or more students) (table 5b). 

• Schools in which a moderate number of students, relatively speaking, are receiving 

free and reduced-price lunch, 6 to 20 percent, are better equipped in terms of office, 

audiovisual, and electronic equipment than schools in which a small number of 

students are receiving free and reduced-price lunch, 0-5 percent. For two of the 

equipment categories, office and electronic equipment, schools of moderate numbers 

of free and reduced-priced lunch students also have more equipment than schools in 

which 21 to 50 percent of their students are receiving free and reduced-price lunch 

(table 5b). 

At the more detailed level (see table 5a) 

• Most school library media centers responded as having the following items: Internet 

access (96 percent), personal computer (94 percent), VCR (91 percent), audio 

equipment (89 percent), telephone (88 percent), and automated book circulation 

system (74 percent). 

• Few school library media centers responded as having these items: electronic book 

reader (2 percent), technology for persons with disabilities (16 percent), and video 

conferencing equipment (20 percent). 

• Schools with larger student enrollments tended to have more types of equipment and 

technology than smaller schools. For instance, schools with 1ñ399 students were less 

likely to have a telephone, photocopier, laser disc player, automated book circulation 

system, cable TV, closed circuit TV, video camera, and LCD panel than schools with 

more students (400ñ799, 800ñ1,199, 1,200ñ1,599, and 1,600 or more students). 
 9

• In general, other private school libraries had fewer types of equipment and 

technological items than public school libraries, and for some items, fewer than 

Catholic school libraries. Other private school libraries were less likely to have a 

telephone, fax machine, laser disc player, automated book circulation system, Internet 

access, cable TV, closed circuit TV, video camera, satellite TV hook-up, scanner, 

LCD panel, and technology for disabled compared to public schools. The one 

exception to this pattern was that other private schools were more likely to have a 

personal computer in the library than public schools (although this percentage was 

greater than 90 percent for all types of schools). Catholic schools were more likely 

than other private schools to have a telephone, photocopier, laser disc player, and 

closed circuit TV. 

• Overall, suburban school libraries had more types of resources in the form of 

equipment and technology than urban schools, and more than rural school libraries. 

Suburban school libraries were more likely to have a laser disc player, cable TV, 

closed circuit TV, video camera, satellite TV, and video conferencing equipment than 

urban school libraries. Suburban schools were more likely than rural schools to have 

a photocopier, laser disc player, DVD player, and closed circuit TV in their library. 

• Generally, combination elementary/secondary schools (grade spans of PK, K, 1, 2, 3, 

4, or 5 through 12) had fewer types of equipment and technological resources than 

schools with other grade spans, especially schools serving grades 9 through 10, 11, or 

12 or grades 10 through 11 or 12. Elementary/secondary school libraries were less 

likely to have a telephone, fax machine, photocopier, laser disc player, automated 

book circulation system, closed circuit TV, and video camera compared to libraries in 

schools with grades 9 through 10, 11, or 12 and schools with grades 10 through 11 or 

12. 

Services 

In addition to equipment and technology, the library media center survey also asked 

school library respondents about various electronic services and software. These included the 

availability of: online catalogs, other librariesí online catalogs, Internet access, e-mail or chat 

room access, reference and bibliography databases (e.g., encyclopedia, dictionary), general 

articles and news databases, college and career databases, academic subject databases (education, 

business/management, humanities, science/engineering/math, or English databasesóe.g., ERIC 

or Science Direct), electronic full-text books, journals, references, or magazines, educational 

software (e.g., CD-ROMs, Math Blasters), and multimedia production facility (i.e., a studio 

containing a computer and equipment using text, full-color images and graphics, video, 

animation, and sound) (table 6). Some of the findings include 

• Most schools reported having the following services: Internet access (96 percent), 

reference/bibliography database (88 percent), and general articles/news database (82 

percent). Sixty-two percent of schools reported having college and career databases 

and 56 percent had academic subject databases. 

• Few schools reported having a multimedia production facility (18 percent). 

• Other private schools, particularly compared to public schools, had the fewest 

services of the ones listed above in their school libraries. Other private schools were 
 10

less likely than public schools to have an online catalog, Internet access, 

reference/bibliography database, general articles/news database, college/career 

database, academic subject database, and electronic books, journals, references, and 

magazines. Other private schools were also less likely than Catholic schools to have 

an online catalog, general articles/news database, and college/career database. 

• Rural schools tended to have more services than urban schools, and in a couple of 

instances, more than suburban schools. Rural schools were more likely than urban 

schools to have a reference/bibliography database, a general articles/news database, 

and electronic books, journals, references, and magazines; rural schools were also 

more likely than suburban schools to have reference/bibliography and general 

articles/news databases. 

• Compared to school in the Midwest, schools in the western region of the U.S. 

reported fewer types of library services. Schools in the West were less likely than 

schools in the Midwest to have a reference/bibliography database, general 

articles/news database, academic subject database, educational software, and 

multimedia production facility. 

• Smaller schools tended to have fewer types of library services than schools with 

larger enrollments. For example, the smallest schools (enrollments of 1ñ399 

students) were less likely than schools with enrollments of 800ñ1,199, 1,200ñ1,599, 

and 1,600 or more students to have an online catalog, other librariesí online catalogs, 

reference/bibliography database, and an academic subject database. 

The ELS:2002 library media center questionnaire also asked about six different 

interlibrary loan (ILL) programs (with area high schools, with other high schools in the state, 

with public libraries in the area, with the state library, with colleges and universities, and other 

ILL programs) (table 7). The results showed 

• Sixty-two percent of school library media centers participated in any type of ILL 

program. School libraries were more likely to be in a loan agreement with area public 

libraries and high schools, than other types of ILL programs. Forty-three percent of 

schools had ILL programs with public libraries in the area; 42 percent did with area 

high schools; compared to 31 percent with colleges and universities; 30 percent with 

the state library; and 25 percent with other high schools in the state. 

• Public schools were more likely than Catholic schools and other private schools to 

participate in any type of ILL program (70 percent vs. 50 and 28 percent, 

respectively), and were more likely to participate in each specified ILL program 

(except other ILL programs, not specified). Catholic schools were more likely than 

other private schools to participate in ILL programs with area high schools, public 

libraries in the area, the state library, and colleges and universities. 

• Suburban and rural schools were considerably more likely than urban schools to 

participate in ILL programs with other high schools in the state, public libraries in the 

area, and the state library. About half of rural schools (52 percent) and 44 percent of 

suburban schools participated in ILL programs with public libraries compared to a 

quarter (25 percent) of urban schools. 

• More than half of schools in the Northeast and Midwest regions of the United States 

participated in any kind of ILL program. Schools in the Northeast region were more 
 11

likely than schools in any other region (Midwest, South, and West) to participate in 

ILL programs with area high schools, other high schools in state, and the state library. 

Schools in the Northeast were also more likely than schools in the South and West to 

participate in ILL programs with public libraries in the area and colleges and 

universities. 

Expenditures 

The ELS:2002 library media center questionnaire asked about the total expenditure for 

computer hardware (other than communications equipment) during the 2000ñ2001 school year 

(table 8).18 

• About 21 percent of schools reported no expenditures on computer hardware during 

the 2000ñ2001 school year. Thirty-six percent reported spending $1ñ2,499; 13 

percent reported spending $2,500ñ4,999; 10 percent reported spending $5,000ñ9,999; 

and 20 percent reported spending $10,000 or more. 

Staffing 

A number of questions in the ELS:2002 library media center questionnaire asked about 

the composition of the school library media center staff, including their certification status. 

Questions specifically asked whether librarians, teachers, other professionals, aides, and 

volunteers were on the school library staff (table 9). Some of the findings include 

• Seventy-six percent of school library media centers had a state-certified librarian on 

staff. Thirty-five percent of schools had state-certified teachers on their library staff. 

Twenty-three percent of schools had non-certified professionals on the library staff. 

Fifty-one percent of schools had paid library aides on staff, and 49 percent had 

volunteers who provided library services. 

• The smallest schools (enrollments of 1ñ399) were less likely than schools with larger 

enrollments to have state-certified librarians on staff. Larger schools tended to have 

more paid library aides on staff as well.19

• Public schools were more likely than Catholic and other private schools to have statecertified librarians on staff (87 percent vs. 66 and 33 percent, respectively). Catholic 

schools were more likely than other private schools to have state-certified librarians 

on staff. 

• Public schools were more likely than Catholic or other private schools to have paid 

library aides on staff (57 vs. 34 and 30 percent, respectively), whereas other private 

and Catholic schools were more likely than public schools to have non-certified 

professionals on staff (49 and 40 percent vs. 15 percent, respectively). 

 

18 This includes expenditures for purchase, rental, and/or lease. 19 The smallest schools (1ñ399 students) were less likely than schools with any other size enrollment to have paid 

library aides. Schools with 400ñ799 students and 800ñ1,199 students were less likely than schools with 1,200ñ

1,599 students and 1,600 or more students to have paid library aides on staff. 
 12

• Compared to suburban and rural schools, urban schools were less likely to have statecertified teachers on their library staff (20 percent vs. 39 and 40 percent, 

respectively). Urban schools were more likely than suburban and rural schools to 

have non-certified professionals on their library staff (43 percent vs. 23 and 10 

percent, respectively). Suburban schools were more likely than rural schools to have 

non-certified professionals. 

• High schools (grade spans 9 through 10, 11, or 12, or grades 10 through 11 or 12) and 

middle school/high schools (grades 6, 7, or 8 through 12) were more likely to have 

state-certified librarians on staff than combined elementary/secondary schools (grades 

PK, K, 1, 2, 3, 4, or 5 through 12). Combined elementary/secondary schools were 

more likely to have non-certified professionals on library staff than middle 

school/high schools and high schools with grades 10 through 11 or 12. 

Librariansí Collaboration with School Teachers 

The ELS:2002 library media center questionnaire asked library media center respondents 

how frequently they worked with English and math teachers to plan and deliver instruction 

during the 2001ñ2002 academic year (tables 10 and 11).20 Responses included: never, once 

during the year, once or twice a semester/term, monthly, weekly, or more than once a week. 

Results showed that 

• Many school librarians worked with English teachers at least once a month during the 

2001ñ2002 school year. Eighteen percent of school librarians worked with English 

teachers more than once a week during the 2001ñ2002 school year; 17 percent 

worked with English teachers weekly and 24 percent monthly. In contrast, 16 percent 

never worked with English teachers during the 2001ñ2002 school year. 

• Librarians worked less frequently with math teachers. One percent of school 

librarians worked with math teachers more than once a week during the 2001ñ2002 

school year; 2 percent worked with them weekly, and 8 percent monthly. In contrast, 

49 percent of school librarians never worked with math teachers during the school 

year. 

• School librarians in combined elementary/secondary schools (grade spans of PK, K, 

1, 2, 3, 4, or 5 through 12) were more likely than librarians in schools with other 

grade spans to have never worked with English and math teachers during the 2001ñ

2002 school year. School librarians in the smallest schools (1ñ399 students) were 

similarly more likely to have never worked with English and math teachers than were 

those in schools with larger school enrollments. 

 

20 Note that these questions about collaboration with teachers were asked only of the library media center 

questionnaire respondent about his or her own effort, and do not include any work that other library staff might 

engage in with math and English teachers. 
 13

Use of School Library Media Centers 

ELS:2002 examined use of school library media centers from both the school librariansí 

and the studentsí perspectives. Librarians were asked about when students were allowed to use 

the school library in their school, how often the library was used for various purposes, and the 

circulation of library materials. 

When students may use library (table 12) 

• Sixty-seven percent of schools allowed students to use their school library media 

center on their own at anytime. Students in public schools were more likely to have 

this privilege than students in other private schools (71 percent versus 52 percent); 

students in suburban schools were more likely to be able to use their school library at 

anytime independently than students in urban schools (70 percent versus 55 

percent).21

• Of those schools with scheduled periods for when students may use the library 

independently, 75 percent allowed students to use the library on their own during 

specific times throughout the day and 70 percent of schools permitted students to use 

the library before or after school. 

How often library is used for various purposes (table 13) 

• On average, school libraries were used (during school and non-school hours): 5 times 

per week for groups of two or more classes at the same time; 11 times per week for 

one class only; 18 times per week for small groups (less than a full class); and 5 times 

per week by groups for non-library-related activities. 

• Public school libraries were used more times per week for two or more classes at the 

same time and for one class only than Catholic schools and other private schools. 

Public school libraries were also used more often for small groups than other private 

schoolsí libraries. 

• Overall, larger schoolsí libraries were used more often each week for two or more 

classes at the same time, one class only, and small groups than smaller schools. For 

example, the average number of times per week the library was used for the described 

activities was lower in schools with enrollments of 1ñ399 students compared to 

schools with 1,200 or more students. 

How many students visit during a typical week (table 14) 

• Thirty-one percent of school library media centers reported receiving 100 to 249 

student visits (as individuals or groups) during a typical school week; 25 percent of 

school libraries reported student visits of 250 to 499 students per week; 19 percent of 

school libraries experienced 500 to 999 student visits during a typical school week; 

11 percent of school libraries reported student visits of over 1000 students per week; 

and 15 percent of school library media centers reported receiving less than 100 

student visits during a typical school week. 

 

21 The apparent difference between rural and urban schools was not statistically significant. 
 14

• Not surprisingly, in schools with large enrollments (800 or more students), more 

students visited the school library during the week than in schools with small 

enrollments (less than 800 students). 

Maximum books allowed out by students (table 15) 

• Two percent of schools did not allow students to check out books from the school 

library media center, while 23 percent did not have any maximum on the number of 

books that could be taken out at one time. 

Circulation of library materials (table 16) 

• The average number of library materials (books, etc.) that circulated during a typical 

week from school libraries was 280. 

• On average, one book per student circulated from school libraries each week. 

What materials may be taken out of the library (table 17) 

• The school library media center questionnaire asked respondents if students could 

take out the following materials from the library: reference materials, periodicals, AV 

materials, AV equipment, computer software (includes CD-ROM), and computer 

hardware. Sixty-two percent of schools allowed students to take out periodicals, 48 

percent allowed reference materials, and 34 percent allowed AV materials to be 

checked out of the library. Twenty-six percent of schools did not allow any of the 

materials to be taken out of the library by students. 

• Seventy-two percent of schools allowed parents to check out materials from the 

school library. 

Student Report of School Library Use22

In the ELS:2002 student questionnaire, 10th-graders answered a series of questions about 

whether, how often, and for what types of activities they used the school libraryófor course 

assignments, in-school projects, homework (assignments to be completed outside of class time), 

research papers, leisure reading, to read magazines or newspapers, to read books for fun, for 

interests outside of school (i.e., to learn about things not considered course-related, such as 

sports, hobbies, people, or music), and for Internet access (table 18). The following results are 

reported for students who responded that they used the library ìsometimesî or ìoftenî for a 

given activity: 

• Students reported using the school library sometimes or often for research papers (54 

percent), in-school projects (53 percent), Internet access (41 percent), and 

assignments (41 percent). They also used the library sometimes or often for 

homework (27 percent), interests outside of school (21 percent), to read magazines or 

newspapers (17 percent), to read books for fun (17 percent), and leisure reading (16 

percent). 

• There were many sex differences in student usage. Females were more likely than 

males to use their school libraries sometimes or often for assignments, in-school 

 

22 All student responses are for those students attending schools that had a school library media center. 
 15

projects, homework, research papers, and to read books for fun. Males were more 

likely than females to use the library sometimes or often for interests outside of 

school. 

• Racial and ethnic differences in student usage were also apparent. American Indians, 

Asians, Blacks, Hispanics, and those who identified as Multiracial were more likely 

than Whites to use the school library sometimes or often for leisure reading and 

outside interests. American Indians, Blacks, and Hispanics were more likely than 

Asians to use the school library sometimes or often for outside interests. Asians, 

Blacks, Hispanics, and those who identified as Multiracial were also more likely than 

Whites to use the school library to read magazines or newspapers and to read books 

for fun. Asians, Hispanics, and Blacks were more likely than Whites to use the 

library for homework. Blacks were more likely than Whites and Hispanics to use the 

library for Internet access. Asians and Blacks were more likely than Hispanics to use 

the school library sometimes or often for in-school projects. 

• Students from different socioeconomic (SES) backgrounds used school libraries for 

different reasons. Students from higher SES families were more likely to report using 

the school library sometimes or often for assignments and in-school projects than 

students from lower SES backgrounds.23 Students from lower SES families were 

more likely than those from higher SES families to use the school library sometimes 

or often for: leisure reading, to read magazines or newspapers, to read books for fun, 

and for interests outside of school. 24 Students from low-SES backgrounds were also 

more likely to use the library for homework than students from middle- or high-SES 

backgrounds. 

• Students with different test scores also used the school library for different purposes. 

Students with higher tests scores were more likely than students with lower test 

scores to use the library sometimes or often for assignments, in-school projects, and 

research papers. 25 Students with lower test scores were more likely than students 

with higher test scores to use the library for homework, leisure reading, to read 

magazines or newspapers, and for outside interests. 26 In addition, students with low 

test scores were more likely than students with middle or high test scores to use the 

library to read books for fun. 

• Students in other private schools reported greater usage of the school library 

sometimes or often for homework, leisure reading, and to read magazines or 

newspapers than students in public or Catholic schools. In addition, students in other 

private schools report greater usage of their school library than students in public 

schools for assignments and Internet access. 

 

23 Household socioeconomic status (SES) was divided into three categoriesóhigh, middle, and low. See the notes 

in appendix A for details on variable construction. Students from high-SES families were more likely to use the 

library for assignments than students from middle- or low-SES families; students from middle-SES families were 

more likely to use the library for assignments than students from low-SES families. Students from high-SES 

families were more likely to use the library for in-school projects than students from middle- and low-SES families. 24 Low-SES students more than middle- and high-SES students; middle-SES students more than high-SES students. 

25 Test scores are a composite of reading and math scores in 10th grade. Test scores were divided into three 

categoriesóhigh, middle, and low. See appendix A for details on variable construction. Here, students with high 

tests more than students with middle or low tests; students with middle tests more than students with low tests. 26 Students with low test scores more than students with middle or high test scores; students with middle test scores 

more than students with high test scores. 
 16

Student Attitudes Toward School Library 

Students were asked how useful their school library reference materials (books, 

magazines, Internet resources, and databases) were in helping them with class assignments and 

research (table 19). Results included 

• The majority of students found their school library reference materials useful. Fiftyeight percent reported the reference materials in their school library were useful, and 

another 22 percent found their school library reference materials very useful. Twelve 

percent reported not using the library at all. 

• Black students were more likely than Asian, Hispanic, and White students to respond 

that school library reference materials were ìvery useful.î 

• No differences were detected between studentsí scores on the ELS:2002 achievement 

test (combined English and math; highest quartile, middle quartile, or lowest quartile) 

and their attitudes towards the school library. 

Students were also asked how helpful they thought the library staff was with various 

tasksófinding research resources such as books, magazines, and newspaper articles on a 

research topic, using databases (online databases or CD-ROMs) for research, and using the 

Internet for research (table 20). The following results pertain to those students who found the 

staff to be ìvery helpfulî or ìhelpfulî: 

 

• Well over half of students reported that library staff was helpful with several tasks. 

Seventy-nine percent of students reported that the library staff was very helpful or 

helpful with finding research resources. Sixty-five percent of students reported that 

the library staff was very helpful or helpful with using databases. Sixty-nine percent 

of students reported that the library staff was very helpful or helpful with using the 

Internet. 

• Female students were more likely than male students to report that library staff was 

very helpful or helpful with the above tasks. 

• Asian students were less likely to report staff was very helpful or helpful with all 

three tasks than Hispanics and Whites. Asian students were also less likely than Black 

students to report staff was very helpful or helpful with using databases and the 

Internet for research. 
 17

References 

Bard, T.B., and Sakadi, E. (1981). School Libraries in the United States Since 1945. In M. 

Jackson (Ed.), International Handbook of Contemporary Developments in Librarianship

(pp. 547-557). Westport, CT: Greenwood Press. 

Chaney, B. (1998). School Library Media Centers: 1993-94 (NCES 98-282). U.S. Department 

of Education, National Center for Education Statistics. Washington, DC: U.S. Government 

Printing Office. 

Craver, K.W. (1995). Shaping our Future : The Role of School Library Media Centers. School 

Library Media Quarterly, 24(1): 13-18. 

Hamilton-Pennell, C., Lance, K.C., Rodney, M.J., and Hainer, E. (2000). Dick and Jane Go To 

the Head of the Class. School Library Journal, 46(4): 44-48. 

Ingels, S.J., Pratt, D.J., Rogers, J., Siegel, P.H., and Stutts, E.S. (2004). Education Longitudinal 

Study of 2002: Base Year Data File User's Manual (NCES 2004ñ405). U.S. Department of 

Education. Washington, DC: National Center for Education Statistics. 

Ingels, S.J., Burns, L.J., Charleston, S., Xianglei, C., and Cataldi, E.F. (forthcoming). A Profile 

of the American High School Sophomore (NCES 2005-338). U.S. Department of 

Education. Washington, DC: National Center for Education Statistics. 

Lee, V.E. (2000). School Size and the Organization of Secondary Schools. In M.T. Hallinan 

(Ed.), Handbook of the Sociology of Education (pp. 327-344). New York: Kluwer 

Academic/Plenum Publishers. 

Lemke, M., Lippman, L., Bairu, G., Calsyn, C., Kruger, T., Jocelyn, L., Kastberg, D., Liu, Y., 

Roey, S., and Williams, T. (2001). Outcomes of Learning: Results from the 2000 Program 

for International Student Assessment of 15-Year-Olds in Reading, Mathematics, and 

Science Literacy (NCES 2002ñ115). U.S. Department of Education, National Center for 

Education Statistics. Washington, DC: U.S. Government Printing Office. 

Phtiaka, H. (1994). School Library: The Pupil View. Education Review, 46(3): 309-323. 

Seastrom, Marilyn. (2002). NCES Statistical Standards (NCES 2003-601). U.S. Department of 

Education, National Center for Education Statistics. Washington, DC: U.S. Government 

Printing Office. 
18

School characteristic Percentage with a school 

library media center

 Total 96.1

 

School sector

 Public 100.0

 Catholic 100.0

 Other private 80.8

School urbanicity

 Urban 99.1

 Suburban 93.1

 Rural 98.0

School region

 Northeast 95.0

 Midwest 97.7

 South 94.3

 West 98.2

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 87.6

 6, 7, or 8ñ12 100.0

 9ñ10, 11, 12 99.7

 10ñ11, 12 100.0

School enrollment

 1ñ399 92.6

 400ñ799 100.0

 800ñ1,199 100.0

 1,200ñ1,599 100.0

 1,600+ 100.0

Grade 10 percent free lunch1

 0ñ5 percent 87.9

 6ñ20 percent 100.0

 21ñ50 percent 99.4

 51ñ100 percent 100.0

NOTE: Detail may not sum to totals because of rounding.

Table 1. Percent of 10th-grade schools with a school library 

dd.dddddmedia center, by selected school characteristics: 2002

1

Percentage of a schoolís 10th-grade students that receive free or 

reduced-price lunch.

SOURCE: U.S. Department of Education, National Center for Education 

Statistics, Education Longitudinal Study of 2002 (ELS:2002), ìBase 

Year, School Survey, 2002.î
19

Mean total 

seating capacity 

(seats)

Centralized (one 

area in one 

building) 

(percent)

Decentralized 

(collections or 

services located in 

more than one 

location) (percent)

Media center can 

accommodate full 

class of students at 

one time (percent)

Media center can 

serve full class and 

other activity1 at once 

(percent)

 Total 69.2 92.6 7.4 89.6 80.5

School sector

 Public 73.3 96.4 3.6 94.2 83.2

 Catholic 63.7 94.9 5.1 93.1 70.3

 Other private 51.7 74.7 25.3 67.5 67.8

School urbanicity

 Urban 78.7 95.4 4.6 78.2 81.9

 Suburban 72.7 94.9 5.1 92.8 81.4

 Rural 59.6 88.3 11.7 92.6 78.8

School region

 Northeast 67.5 92.3 7.7 98.9 71.4

 Midwest 66.7 90.4 9.6 89.5 78.6

 South 72.8 91.8 8.2 87.1 87.5

 West 66.9 97.4 2.6 87.0 78.5

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ 12 49.1 85.7 14.3 72.3 88.7

 6, 7, or 8ñ12 56.3 92.7 7.3 99.1 72.8

 9ñ10, 11, 12 82.1 95.8 4.2 95.1 84.8

 10ñ11, 12 99.8 98.3 1.7 100.0 94.2

School enrollment

 1ñ399 46.0 85.0 15.0 81.2 70.5

 400ñ799 62.9 98.4 1.6 97.7 79.5

 800ñ1,199 88.5 98.6 1.4 88.8 92.0

 1,200ñ1,599 111.0 97.3 2.7 100.0 96.0

 1,600+ 128.4 96.0 4.0 98.9 97.4

Grade 10 percent free lunch2

 0ñ5 percent 64.8 83.2 16.8 84.2 74.9

 6ñ20 percent 76.6 95.2 4.8 95.9 91.2

 21ñ50 percent 67.6 95.4 4.6 89.7 79.9

 51ñ100 percent 64.9 97.4 2.6 85.0 73.3

1

 Such as production activities, conferences, small group work, individual browsing.

2

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

NOTE: Detail may not sum to totals because of rounding.

Library organization Space accommodations

Table 2. Mean total seating capacity of school library media centers and percent of school library media centers with 

ddddddd.different organizations and space accommodations, by selected school characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002), 

ìBase Year, Library Media Center Survey, 2002.î

School characteristic
20

Table 3. Percent of school library media centers with various work areas, by selected school characteristics: 2002

School characteristic Individual 

activity areas1

Small group 

activity areas2

Large group 

activity areas3

Staff work 

area4

Conference 

room

Computer 

access area or 

lab

 Total 65.3 65.7 80.1 81.9 31.6 96.8

School sector

 Public 65.1 67.2 81.4 86.8 35.4 98.1

 Catholic 58.4 64.4 81.8 86.0 30.0 94.7

 Other private 68.5 59.4 73.7 58.5 15.0 92.0

School urbanicity

 Urban 62.2 66.3 77.7 72.2 37.7 90.5

 Suburban 64.7 63.3 83.1 88.9 31.4 97.9

 Rural 67.9 68.1 78.0 79.6 28.3 99.4

School region

 Northeast 70.0 63.1 81.2 83.6 33.9 94.1

 Midwest 63.2 61.4 77.1 83.6 31.0 99.4

 South 67.8 72.5 81.7 84.2 30.5 96.2

 West 60.2 61.1 80.2 74.1 32.7 96.8

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 65.2 62.0 71.2 65.6 15.2 95.0

 6, 7, or 8ñ12 55.6 63.0 82.9 78.8 27.7 96.0

 9ñ10, 11, 12 68.2 68.5 83.3 90.6 40.4 97.9

 10ñ11, 12 67.3 61.4 90.6 96.0 51.5 100

School enrollment

 1ñ399 57.6 59.2 73.2 73.2 18.0 93.8

 400ñ799 66.1 66.8 79.5 80.6 30.6 98.7

 800ñ1,199 76.7 70.5 84.5 88.3 38.1 99.7

 1,200ñ1,599 73.5 81.3 89.3 97.4 62.4 98.6

 1,600+ 75.4 75.5 92.2 95.5 52.1 99.8

Grade 10 percent free lunch5

 0ñ5 percent 69.7 62.0 76.8 71.8 29.1 94.0

 6ñ20 percent 68.8 72.9 90.5 90.4 33.7 98.7

 21ñ50 percent 67.0 66.7 76.2 82.6 32.0 100.0

 51ñ100 percent 48.8 59.5 77.1 79.0 34.0 95.4

1

 Area for individual reading, viewing, and listening.

2

 Area for five persons or less for viewing or listening.

3

 Area for more than five persons for viewing or listening.

4

 Area where staff order, label, etc.

5

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

 
21

Fewer than 

8,000

8,000ñ

15,999

16,000ñ

23,999

24,000 or 

more

Fewer than 

250 250ñ999

1,000ñ

1,749

1,750 or 

more

 Total 38.8 36.1 18.9 6.2 60.5 31.1 7.1 1.3

School sector

 Public 32.4 39.0 22.3 6.3 56.1 34.7 7.7 1.5

 Catholic 32.0 50.4 14.3 3.3 62.7 32.5 4.8 #

 Other private 69.5 18.8 4.7 7.0 79.1 14.8 5.2 0.8

School urbanicity

 Urban 42.6 28.3 18.1 11.0 56.0 31.4 10.3 2.3

 Suburban 31.9 37.1 24.8 6.2 56.5 31.9 9.8 1.8

 Rural 44.4 39.6 12.5 3.5 67.3 30.0 2.4 0.2

School region

 Northeast 31.1 34.4 26.6 7.9 60.0 32.5 6.1 1.4

 Midwest 31.2 43.5 18.5 6.9 62.1 30.1 6.7 1.1

 South 43.2 34.8 16.9 5.1 49.8 38.2 10.5 1.4

 West 47.1 29.7 16.9 6.3 77.7 18.6 2.4 1.3

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 58.2 25.8 12.5 3.5 77.8 16.5 5.2 0.5

 6, 7, or 8ñ12 46.8 41.8 9.0 2.3 60.3 34.7 4.5 0.5

 9ñ10, 11, 12 27.9 38.9 24.7 8.5 51.6 37.8 8.9 1.7

 10ñ11, 12 6.1 56.7 24.1 13.2 53.5 30.7 7.9 7.9

School enrollment

 1ñ399 60.1 28.8 8.6 2.5 77.8 21.1 1.1 #

 400ñ799 32.5 46.1 18.5 2.9 54.8 37.7 7.5 #

 800ñ1,199 18.2 53.7 23.1 5.0 38.7 44.6 14.3 2.4

 1,200ñ1,599 3.9 40.0 43.0 13.1 41.2 42.5 16.3 #

 1,600+ 1.1 29.3 41.6 28 35.3 31.6 22.1 11.0

Grade 10 percent free lunch1

 0ñ5 percent 44.8 33.7 11.8 9.7 68.0 24.6 6.6 0.8

 6ñ20 percent 38.5 32.9 22.4 6.2 55.0 38.2 3.9 2.9

 21ñ50 percent 29.3 41.5 24.8 4.4 61.8 31.5 5.7 0.9

 51ñ100 percent 49.4 34.1 12.8 3.7 61.7 28.5 8.4 1.4

See notes at end of table.

2001 holdingsóbooks (all copies)

2001 holdingsóvideo materials (tape, 

DVD, or laser disc titles; not duplicates)

School characteristic

Table 4. Percent of school library media centers with different amounts of library collections, by selected 

ddddddd.school characteristics: 2002
22

Fewer 

than 25 25ñ49 50ñ74 75 or more None 1ñ3 4ñ6 7 or more

 Total 42.3 35.8 12.3 9.6 25.0 44.1 14.3 16.5

School sector

 Public 34.8 40.6 14.2 10.4 20.2 45.3 16.0 18.6

 Catholic 49.8 29.6 14.8 5.9 37.1 28.1 18.8 16.0

 Other private 73.6 16.2 3.1 7.0 42.8 44.0 5.7 7.6

School urbanicity

 Urban 46.2 29.2 12.3 12.3 29.6 38.6 14.4 17.4

 Suburban 37.8 36.5 14.4 11.3 27.0 34.4 19.0 19.5

 Rural 45.3 38.9 9.9 5.9 20.1 58.6 8.8 12.5

School region

 Northeast 34.3 39.6 12.7 13.5 17.2 35.3 21.3 26.3

 Midwest 36.1 36.8 15.2 11.8 22.8 43.3 19.2 14.7

 South 44.1 35.0 12.6 8.3 31.2 39.4 10.3 19.1

 West 53.4 33.1 7.7 5.8 22.8 59.7 9.9 7.5

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 64.8 31.2 1.4 2.7 30.9 54.2 5.2 9.7

 6, 7, or 8ñ12 36.9 47.2 11.3 4.6 32.1 31.3 18.4 18.2

 9ñ10, 11, 12 33.2 34.4 18.1 14.3 21.0 42.2 17.0 19.8

 10ñ11, 12 34.2 45.7 8.2 11.9 # 55.3 34.9 9.8

School enrollment

 1ñ399 59.3 30.4 6.4 3.9 36.3 46.4 10.1 7.2

 400ñ799 35.1 45.5 11.5 7.8 22.0 44.1 14.0 19.9

 800ñ1,199 27.0 42.2 13.6 17.2 16.0 43.4 16.9 23.7

 1,200ñ1,599 19.6 34.2 26.5 19.7 4.3 38.9 26.7 30.1

 1,600+ 19.7 33.7 24.7 21.9 6.1 42.6 22.9 28.5

Grade 10 percent free lunch1

 0ñ5 percent 50.3 31.1 10.2 8.4 34.4 34.7 15.4 15.5

 6ñ20 percent 37.2 33.2 15.1 14.5 15.3 49.4 13.1 22.3

 21ñ50 percent 35.4 44.1 12.1 8.3 20.0 54.4 10.9 14.7

 51ñ100 percent 42.4 40.0 10.9 6.7 36.2 34.0 14.1 15.6

# Rounds to zero.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

NOTE: Detail may not sum to totals because of rounding.

Table 4. Percent of school library media centers with different amounts of library collections, by selected 

ddddddd.school characteristics: 2002óContinued

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

2001 holdingsóperiodical subscriptions 

(current print or microform subscriptions)

2001 holdingsóelectronic database 

subscriptions (online, CD-ROM, electronic 

School characteristic journals, electronic books; not duplicates)
23

TelephoneFax 

machine

Photocopier VCR

Laser 

disc 

player

DVD 

player

Electronic 

book 

reader

CDROM 

reader

Personal 

computer

Automated 

book 

circulation 

system

 Total 88.0 21.1 67.4 91.1 38.4 22.7 1.9 71.3 94.1 73.9

School sector

 Public 92.4 24.1 70.6 91.8 42.8 23.2 1.4 74.6 92.8 79.1

 Catholic 93.0 13.1 84.8 90.1 41.5 32.7 1.5 69.2 98.5 67.3

 Other private 65.3 9.1 46.6 88.4 17.0 17.6 4.5 56.4 98.8 50.4

School urbanicity

 Urban 84.7 19.3 75.7 86.7 33.5 23.4 1.6 71.7 92.0 71.9

 Suburban 90.1 23.2 74.4 92.4 48.3 27.5 3.2 76.0 96.9 80.8

 Rural 87.5 19.8 54.6 92.4 30.3 17.0 0.6 65.6 92.2 67.4

School region

 Northeast 97.8 35.5 84.2 84.0 29.4 30.8 1.5 72.5 95.0 72.8

 Midwest 89.3 22.5 60.5 91.4 49.7 26.0 1.7 77.2 97.5 67.4

 South 82.9 18.3 66.8 95.8 35.4 20.8 3.3 70.5 88.5 77.5

 West 87.7 13.0 64.4 87.9 35.5 15.7 # 64.3 99.1 76.9

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 70.5 10.7 35.9 91.1 18.6 8.4 2.6 58.5 91.2 52.2

 6, 7, or 8ñ12 90.2 17.8 73.5 95.5 37.4 27.0 2.5 69.6 94.3 74.0

 9ñ10, 11, 12 95.3 26.6 80.4 89.8 48.1 28.7 1.4 77.0 95.3 83.4

 10ñ11, 12 100.0 35.0 74.7 97.5 47.6 25.0 2.9 93.8 100.0 95.5

School enrollment

 1-ñ99 72.9 13.1 44.2 86.4 23.6 16.3 2.0 57.1 91.6 55.0

 400ñ799 95.4 22.0 76.4 97.0 47.9 23.9 2.5 73.7 93.6 85.2

 800ñ1,199 100.0 22.6 93.6 95.3 46.8 29.7 1.4 88.1 97.1 90.9

 1,200ñ1,599 100.0 31.3 95.9 93.9 55.2 31.9 # 91.9 97.9 97.1

 1,600+ 100.0 39.3 99.5 91.5 64.4 36.2 1.6 88.1 98.5 98.1

Grade 10 percent free lunch1

 0ñ5 percent 78.8 13.9 63.2 90.5 32.9 28.6 0.7 64.9 98.0 66.7

 6ñ20 percent 97.0 34.2 84.8 90.4 40.9 28.2 3.7 84.2 98.4 90.2

21ñ50 percent 90.3 20.5 58.1 93.9 31.5 16.9 0.6 68.7 92.6 67.4

51ñ100 percent 82.5 14.9 66.0 87.2 48.0 13.8 3.0 65.6 80.2 70.1

Allowed to use item:

 Students 28.8 34.7 79.4 57.4 43.6 59.6 88.2 94.5 93.0 60.4

 Faculty/staff 91.1 85.6 89.6 99.0 99.9 95.3 90.3 98.9 95.0 61.6

 Library staff 87.2 87.6 89.0 78.9 78.9 88.7 100.0 93.1 92.7 96.9

See notes at end of table.

School library media center has:

School characteristic

Table 5a. Percent of school library media centers with various equipment and technology, by selected school 

dddddd.d characteristics: 2002
24

 Total 95.9 66.1 29.6 58.6 31.3 89.0 19.5 54.5 60.5 15.6

School sector

 Public 98.3 71.2 32.0 63.7 36.0 91.0 22.1 58.5 66.0 18.6

 Catholic 95.8 64.5 40.5 52.7 17.8 84.9 6.3 46.7 48.0 4.0

 Other private 84.7 42.5 15.7 36.4 13.6 79.8 11.3 38.4 38.2 4.9

School urbanicity

 Urban 86.3 51.1 26.1 45.6 14.7 83.2 8.8 44.3 50.4 9.0

 Suburban 97.8 71.0 39.1 63.0 34.8 89.0 20.7 57.9 64.4 15.8

 Rural 99.5 69.5 21.3 61.3 37.3 92.5 24.4 56.8 61.9 19.1

School region

 Northeast 93.7 63.9 23.1 46.6 21.5 81.9 16.1 44.3 56.2 11.9

 Midwest 96.7 74.3 31.1 73.4 40.4 90.7 24.9 65.8 61.5 22.7

 South 94.1 70.4 35.1 60.2 34.8 97.7 20.9 55.9 64.0 12.5

 West 100.0 49.0 22.3 45.8 20.9 77.1 12.4 44.3 56.1 14.6

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 92.5 52.5 12.9 41.2 28.1 86.9 28.4 46.2 50.1 12.1

 6, 7, or 8ñ12 99.1 68.4 25.8 67.3 37.1 94.4 15.0 59.6 61.2 13.0

 9ñ10, 11, 12 96.5 71.0 37.5 63.8 30.6 88.4 16.2 56.0 64.1 17.8

 10ñ11, 12 100.0 97.3 66.4 83.6 50.3 94.0 30.5 87.4 92.2 21.2

See notes at end of table.

Table 5a. Percent of school library media centers with various equipment and technology, by selected school dddddd.d 

dddddddd.characteristics: 2002óContinued

School library media center has:

Internet 

access

Cable 

TV

Closedcircuit TVVideo 

camera

Satellite 

TV hookup

Audio 

equipment

Video 

conferencing 

equipment Scanner

Technology 

for 

disabled

LCD panel 

or 

projection 

device

School characteristic
25

School enrollment

 1ñ399 92.4 51.8 13.1 46.7 25.8 89.2 17.4 51.8 48.9 12.0

 400ñ799 99.9 81.0 37.4 73.3 40.8 93.4 24.8 57.3 66.6 15.8

 800ñ1,199 100.0 73.9 47.3 68.3 39.9 92.8 20.0 54.6 77.3 19.4

 1,200ñ1,599 100.0 71.4 42.7 70.2 36.4 87.4 21.7 67.7 72.3 24.2

 1,600+ 100.0 83.2 55.3 69.7 36.4 83.9 24.6 70.1 83.3 31.8

Grade 10 percent free lunch1

 0ñ5 percent 90.8 55.7 29.1 50.0 17.4 83.4 9.7 45.8 50.9 10.4

 6ñ20 percent 99.9 81.4 35.8 65.1 34.1 91.3 31.2 66.1 71.8 18.4

 21ñ50 percent 99.5 70.9 23.2 58.9 38.7 89.1 23.3 52.5 62.2 20.1

 51ñ100 percent 90.2 52.7 32.9 48.8 24.4 92.9 10.8 51.5 56.4 9.9

Allowed to use item:

 Students 95.9 68.7 76.1 76.0 61.7 80.7 74.5 83.8 53.7 88.5

 Faculty/staff 98.5 96.1 90.3 98.9 83.8 99.1 95.2 92.8 95.9 89.3

 Library staff 90.2 91.5 93.2 89.5 94.8 87.9 90.7 93.1 92.5 79.4

# Rounds to zero.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

Table 5a. Percent of school library media centers with various equipment and technology, by selected school dddddd.d 

dddddddd.characteristics: 2002óContinued

School characteristic

School library media center has:

Internet 

access

Cable 

TV

Closedcircuit TVVideo 

camera

Satellite 

TV hookup

Audio 

equipment

Video 

conferencing 

equipment

NOTE: Two similar questions on Internet access were asked in the Library Media Center Questionnaire. Table 5a presents the 

results of respondentsí answers to question 11KA and table 6 presents respondentsí answers to question 12C. Estimates across the 

two tables differ, perhaps due to the slight wording differences of the two questions.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

Scanner

LCD panel 

or 

projection 

device

Technology 

for 

disabled
26

Office equipment Audiovisual equipment Electronic equipment

 Total 1.8 4.5 2.8

School sector

 Public 1.9 4.7 2.9

 Catholic 1.9 4.0 2.9

 Other private 1.2 3.3 2.3

School urbanicity

 Urban 1.8 3.7 2.6

 Suburban 1.9 4.8 3.1

 Rural 1.6 4.6 2.6

School region

 Northeast 2.2 4.0 2.8

 Midwest 1.7 4.8 3.2

 South 1.7 4.8 2.7

 West 1.6 3.7 2.6

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 1.2 3.7 2.3

 6, 7, or 8ñ12 1.8 4.7 2.9

 9ñ10, 11, 12 2.0 4.7 3.1

 10ñ11, 12 2.1 6.1 3.5

School enrollment

 1ñ399 1.3 3.8 2.4

 400ñ799 1.9 5.1 3.0

 800ñ1,199 2.2 5.1 3.2

 1,200ñ1,599 2.3 4.9 3.4

 1,600+ 2.4 5.3 3.6

Grade 10 percent free lunch1

 0ñ5 percent 1.6 3.9 2.7

 6ñ20 percent 2.2 5.0 3.2

 21ñ50 percent 1.7 4.5 2.6

 51ñ100 percent 1.6 4.2 2.7

1

Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

School characteristic

Table 5b. Mean number of equipment and technology items offered by school library media centers, 

ddddddd.. by category and selected school characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 

2002 (ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

includes eight items: audio equipment, LCD panel, VCR, video camera, videoconferencing equipment, cable television

closed-circuit television, and satellite TV hook-up. Electronic equipment includes six items: personal computer, 

CD-ROM reader, DVD player, laser disc player, scanner, and electronic book reader. 

NOTE: Office equipment includes three items: telephone, fax machine, and photocopier. Audio-visual equipment 
27

Table 6. Percent of school library media centers with various services, by selected school characteristics: 2002

Online 

catalog

Other 

librariesí 

online 

catalogs

Internet 

access

Email or chat 

room access

Educational 

software1

Multimedia 

production 

facility2

 Total 69.2 60.5 96.0 67.8 70.2 17.6

School sector

 Public 76.2 62.4 99.4 68.2 69.8 19.3

 Catholic 67.3 66.2 95.7 58.4 72.3 19.6

 Other private 36.5 49.9 79.7 69.0 71.6 8.8

School urbanicity

 Urban 66.2 62.1 92.3 65.5 65.0 11.0

 Suburban 76.7 57.2 95.7 66.0 72.2 18.5

 Rural 62.5 63.4 98.5 71.4 71.1 20.5

School region

 Northeast 78.7 76.2 93.7 63.4 65.8 15.7

 Midwest 68.5 68.9 96.8 65.5 78.4 23.1

 South 71.6 54.8 96.4 70.8 76.0 18.6

 West 58.4 47.8 96.0 69.1 52.5 9.4

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 41.1 47.4 89.5 69.6 78.0 22.9

 6, 7, or 8ñ12 67.1 66.9 96.8 62.0 66.4 15.0

 9ñ10, 11, 12 83.4 65.0 98.8 68.8 67.3 15.3

 10ñ11, 12 68.2 65.4 100.0 62.7 77.3 34.5

School enrollment

 1ñ399 48.7 47.9 93.7 68.5 69.8 16.4

 400ñ799 75.2 61.8 98.3 61.6 67.1 18.0

 800ñ1,199 84.6 71.8 99.3 86.1 78.7 21.4

 1,200ñ1,599 91.4 79.7 100.0 60.2 76.0 18.4

 1,600+ 97.1 76.2 100.0 68.7 75.5 26.0

Grade 10 percent free lunch5

 0ñ5 percent 61.0 60.6 87.9 65.8 72.2 9.4

 6ñ20 percent 86.0 84.3 99.9 56.7 67.9 29.8

 21ñ50 percent 65.5 54.4 99.5 73.9 74.6 17.7

 51ñ100 percent 63.1 41.0 99.0 80.2 57.6 12.5

See notes at end of table.

School library media center has:

School characteristic
28

 Total 88.1 82.1 62.1 56.0 62.0

School sector

 Public 92.5 87.9 67.6 59.4 66.7

 Catholic 84.3 78.8 60.8 54.6 46.1

 Other private 69.0 55.4 36.5 40.4 44.7

School urbanicity

 Urban 78.5 71.0 53.9 54.2 51.2

 Suburban 85.2 77.2 62.9 55.8 59.2

 Rural 97.0 94.1 66.0 57.2 71.7

School region

 Northeast 87.6 85.1 56.9 67.1 66.0

 Midwest 94.7 89.2 71.4 63.2 64.4

 South 86.8 80.8 60.8 57.4 58.5

 West 82.0 72.7 56.2 35.3 62.1

Grade span

PK, K, 1, 2, 3, 4, or 5ñ12 80.3 73.4 50.4 46.5 46.5

 6, 7, or 8ñ12 89.4 79.8 72.4 50.5 65.5

 9ñ10, 11, 12 91.0 86.3 64.1 61.5 67.7

 10ñ11, 12 97.4 100.0 81.7 77.7 72.9

School enrollment

 1ñ399 86.2 76.2 55.6 42.4 49.8

 400ñ799 85.2 83.8 63.4 59.0 69.9

 800ñ1,199 97.3 89.9 74.3 78.5 67.7

 1,200ñ1,599 96.8 96.8 69.5 75.7 80.2

 1,600+ 96.2 97.7 76.6 70.1 80.7

Grade 10 percent free lunch5

 0ñ5 percent 79.4 73.0 49.0 52.5 53.3

 6ñ20 percent 92.2 90.6 66.1 77.4 81.1

 21ñ50 percent 97.0 93.0 67.7 50.5 63.2

 51ñ100 percent 80.7 70.2 63.4 48.8 48.1

1

Examples include CD-ROMs and Math Blasters.

3 Examples include encyclopedias and dictionaries.

4

 Education, business/management, humanities, science/engineering/math, or English databases (e.g., ERIC, Science Direct).

5

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

Table 6. Percent of school library media centers with various services, by selected school characteristics: 

ddddddd.2002óContinued

2 A multimedia production facility is a studio containing a computers and equipment using text, full-color images and graphics, video, animation, and 

School library media center has:

General articles 

and news 

databases

College and 

career databases

Academic subject 

databases4

Electronic fulltext books, 

journals, 

references, or 

magazines

NOTE: Two similar questions on Internet access were asked in the Library Media Center Questionnaire. Table 5a presents the results of respondentsí 

answers to question 11KA and table 6 presents respondentsí answers to question 12C. Estimates across the two tables differ, perhaps due to the slight 

wording differences of the two questions.

School characteristic Reference and 

bibliography 

database3

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002), ìBase Year, 

Library Media Center Survey, 2002.î
29

 Total 62.3 42.1 25.3 43.0 30.4 31.2 19.4

School sector

 Public 70.3 50.6 29.7 49.8 35.9 36.7 21.0

 Catholic 50.2 26.3 12.4 33.2 21.0 21.3 15.8

 Other private 28.0 7.2 8.6 14.2 7.3 8.5 13.5

School urbanicity

 Urban 52.3 35.8 12.5 25.0 18.0 20.4 19.6

 Suburban 62.3 42.2 27.3 44.2 29.6 28.3 20.5

 Rural 68.1 45.6 30.6 52.3 38.7 41.0 18.2

School region

 Northeast 75.5 60.4 46.6 68.3 52.3 53.3 31.7

 Midwest 71.7 43.4 24.2 54.5 35.4 43.6 22.5

 South 53.0 37.2 22.4 27.9 21.3 15.9 11.8

 West 56.4 34.2 15.3 36.3 22.9 25.6 19.7

Grade span

PK, K, 1, 2, 3, 4, or 5ñ12 41.1 11.3 19.1 30.7 24.3 25.6 16.7

 6, 7, or 8ñ12 67.0 58.1 28.4 47.5 31.1 40.3 24.5

 9ñ10, 11, 12 71.6 53.1 27.9 48.1 33.8 31.9 19.5

 10ñ11, 12 49.8 33.5 13.5 34.0 14.0 14.0 13.2

School enrollment

 1ñ399 58.0 33.3 23.4 43.9 28.4 33.3 15.4

 400ñ799 63.0 42.0 25.8 47.0 34.0 33.9 20.6

 800ñ1,199 67.9 47.5 30.3 42.9 34.4 33.1 24.7

 1,200ñ1,599 63.9 43.0 25.3 40.6 30.9 26.3 25.7

 1,600+ 68.9 63.0 29.3 31.9 29.1 20.5 10.1

Grade 10 percent free lunch1

 0ñ5 percent 45.6 29.1 17.1 33.1 23.1 23.3 13.4

 6ñ20 percent 75.5 57.2 43.5 57.3 42.2 40.6 25.7

 21ñ50 percent 63.1 45.0 27.0 44.0 36.0 36.6 18.4

 51ñ100 percent 69.8 28.2 5.7 39.2 15.2 20.7 23.5

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

Table 7. Percent of school library media centers that participate in various interlibrary loan (ILL) programs, by 

ddddddd.selected school characteristics: 2002

Interlibrary 

loan program 

with colleges 

and 

universities

School characteristic

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002), 

ìBase Year, Library Media Center Survey, 2002.î

School library media center participates in:

Any 

interlibrary 

loan program

Interlibrary 

loan program 

with area 

high schools

Interlibrary 

loan program 

with other 

high schools 

in state

Interlibrary 

loan program 

with public 

libraries in 

the area

Interlibrary 

loan program 

with state 

library

Other 

interlibrary 

loan program
30

None $1ñ$2,499 $2,500ñ$4,999 $5,000ñ$9,999 $10,000 or more

 Total 20.9 36.1 13.4 10.1 19.5

School sector

 Public 20.6 34.8 12.5 10.6 21.5

 Catholic 18.0 31.8 22.0 14.0 14.2

 Other private 22.7 42.7 14.9 7.0 12.6

School urbanicity

 Urban 26.2 32.5 12.3 12.4 16.6

 Suburban 24.8 31.2 15.1 10.0 18.9

 Rural 12.9 44.2 12.1 8.8 22.0

School region

 Northeast 30.4 32.6 8.1 6.9 22.0

 Midwest 18.6 29.7 20.9 9.2 21.6

 South 16.9 41.7 12.1 11.3 18.0

 West 23.5 37.4 9.9 11.7 17.5

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 16.1 39.1 10.6 7.3 26.9

 6, 7, or 8ñ12 36.0 36.0 7.7 10.2 10.0

 9ñ10, 11, 12 19.5 34.5 16.6 11.6 17.9

 10ñ11, 12 6.2 40.8 10.6 4.5 37.9

School enrollment

 1ñ399 20.3 40.9 14.0 6.7 18.0

 400ñ799 27.0 38.9 12.3 7.6 14.1

 800ñ1,199 19.6 31.0 13.2 16.0 20.1

 1,200ñ1,599 19.8 21.4 13.3 16.6 28.9

 1,600+ 9.3 19.9 16.8 17.1 36.9

Grade 10 percent free lunch1

 0ñ5 percent 20.6 40.7 14.3 6.7 17.7

 6ñ20 percent 16.7 35.2 14.3 11.1 22.7

 21ñ50 percent 15.1 38.8 12.7 7.4 26.0

 51ñ100 percent 30.1 30.6 6.9 21.6 10.9

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

NOTE: Detail may not sum to totals because of rounding.

Total spent on computer hardware during 2000ñ2001 school year

School characteristic

Table 8. Percent distribution of school library media centersí expenditures on computer hardware (other 

ddddddd.than communications equipment), by selected school characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î
31

School characteristic Staff includes 

state-certified 

librarians

Library staff

includes statecertified teachers

Library staff

includes noncertified 

professionals

Staff includes 

paid library 

aides

Volunteers 

provide library 

services

 Total 76.4 35.3 22.6 51.1 48.7

School sector

 Public 86.5 35.7 15.2 57.0 45.4

 Catholic 66.3 30.4 40.1 33.6 54.2

 Other private 33.1 34.9 49.3 30.2 61.5

School urbanicity

 Urban 65.8 19.8 43.0 49.8 51.3

 Suburban 77.4 38.8 22.8 51.6 54.7

 Rural 81.3 40.1 9.8 51.4 39.8

School region

 Northeast 80.8 35.7 19.9 54.2 44.5

 Midwest 72.8 44.5 20.4 61.3 50.6

 South 85.7 28.3 21.8 39.7 39.0

 West 60.7 34.5 29.0 55.2 68.3

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 51.7 43.2 31.6 45.1 54.1

 6, 7, or 8ñ12 84.6 28.3 5.4 39.1 43.2

 9ñ10, 11, 12 85.4 33.8 23.8 57.0 47.4

 10ñ11, 12 100.0 23.0 8.9 75.5 59.6

School enrollment

 1ñ399 60.5 38.4 26.4 36.9 45.3

 400ñ799 89.1 29.6 12.6 58.4 45.3

 800ñ1,199 89.4 35.2 21.5 58.9 50.8

 1,200ñ1,599 93.3 32.7 21.3 75.7 58.9

 1,600+ 96.0 38.5 16.8 83.9 51.4

Grade 10 percent free lunch1

 0ñ5 percent 60.2 33.6 36.5 46.1 55.7

 6ñ20 percent 90.0 30.2 13.3 62.7 43.4

 21ñ50 percent 78.3 44.3 14.2 56.6 41.7

 51ñ100 percent 72.7 31.2 29.6 36.0 50.7

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study 

of 2002 (ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

Table 9. Percent of school library media centers with various staff members, by selected school 

dddddd.rcharacteristics: 2002
32

Never

Once during 

the year

Once or twice 

a semester or 

term Monthly Weekly

More than 

once a week

 Total 15.6 1.3 24.3 24.0 17.1 17.8

School sector

 Public 11.1 1.5 24.9 26.9 19.2 16.3

 Catholic 13.0 0.9 29.2 31.0 16.2 9.7

 Other private 39.7 # 19.1 6.3 6.5 28.3

School urbanicity

 Urban 15.0 0.2 21.2 23.3 19.6 20.7

 Suburban 11.2 0.6 20.7 23.7 21.1 22.8

 Rural 20.8 2.6 29.9 24.6 11.3 10.8

School region

 Northeast 3.7 # 20.1 29.8 27.9 18.5

 Midwest 10.8 1.4 24.1 31.2 14.3 18.2

 South 17.3 1.7 23.2 19.0 19.7 19.1

 West 29.2 1.1 30.0 17.8 7.6 14.3

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 46.7 1.3 14.8 13.8 4.7 18.6

 6, 7, or 8ñ12 3.8 3.5 29.6 36.2 10.8 16.2

 9ñ10, 11, 12 4.1 0.6 27.4 25.1 25.3 17.6

 10ñ11, 12 # # 23.3 36.2 14.6 25.9

School enrollment

 1ñ399 30.2 1.5 35.5 16.6 5.8 10.5

 400ñ799 9.1 1.4 20.0 33.8 21.8 13.9

 800ñ1,199 1.2 1.0 15.7 24.5 30.5 27.1

 1,200ñ1,599 0.6 0.7 19.9 29.2 27.0 22.7

 1,600+ 1.7 1.5 12.1 21.4 25.3 37.9

Grade 10 percent free lunch1

 0ñ5 percent 24.0 0.2 17.9 20.9 18.3 18.6

 6ñ20 percent 10.7 0.2 25.0 25.4 18.6 20.0

 21ñ50 percent 15.8 1.5 23.2 32.8 13.1 13.6

 51ñ100 percent # 1.2 39.5 12.6 21.0 25.6

# Rounds to zero.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

NOTE: Detail may not sum to totals because of rounding.

How frequently worked with English teachers during the 2001ñ2002 school year

School characteristic

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

Table 10. Percent distribution of how frequently school library media center survey respondents worked with 

dd.rdddddEnglish teachers to plan and deliver instruction, by selected school characteristics: 2002
33

Never

Once during 

the year

Once or twice 

a semester or 

term Monthly Weekly

More than 

once a week

 Total 49.1 13.7 26.4 7.8 1.7 1.3

School sector

 Public 46.2 15.2 28.7 8.0 1.4 0.4

 Catholic 51.9 16.0 24.0 5.5 2.7 #

 Other private 63.5 5.0 15.2 7.8 2.6 5.9

School urbanicity

 Urban 42.7 17.8 22.9 8.2 3.9 4.6

 Suburban 40.3 17.4 31.8 8.7 1.2 0.7

 Rural 61.8 7.7 22.5 6.7 1.1 0.1

School region

 Northeast 35.6 23.4 30.5 10.3 # 0.2

 Midwest 50.8 11.4 31.1 4.6 2.1 #

 South 46.3 11.3 29.3 10.4 2.5 0.1

 West 62.4 14.3 11.0 5.6 0.7 6.0

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 70.8 5.5 13.7 6.7 # 3.3

 6, 7, or 8ñ12 38.9 16.1 30.4 13.3 1.3 #

 9ñ10, 11, 12 42.0 16.8 31.2 6.8 2.5 0.7

 10ñ11, 12 29.6 18.9 39.0 7.6 5.0 #

School enrollment

 1ñ399 70.6 3.6 19.1 5.4 1.4 #

 400ñ799 43.7 13.2 30.0 10.0 2.0 1.1

 800ñ1,199 35.7 25.9 26.3 2.5 1.5 8.1

 1,200ñ1,599 25.1 30.2 27.0 14.5 3.2 #

 1,600+ 27.4 17.5 43.5 9.8 1.4 0.5

Grade 10 percent free lunch1

 0ñ5 percent 51.3 16.8 24.4 5.3 2.2 #

 6ñ20 percent 44.7 15.3 27.0 10.3 1.6 1.2

 21ñ50 percent 53.3 6.4 28.7 9.9 1.4 0.3

 51ñ100 percent 38.8 20.4 24.8 4.6 2.9 8.6

# Rounds to zero.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

NOTE: Detail may not sum to totals because of rounding.

How frequently worked with math teachers during the 2001ñ2002 school year

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

School characteristic

Table 11. Percent distribution of how frequently school library media center survey respondents worked 

ddddddddwith math teachers to plan and deliver instruction, by selected school characteristics: 2002
34

During 

scheduled 

periods/set 

times Anytime

Students 

may use 

library on 

own before 

or after 

school

Students 

may use 

library on 

own during 

lunch break

Students 

may use 

library on 

own during 

set times 

throughout 

the day

Students 

may use 

library on 

own between 

classes or 

during recess

Students 

may use 

library on 

own at other 

time

 Total 32.6 67.4 69.9 59.2 75.2 52.1 24.3

School sector

 Public 29.0 71.0 80.0 66.3 77.4 64.1 21.4

 Catholic 34.1 65.9 66.3 70.6 79.5 42.9 30.8

 Other private 48.0 52.0 42.0 36.5 68.3 20.0 31.1

School urbanicity

 Urban 45.2 54.8 55.9 42.4 75.2 35.5 24.9

 Suburban 30.0 70.0 68.9 59.1 71.9 51.8 39.3

 Rural 28.1 71.9 83.4 74.0 79.2 67.1 6.3

School region

 Northeast 30.6 69.4 78.0 76.5 81.9 34.6 14.9

 Midwest 30.1 69.9 85.7 58.1 87.8 65.1 16.7

 South 30.1 69.9 56.4 50.8 64.4 41.9 32.1

 West 42.0 58.0 66.2 61.2 72.3 61.7 27.3

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 43.6 56.4 65.3 52.0 79.0 42.7 19.8

 6, 7, or 8ñ12 19.0 81.0 60.2 63.2 95.0 73.9 24.4

 9ñ10, 11, 12 31.0 69.0 73.7 62.5 68.6 53.7 26.0

 10ñ11, 12 37.0 63.0 100.0 85.4 83.2 83.6 60.3

School enrollment

 1ñ399 38.9 61.1 53.7 41.1 71.5 42.7 23.0

 400ñ799 23.1 76.9 92.3 77.1 84.0 73.9 26.3

 800ñ1,199 24.4 75.6 67.3 58.7 77.1 37.4 27.8

 1,200ñ1,599 33.6 66.4 97.0 91.3 74.5 58.7 30.8

 1,600+ 33.4 66.6 98.0 91.8 55.2 79.8 35.2

Grade 10 percent free lunch1

 0ñ5 percent 33.6 66.4 51.0 55.4 68.1 33.0 25.2

 6ñ20 percent 24.9 75.1 95.6 62.7 74.5 62.2 48.2

 21ñ50 percent 35.5 64.5 94.2 72.2 85.4 75.3 7.5

 51ñ100 percent 46.0 54.0 33.5 32.2 70.7 29.0 29.0

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

NOTE: Detail may not sum to totals because of rounding.

When students may use 

library on own Of those schools with set times for studentsí use of library on own:

Table 12. Percent distribution of when students may use school library media centers on their own, by selected 

dddddddr.school characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

School characteristic
35

Two or more classes 

at same time One class only

Small groups (less 

than a full class)

Groups for nonlibrary related 

activities

 Total 5.0 10.5 17.7 4.9

School sector

 Public 5.7 11.5 19.0 4.8

 Catholic 2.0 6.5 16.2 4.8

 Other private 2.4 6.8 12.5 5.5

School urbanicity

 Urban 4.9 9.3 17.4 5.7

 Suburban 6.0 11.2 19.2 4.8

 Rural 3.9 10.5 16.3 4.7

School region

 Northeast 5.5 10.6 15.9 5.1

 Midwest 5.3 11.8 19.9 4.2

 South 4.8 9.7 16.1 4.5

 West 4.3 10.2 19.3 6.8

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 3.8 9.5 14.3 4.8

 6, 7, or 8ñ12 3.1 9.8 16.3 4.4

 9ñ10, 11, 12 6.0 11.1 19.6 5.2

 10ñ11, 12 7.9 13.2 21.2 4.7

School enrollment

 1ñ399 2.3 7.7 14.4 4.9

 400ñ799 4.5 10.8 15.8 4.4

 800ñ1,199 6.1 11.9 19.4 5.2

 1,200ñ1,599 10.5 15.0 22.5 6.0

 1,600+ 10.7 15.4 28.7 5.4

Grade 10 percent free lunch1

 0ñ5 percent 3.8 9.0 16.1 5.6

 6ñ20 percent 6.8 11.8 19.1 3.9

 21ñ50 percent 5.1 11.4 18.3 5.8

 51ñ100 percent 3.8 8.1 15.0 3.7

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

Mean number of times per week the library is used by:

School characteristic

Table 13. Mean number of times during a typical week the school library media center is used by 

dddddddd.various groups, during school and non-school hours, by selected school characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 

2002 (ELS:2002), ìBase Year, Library Media Center Survey, 2002.î
36

Fewer than 100 100ñ249 250ñ499 500ñ999 1000 or more

 Total 14.6 30.8 24.9 18.5 11.2

School sector

 Public 11.0 28.3 26.5 21.4 12.8

 Catholic 14.9 32.1 25.2 13.8 14.0

 Other private 30.5 42.0 17.6 6.8 3.0

School urbanicity

 Urban 21.6 22.9 19.8 21.1 14.5

 Suburban 15.0 21.4 24.9 24.4 14.3

 Rural 9.9 46.4 27.8 10.2 5.7

School region

 Northeast 17.7 24.8 16.8 29.1 11.5

 Midwest 3.6 36.2 23.8 21.8 14.6

 South 18.2 27.5 31.8 13.2 9.3

 West 20.5 34.1 20.0 15.4 9.9

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 17.8 51.7 19.0 3.9 7.6

 6, 7, or 8ñ12 18.2 31.1 29.9 16.3 4.5

 9ñ10, 11, 12 12.4 20.6 26.8 25.6 14.7

 10ñ11, 12 # 27.1 16.0 42.3 14.7

School enrollment

 1ñ399 28.2 46.7 15.5 6.6 3.0

 400ñ799 3.5 27.2 45.8 14.7 8.8

 800ñ1,199 7.0 16.1 32.3 33.1 11.5

 1,200ñ1,599 # 7.8 20.8 38.1 33.3

 1,600+ # 4.6 15.0 40.2 40.2

Grade 10 percent free lunch1

 0ñ5 percent 17.2 29.9 24.2 18.7 10.1

 6ñ20 percent 10.0 23.5 30.8 22.0 13.7

 21ñ50 percent 4.3 48.6 22.1 15.1 9.9

 51ñ100 percent 35.0 17.8 21.5 18.9 6.7

# Rounds to zero.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

Number of students who use library during a typical week School characteristic

Table 14. Percent distribution of schools with different amounts of student usage of school library during a 

ddddd.dddtypical week, during school and non-school hours, by selected school characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

NOTE: This table provides estimates on the number of student visits per a typical week. Students may visit the library multiple

times during a single week. This is why some libraries report more student visits per week than students enrolled in the school. 

Detail may not sum to totals because of rounding.
37

0 1ñ2 3ñ5 6 or more

Varies by 

grade level

No 

maximum

 Total 1.6 20.3 38.3 6.1 10.4 23.3

School sector

 Public 2.0 17.9 42.6 6.1 8.7 22.6

 Catholic # 9.8 23.6 14.2 3.9 48.4

 Other private # 34.8 22.8 3.0 20.7 18.8

School urbanicity

 Urban 6.3 24.1 30.5 7.5 11.1 20.5

 Suburban 0.6 15.9 41.3 7.5 7.6 27.0

 Rural # 23.2 39.3 3.5 13.3 20.7

School region

 Northeast # 17.9 29.0 6.4 3.3 43.5

 Midwest # 14.9 36.0 6.4 13.1 29.7

 South 3.6 33.0 35.0 4.1 10.9 13.4

 West 1.3 6.2 55.4 9.0 11.3 16.8

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 # 36.6 27.6 1.0 30.6 4.2

 6, 7, or 8ñ12 # 13.5 41.5 2.1 9.2 33.6

 9ñ10, 11, 12 2.9 14.3 42.4 9.4 1.2 29.9

 10ñ11, 12 # 18.9 46.4 13.7 # 21.1

School enrollment

 1ñ399 3.3 25.1 34.8 2.6 12.9 21.3

 400ñ799 1.1 17.7 41.5 6.0 13.4 20.3

 800ñ1,199 # 22.5 32.0 11.3 6.3 27.9

 1,200ñ1,599 # 11.8 46.1 12.5 # 29.6

 1,600+ # 8.9 56.2 11.1 # 23.8

Grade 10 percent free lunch1

 0ñ5 percent # 22.7 28.4 7.6 11.2 30.1

 6ñ20 percent # 6.8 46.5 5.9 5.4 35.3

 21ñ50 percent 0.9 24 42.8 5.9 12.6 13.9

 51ñ100 percent 9.4 34.0 31.0 2.2 9.6 13.8

# Rounds to zero.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

NOTE: Detail may not sum to totals because of rounding.

Maximum number of books student may take out of library at a time

School characteristic

Table 15. Percent of schools with different maximum number of books that a student may check out 

ddddddddof the school library at one time, by selected school characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study 

of 2002 (ELS:2002), ìBase Year, Library Media Center Survey, 2002.î
38

School characteristic

Mean circulation per week

Mean circulation per 

student, per week

 Total 279.5 0.7

School sector

 Public 277.6 0.6

 Catholic 82.3 0.2

 Other private 359.0 1.0

School urbanicity

 Urban 291.8 0.3

 Suburban 231.8 0.4

 Rural 330.2 1.2

School region

 Northeast 191.3 0.3

 Midwest 323.0 1.0

 South 249.0 0.5

 West 343.0 0.8

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 423.9 1.3

 6, 7, or 8ñ12 185.5 0.4

 9ñ10, 11, 12 237.0 0.4

 10ñ11, 12 209.4 0.2

School enrollment

 1ñ399 252.5 1.1

 400ñ799 264.5 0.5

 800ñ1,199 314.9 0.3

 1,200ñ1,599 323.6 0.2

 1,600+ 453.2 0.2

Grade 10 percent free lunch1

 0ñ5 percent 251.8 0.7

 6ñ20 percent 265.9 0.6

 21ñ50 percent 305.7 0.8

 51ñ100 percent 268.2 0.5

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 

Education Longitudinal Study of 2002 (ELS:2002), ìBase Year, Library Media Center 

Survey, 2002.î

Table 16. Mean total circulation of library materials (books, etc.) checked out 

dddd.ddddfrom the library media center during a typical week, and per student, 

dddd.ddddby selected school characteristics: 2002
39

Reference 

materials Periodicals

AV 

materials

AV 

equipment

Computer 

software 

(includes 

CD-ROM)

Computer 

hardware

None of

these 

 Total 48.0 62.0 33.8 21.2 15.1 4.7 26.4 72.2

School sector

 Public 48.2 63.6 36.8 23.5 15.5 5.6 24.5 72.4

 Catholic 46.7 56.7 41.2 21.9 19.8 2.5 25.0 68.1

 Other private 47.7 56.4 18.1 10.4 11.9 1.4 35.5 72.4

School urbanicity

 Urban 55.1 53.6 29.8 15.0 16.2 4.7 27.6 58.3

 Suburban 45.0 61.5 34.1 25.4 18.0 6.7 26.9 70.0

 Rural 47.4 67.6 35.9 19.9 11.2 2.5 25.2 82.9

School region

 Northeast 50.5 61.2 50.9 22.2 14.0 7.1 23.6 71.2

 Midwest 60.2 75.1 40.6 33.0 21.7 4.6 14.8 74.8

 South 41.0 48.5 20.5 12.5 12.0 3.2 39.0 75.6

 West 42.5 69.5 35.4 20.0 12.8 5.7 21.5 63.1

Grade span

PK, K, 1, 2, 3, 4, or 5ñ12 35.3 64.8 22.3 15.1 9.4 0.9 31.8 79.2

 6, 7, or 8ñ12 50.2 58.4 34.0 22.3 17.7 6.9 29.8 79.2

 9ñ10, 11, 12 53.8 61.9 39.1 23.9 17.1 5.8 22.7 67.1

 10ñ11, 12 47.8 55.9 44.9 19.2 22.8 9.9 28.8 61.3

School enrollment

 1ñ399 36.1 56.0 28.7 17.2 13.1 3.3 35.1 78.3

 400ñ799 55.5 70.0 34.5 23.8 14.3 5.0 21.4 68.5

 800ñ1,199 58.9 68.8 42.8 33.9 24.9 8.3 17.2 69.8

 1,200ñ1,599 58.1 67.4 40.1 20.5 17.6 6.1 20.9 62.6

 1,600+ 53.8 64.6 36.9 23.0 19.7 6.1 19.9 57.0

Grade 10 percent free lunch1

 0ñ5 percent 56.9 65.2 31.4 20.4 21.0 6.3 25.4 73.9

 6ñ20 percent 51.5 65.3 43.3 26.2 13.4 3.7 22.0 73.6

 21ñ50 percent 44.3 66.8 33.9 23.5 14.6 3.2 24.9 73.8

 51ñ100 percent 41.0 43.4 22.3 9.8 9.9 3.3 40.4 56.2

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

Students may take out:

School characteristic

Table 17. Percent distribution of schools allowing certain materials to be taken out of the school library, by 

dddddd.ddselected school characteristics: 2002

Parents 

allowed to 

check out 

material
40

Assignments

Inschool 

projects

 HomeworkResearch 

papers

Leisure 

reading

To read 

magazines 

or newspapers

 To read 

books for 

fun

Interests 

outside of

school

Internet 

access

 Total 40.8 52.7 26.9 54.1 15.6 16.7 16.6 20.8 41.1

Sex

 Male 36.0 46.2 24.5 48.2 14.9 17.4 14.5 24.1 40.0

 Female 45.4 58.9 29.1 59.8 16.4 16.1 18.6 17.8 42.1

Race/ethnicity

American Indian/Alaska Native, nonHispanic 42.0 50.8 29.6 57.3 24.1 23.6 21.0 31.7 42.3

Asian, Hawaii/Pacific Islander, nonHispanic 42.0 55.7 31.4 51.6 17.4 20.0 19.3 20.9 41.9

Black or African-American, nonHispanic 44.4 55.0 32.7 54.9 19.4 21.6 22.2 28.9 45.1

Hispanic 36.8 49.5 30.6 50.6 17.8 18.9 21.0 25.5 38.8

Multiracial, non-Hispanic 41.2 51.8 27.1 53.1 22.8 19.8 22.2 24.0 44.0

White, non-Hispanic 40.9 52.9 24.3 55.0 13.5 14.6 13.7 17.5 40.4

Socioeconomic status

 Lowest quartile 37.4 49.9 30.3 52.6 19.3 20.9 21.4 25.9 42.5

 Middle two quartiles 40.8 52.2 25.7 54.6 15.2 16.3 16.2 20.7 40.1

 Highest quartile 43.9 56.4 25.9 54.5 13.2 13.6 13.0 16.4 41.7

Composite achievement test score in 

grade 10

 Lowest quartile 34.2 46.3 31.1 48.5 20.8 23.3 22.7 28.1 41.3

 Middle two quartiles 40.8 53.2 26.6 54.7 14.9 16.3 15.3 20.5 41.6

 Highest quartile 46.7 57.5 23.6 58.0 12.5 11.8 13.8 15.0 39.8

School sector

 Public 40.3 52.4 26.1 53.9 15.8 16.7 17.0 21.0 40.5

 Catholic 42.9 54.8 32.5 52.5 10.3 15.0 8.4 17.7 46.2

 Other private 51.4 60.1 40.5 63.2 19.6 21.3 18.4 21.5 50.1

School urbanicity 

 Urban 38.2 50.9 27.3 49.9 15.9 17.5 17.8 21.3 37.9

 Suburban 41.9 53.3 26.0 55.3 15.1 14.9 15.7 20.2 41.4

 Rural 41.8 54.0 28.5 57.4 16.8 20.5 17.1 21.8 44.8

School region

 Northeast 45.5 57.2 28.2 56.8 14.5 16.0 15.3 20.4 42.6

 Midwest 44.5 56.4 30.6 59.4 17.9 19.7 17.4 22.4 47.1

 South 39.0 50.0 22.9 51.7 14.5 16.0 16.5 20.5 39.3

 West 35.7 49.2 27.8 50.0 15.9 15.2 17.1 20.0 36.1

Percent of students who reported ìsometimesî or ìoftenî to use of school library for these 

purposes:

Table 18. Percent of students who reported ìsometimesî or ìoftenî for use of school library media center for various 

ddddddddpurposes, for students whose schools have library media centers, by selected student characteristics: 2002

Student characteristic

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002), 

ìBase Year, Student Survey, 2002.î
41

Very useful Useful Not useful

Donít use the 

school library

 Total 22.4 58.3 7.3 12.1

Sex

 Male 21.5 57.2 8.7 12.5

 Female 23.2 59.3 5.9 11.6

Race/ethnicity

American Indian/ Alaska Native, 

non-Hispanic 30.0 48.4 10.1 11.4

Asian, Hawaii/Pacific Islander, nonHispanic 18.5 59.8 7.8 13.8

Black or African-American, nonHispanic 26.6 52.9 5.9 14.6

Hispanic 22.8 57.3 6.5 13.3

Multiracial, non-Hispanic 23.9 57.9 6.8 11.4

White, non-Hispanic 21.4 59.8 7.7 11.1

Socioeconomic status

 Lowest quartile 24.2 57.4 6.4 12.0

 Middle two quartiles 21.9 59.0 7.3 11.8

 Highest quartile 21.8 57.6 8.0 12.6

Composite achievement test score in 

grade 10

 Lowest quartile 23.7 56.1 8.1 12.1

 Middle two quartiles 22.2 58.8 6.9 12.1

 Highest quartile 21.6 59.2 7.2 12.0

School sector

 Public 22.2 58.6 7.2 12.0

 Catholic 23.1 56.2 7.4 13.2

 Other private 27.7 50.6 9.9 11.7

School urbanicity

 Urban 23.2 55.2 7.0 14.6

 Suburban 22.8 58.1 7.2 12.0

 Rural 20.1 63.2 8.0 8.6

School region

 Northeast 24.7 55.9 6.7 12.7

 Midwest 22.3 59.9 7.6 10.2

 South 22.9 57.4 7.6 12.2

 West 19.8 59.9 7.0 13.3

NOTE: Detail may not sum to totals because of rounding.

Table 19. Percent distribution of student attitudes about reported usefulness of school library 

ddddr.dddreference materials in helping with class assignments and research, for students whose 

dddr.ddddschools have library media centers, by selected student characteristics: 2002

How useful are school library reference materials 

Student characteristic

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal 

Study of 2002 (ELS:2002), ìBase Year, Student Survey, 2002.î
42

Finding research resources 

(books, magazines, 

newspaper articles) on a 

research topic

Using online databases or 

CD-ROMs for research

Using the Internet for 

research

 Total 78.5 65.0 69.3

Sex

 Male 76.2 62.8 66.5

 Female 80.7 67.0 72.0

Race/ethnicity

American Indian/Alaska Native, 

non-Hispanic 82.5 65.3 73.8

Asian, Hawaii/Pacific Islander, nonHispanic 74.1 57.5 62.9

Black or African-American, nonHispanic 78.1 66.8 73.2

Hispanic 78.7 62.8 69.1

Multiracial, non-Hispanic 78.1 62.2 67.2

White, non-Hispanic 78.9 65.8 69.0

Socioeconomic status

 Lowest quartile 79.7 65.2 72.0

 Middle two quartiles 79.0 65.8 69.6

 Highest quartile 76.5 63.0 66.3

Composite achievement test score in 

grade 10

 Lowest quartile 78.6 66.6 72.9

 Middle two quartiles 78.7 65.1 69.8

 Highest quartile 78.1 63.3 65.2

School sector

 Public 78.7 65.2 69.7

 Catholic 76.6 64.6 67.1

 Other private 74.5 59.5 61.3

School urbanicity

 Urban 77.0 63.8 68.3

 Suburban 78.9 65.5 69.2

 Rural 79.8 65.4 71.1

School region

 Northeast 80.4 67.1 70.4

 Midwest 80.1 67.0 71.2

 South 77.4 64.7 69.5

 West 77.1 61.5 66.1

Percent of students who reported ìvery helpfulî or ìhelpfulî to questions regarding 

helpfulness of library staff with various tasks:

Student characteristic

Table 20. Percent of students who reported ìvery helpfulî or ìhelpfulî for questions about helpfulness of 

dddddr.ddlibrary staff with various tasks, for students whose schools have library media centers, by selected 

ddddr.dddstudent characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Student Survey, 2000. 
A-1

Appendix A: Technical Notes and Glossary 

A.1 Overview of the Technical Appendix 

The National Center for Education Statistics (NCES) of the U.S. Department of 

Education has collected longitudinal data for more than 30 years. Starting in 1972 with 

the National Longitudinal Study of the High School Class of 1972 (NLS-72), and 

continuing to the most recent study, the Education Longitudinal Study of 2002 

(ELS:2002), NCES has provided longitudinal and trend data to education policymakers 

and researchers that link secondary school educational achievement and experiences with 

important downstream outcomes, such as entry into the labor market and postsecondary 

educational access and attainment. 

The base-year of ELS:2002 represents the first stage of a major effort designed to 

provide data about critical transitions experienced by students as they proceed through 

high school and into postsecondary education or their careers. The 2002 sophomore 

cohort will be followed, initially at 2-year intervals, to collect policy-relevant data about 

educational processes and outcomes, especially as such data pertain to student learning, 

predictors of dropping out, and high school effects on studentsí access to, and success in, 

postsecondary education and the work force. 

The first section of this appendix details ELS:2002 study objectives; lists some of 

the major research and policy issues that the study addresses. This section is followed by 

discussions of base-year sampling, weighting, response rates, standard errors, and 

electronic codebooks. Next, an account is provided of the statistical procedures 

employed. Finally, a glossary is provided that documents the specific variables used in 

the analyses in this report. 

A.2 Overview of ELS:2002 

A.2.1 Study Objectives 

ELS:2002 is a longitudinal study in which the same units are surveyed repeatedly 

over time. Individual students will be followed until about age 30; the base-year schools 

will be surveyed twice (they were surveyed in 2002 and will be surveyed again in 2004). 

In the high school years, ELS:2002 is an integrated multilevel study, involving multiple 

respondent populations, including students, their parents, their teachers, and their schools 

(from which data are collected at three levels: from the principal, the librarian, and from a 

facilities checklist). This multilevel focus will supply researchers with a comprehensive 

picture of the home, community, and school environments and their influences on the 

student. This multiple-respondent perspective is unified by the fact that, for most 

purposes, the student is the basic unit of analysis.1

 

 

1

 Base-year school administrator, library media center, and facilities data can be used to report on the 

nationís schools with 10th-grades in the 2001ñ02 school year. However, the primary use of the school-level 

data (and the purpose of parent and teacher surveys) is to provide further contextual information on the 

student. 
A-2

Key elements in the ELS:2002 longitudinal design are summarized by wave 

below. 

Base-Year (2002) 

• Baseline survey of high school sophomores completed in spring term 2002. 

• Cognitive tests in reading and mathematics completed. 

• Surveys of parents, English teachers, and math teachers completed. School 

administrator questionnaires also collected. 

• Additional components for this study included a school facilities checklist and 

a media center (library) questionnaire. 

• Sample sizes of approximately 750 schools and over 17,000 students. Schools 

were the first-stage unit of selection, with sophomores randomly selected 

within schools. 

• Oversampling of Asians and private schools. 

• Design linkages with the Program for International Student Assessment 

(PISA) and the National Assessment of Educational Progress (NAEP) and 

score reporting linkages to the prior longitudinal studies. 

First Follow-up (2004) 

• Follow-up in 2004, when most sample members are seniors, but some are 

dropouts or in other grades. 

• Student questionnaire, dropout questionnaire, assessment in mathematics, and 

school administrator questionnaire to be administered. 

• Return to the same schools, but separately follow transfer students. 

• Freshening for a 2004 senior cohort. 

• High school transcript component in 2004 (coursetaking records for grades 9ñ

12 at minimum). 

Second Follow-up (2006) 

• Post-high-school follow-ups using computer-assisted telephone interviews 

(CATI). 

Further Follow-ups 

• Number of (and dates for) further CATI follow-ups to be determined. 

A.2.2 ELS:2002 Research and Policy Issues 

Apart from helping to describe the status of high school students and their 

schools, ELS:2002 will provide information to help address a number of key policy and 

research questions. The study is intended to produce a comprehensive data set for the 

development and evaluation of educational policy at all government levels. Part of its 

aim is to inform decisionmakers, educational practitioners, and parents about the changes 

in the operation of the educational system over time and the effects of various elements 
A-3

of the system on the lives of the individuals who pass through it. Issues that can be 

addressed with data collected in the high school years include the following: 

• studentsí academic growth in mathematics; 

• the process of dropping out of high school; 

• the relationships between family background and the home education support 

system and studentsí educational success; 

• the features of effective schools (e.g., school structural or organizational 

features or practices associated with higher levels of achievement gain, after 

controls have been imposed for student background and other factors); 

• the relationship between coursetaking choices and success in high school (and 

thereafter); 

• the equitable distribution of educational opportunities as registered in the 

distinctive school experiences and performance of students from various 

policy-relevant subgroups, such as 

− students in public and private high schools; 

− language minority students; 

− students with disabilities; 

− students in urban, suburban, and rural settings; 

− students in different regions of the country; 

− students from upper, middle, and lower socioeconomic status levels; 

− male and female high school students; and 

− students from different racial or ethnic groups; and 

• steps taken to facilitate the transition from high school to postsecondary 

education or the world of work. 

After ELS:2002 students have completed high school, a new set of issues can be 

examined. These issues include 

• the later educational and labor market activities of high school dropouts; 

• the transition of those who do not go directly on to postsecondary education or 

to the world of work; 

• access to, and choice of, undergraduate and graduate educational institutions; 

• persistence in attaining postsecondary educational goals; 

• rate of progress through the postsecondary curriculum; 

• degree attainment; 

• barriers to persistence and attainment; 
A-4

• entry of new postsecondary graduates into the work force; 

• social and economic rate of return on education to both the individual and 

society; and 

• adult roles, such as family formation and civic participation. 

A.2.3 Overview of the Base-Year Study Design and Content 

ELS:2002 was carried out on a national probability sample of 752 participating 

(of 1,221 eligible contacted) public, Catholic, and other private schools, in the spring 

term of the 2001ñ02 school year. Of 17,591 eligible selected sophomores, 15,3622

completed a base year questionnaire, as did 13,481 of their parents and 7,135 of their 

teachers.3 Of the 752 participating schools, 743 principals and 718 librarians completed 

questionnaires. 

Seven study components comprised the base-year design: assessments of students 

(achievement tests in mathematics and reading); a survey of students; surveys of parents, 

teachers, school administrators, and librarians; and a facilities checklist (completed by 

survey administrators, based on their observations at the school). The student 

assessments measured achievement in mathematics and reading; the baseline scores can 

serve as a covariate or control variable for later analyses. Mathematics achievement will 

be reassessed 2 years hence, so that achievement gain over the last 2 years of high school 

can be measured and related to school processes and mathematics coursetaking. The 

student questionnaire gathered information about the studentís background, school 

experiences and activities, plans and goals for the future, employment and out-of-school 

experiences, language background, and psychological orientation toward learning. 

One parent of each participating sophomore was asked to respond to a parent 

survey. The parent questionnaire was designed to gauge parental aspirations for the 

child, home background and the home education support system, the childís educational 

history prior to 10th-grade, and parental interactions with and opinions about the studentís 

school. For each student enrolled in English or mathematics, a teacher was also selected 

to participate in a teacher survey. Teachers typically (but not invariably) reported on 

multiple ELS:2002 sophomores. The teacher questionnaire collected the teacherís 

evaluation of the student and provided information about the teacherís background and 

activities. The head librarian or media center director at each school was asked to 

complete a library media center questionnaire, which inquired into the schoolís library 

media center facility, its staffing, its technological resources, collection and expenditures, 

and scheduling and transactions. Finally, the facilities checklist was a brief observational 

form completed for each school. The form collected information about the condition of 

school buildings and facilities. Information about coursetaking (covering all years of 

 

2

 In the ELS:2002 restricted data an additional 163 students are included (for an N of 15,525). These 

students were unable to complete the student questionnaire and cognitive tests due to disability, language 

barriers, etc. However, on the restricted data contextual data is included for these students. 3

 Note that the participating student sample defines the eligible parent and teacher samples. The 7,135 

teacher completions are those linked to student respondents. Of the 15,362 student participants, 14,081 had 

at least one associated teacher-provided student report. 
A-5

high school and including the sequence in which courses were taken and grades earned) 

will be collected at the end of high school, through the high school transcript component 

of the ELS:2002 first follow-up study. 

For key classification variables, missing data were replaced with imputed values. 

The data set was also subject to disclosure risk analysis and disclosure avoidance editing, 

including, among other measures, such perturbation techniques as data swapping. 

Further details of the instrumentation, sample design, data collection results, data 

processing, and the data files available for analysis may be found in the Education 

Longitudinal Study of 2002: Base Year Data File User's Manual (Ingels et al. 2004).4

 

A.2.4 Overview of ELS:2002 Schools and Students 

As a point of reference, tables A-1 through A-3 describe the characteristics of the 

nationally representative schools with 10th-grades and 10th-grade students in the 

ELS:2002. Many of the results described in this report indicated that other private 

schools were somewhat different from public and Catholic schools. For example, other 

private schools were less likely to have a school library than public and Catholic schools, 

and they differed on other library characteristics as well. Therefore, other private schools 

were examined further in terms of several covarying characteristics that could account for 

observed differences (table A-2). For example 

• Other private schools5

 comprised 21 percent of all schools nationally with a 

10th grade. Public schools accounted for 74 percent of all schools nationally 

with a 10th grade, while Catholic schools accounted for 5 percent of all such 

schools. 

• Other private schools were more likely than public and Catholic schools to 

include grades PK, K, 1, 2, 3, 4, or 5 through 12 (combined 

elementary/secondary). They were less likely than public and Catholic 

schools to consist of grades 9 through 10, 11, or 12. 

• Other private schools were more likely than public and Catholic schools to 

have 1ñ399 students (the smallest student enrollment category analyzed). 

They were less likely than public and Catholic schools to have 400ñ799 

students. Other private schools were also less likely than public schools to 

have student enrollments of 1,200ñ1,599, and more than 1,600 students. 

• Other private schools were more likely to be in urban areas than public 

schools, but less likely than Catholic schools. Other private schools were less 

likely to be in rural areas than public schools, but more likely than Catholic 

schools. 

• Other private schools were less likely than Catholic schools to be located in 

the Northeast, and more likely to be located in the South. 

 

4

 See references page 17 for full citation. The manual can be downloaded from the NCES web site: 

http://nces.ed.gov/pubsearch

5

 Other private schools include both secular and non-secular schools. 
A-6

Table A-1. Percent distribution of 10th-grade schools, by selected school characteristics: 2002

School characteristic Percentage

 Total 100.0

School sector

 Public 73.7

 Catholic 5.1

 Other private 21.3

School urbanicity

 Urban 21.4

 Suburban 42.4

 Rural 36.2

School region

 Northeast 16.5

 Midwest 27.3

 South 36.3

 West 19.9

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 30.1

 6, 7, or 8ñ12 14.8

 9 -ñ10, 11, 12 53.3

 10ñ11, 12 1.8

School enrollment

 1ñ399 47.4

 400ñ799 25.3

 800ñ1,199 12.5

 1,200ñ1,599 7.2

 1,600+ 7.7

Grade 10 percent free lunch1

 0ñ5 percent 33.4

 6ñ20 percent 21.5

 21ñ50 percent 30.1

 51ñ100 percent 15.0

Charter schools

 Yes 2.2

 No 97.8 1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

NOTE: Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education

Longitudinal Study of 2002 (ELS:2002), ìBase Year, School Survey, 2002.î
A-7

School characteristic Total Public schools

Catholic 

schools

Other private 

schools

 Total 100.0 73.7 5.1 21.3

Total (column) 100.0 100.0 100.0 100.0

School urbanicity

 Urban 21.4 15.2 51.9 35.5

 Suburban 42.4 41.4 44.6 45.3

 Rural 36.2 43.4 3.5 19.2

School region

 Northeast 16.5 15.0 31.5 18.3

 Midwest 27.3 28.3 32.2 22.5

 South 36.3 36.1 24.5 39.7

 West 19.9 20.6 11.9 19.5

Grade span

 PK,K,1,2,3,4, or 5 ñ 12 30.1 17.4 3.5 82.2

 6,7, or 8 ñ 12 14.8 16.6 13.8 8.7

 9 ñ 10,11,12 53.3 63.6 82.7 9.0

 10 ñ 11,12 1.8 2.4 # #

School enrollment

 1-399 47.4 39.5 39.6 78.4

 400-799 25.3 28.5 39.5 10.3

 800-1,199 12.5 12.9 17.5 9.8

 1,200-1,599 7.2 9.0 3.3 1.4

 1,600+ 7.7 10.2 # #

Grade 10 percent free lunch1

 0-5 percent 33.4 12.0 85.5 90.1

 6-20 percent 21.5 27.8 8.5 4.2

 21-50 percent 30.1 40.9 2.8 1.5

 51-100 percent 15.0 19.2 3.2 4.2

Charter schools

 Yes 2.2 3.0 # 0.2

 No 97.8 97.0 100.0 99.8

# Rounds to zero.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

NOTE: Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education 

Longitudinal Study of 2002 (ELS:2002), ìBase Year, School Survey, 2002.î

Table A-2. Percent distribution of 10th-grade schools, by school sector and selected 

dddddddddschool characteristics: 2002
A-8

Table A-3. Percent distribution of 2002 sophomores, by selected student characteristics: 2002

Student characteristic Percent

 Total 100.0

Sex

 Male 50.5

 Female 49.5

Race/ethnicity

 American Indian/Alaska Native, non-Hispanic 1.0

 Asian, Hawaii/Pacific Islander, non-Hispanic 4.2

 Black or African American, non-Hispanic 14.4

 Hispanic 15.9

 Multiracial, non-Hispanic 4.3

 White, non-Hispanic 60.3

Socioeconomic status in grade 10

 Lowest quartile 25.0

 Middle two quartiles 50.1

 Highest quartile 25.0

Composite achievement test score in grade 10

 Lowest quartile 25.0

 Middle two quartiles 50.0

 Highest quartile 25.0

School sector grade 10

 Public 92.4

 Catholic 4.2

 Other private 3.4

School urbanicity grade 10

 Urban 30.2

 Suburban 50.3

 Rural 19.6

School region grade 10

 Northeast 18.5

 Midwest 24.1

 South 34.3

 West 23.0

School grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 5.1

 6, 7, or 8ñ12 7.0

 9ñ10, 11, 12 83.2

 10ñ11, 12 4.7

School enrollment 

 1ñ399 9.8

 400ñ799 17.6

 800ñ1,199 19.4

 1,200ñ1,599 19.3

 1,600+ 33.8

Grade 10 percent free lunch1

 0ñ5 percent 23.4

 6ñ20 percent 30.3

 21ñ50 percent 31.6

 51ñ100 percent 14.7

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

NOTE: Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal 

Study of 2002 (ELS:2002), ìBase Year, Student Survey, 2002.î
A-9

A.2.5 Overview of School Library Media Center Questionnaire 

 

 The purpose of the ELS:2002 library media center questionnaire and the library 

items on the student questionnaire was to learn more about the nature and scope of school 

libraries. Further, information on school libraries could be linked to student data, 

including student achievement, thus allowing for more research on the links between the 

two. 

 

 The questionnaires covered a range of topics on school libraries. The major 

topics covered in the library media center questionnaire include library space, resources, 

equipment and technology, library services, staffing, and use. The student questionnaire 

includes items on use of the library for different purposes, and attitudes about resources 

and staff. 

 Some possible issues to keep in mind and limitations of the library data include 

the following. The library media center questionnaire was not completed by about 4 

percent of respondents. Thus, we do not know whether these schools do or do not have a 

school library media center. These schools, along with those schools that explicitly said 

they did not have a school library, are not included in any of the analyses of library 

characteristics. In approximately three-quarters of the cases, the person who completed 

the library media center questionnaire was the school library media center specialist (73 

percent). Four percent of respondents were the school principal and other school 

administrator. The remaining 23 percent were ìother;î we do not know who these 

respondents were. Finally, some of the items in the library questionnaire were 

categorical, where ideally we would want continuous responses (such as book and other 

holdings). Continuous variables would allow for the construction of variables per student 

(i.e., books per student). These and other limitations are noted throughout the report. 

A.3 Sample Design, Weighting, Response Rates, Standard Errors, and Electronic 

 Codebook 

A.3.1 Sampling 

The ELS:2002 base year sample design began with a nationally representative, 

two-stage stratified probability sample. The preliminary 1999-2000 Common Core of 

Data (CCD) and the provisional 1999-2000 Private School Survey (PSS) data files of 

public and private schools, respectively, were used as the sampling frames. The first 

stage of selection was schools; schools were selected with probability proportional to size 

(PPS). The public school sample was stratified by the nine U.S. Census divisions, and by 

urbanicity (metropolitan status of urban, suburban, or rural). Private schools (Catholic 

and other private) were stratified by four levels of geography (Census region) and 

urbanicity; private schools were oversampled. The target sample size was 800 schools. Of 

the 1,268 sampled schools, cooperation was sought from 1,221 eligible selections. The 

realized sample comprised 752 participating 10th-grade schools. The second stage of 

selection was students. Approximately 26 students per school were selected from 10th 

grade enrollment lists. Of the 19,218 students sampled, 17,591 students were selected 

(eligible) and 15,362 students participated. Some groups (e.g., Asians) were 

oversampled. 
A-10

A.3.2 Weighting 

The general purpose of the weighting scheme was to compensate for unequal 

probabilities of selection of schools and students into the base-year sample and to adjust 

for the fact that not all schools and students selected into the sample actually participated. 

Three sets of weights were computed: a school weight, a weight for student 

questionnaire completion, and a contextual data weight for the ìexpandedî sample of 

questionnaire-eligible and questionnaire-ineligible students.6

 Schools and students were 

adjusted for nonresponse, and these adjustments were designed to significantly reduce or 

eliminate nonresponse bias for data elements known for most respondents and 

nonrespondents. In addition, school weights were poststratified to known population 

totals. The estimates in this report were produced using BYSCHWT, a cross-sectional 

weight that generalizes to the population of all regular high schools with 10th-grades in 

the United States in the spring term of the 2001ñ02 school year, and BYSTUWT, a crosssectional weight that generalizes to the population of 10th-graders in regular U.S. high 

schools in the spring term of the 2001ñ02 school year. 

A.3.3 Response Rates 

Of 1,221 eligible contacted schools, 752 participated in the study, for an overall 

weighted school participation rate of approximately 68 percent (62 percent unweighted). 

Of 17,591 selected eligible students, 15,362 participated, for an overall weighted student 

response rate of approximately 87 percent. School and student unit nonresponse bias 

analyses were performed, as well as an item nonresponse bias analysis for the 

questionnaires.7 The school-level bias due to nonresponse prior to computing weights 

and after computing weights was estimated based on the data collected from both 

respondents and nonrespondents, as well as sampling frame data. At the unit level (but 

not the item level), weighting techniques were employed to reduce detected bias, and 

after final nonresponse adjustments, the remaining relative bias ranged from 0 to 0.2 

percent for schools and from 0 to 0.07 for students. For details of the bias analyses, see 

the Education Longitudinal Study of 2002: Base Year Data File Userís Manual. 

Unweighted school-level response by stratum is summarized in table A-4. Second-stage 

unit response rates by component are summarized in table A-5; weighted item response 

rates for all unimputed analysis variables used in this report are shown in table A-6; the 

weighted proportions for missing data that were imputed are shown in table A-7. Only 

items judged as critical on the student questionnaire were imputed. See the Education 

Longitudinal Study of 2002: Base Year Data File Userís Manual (Ingels et al. 

forthcoming) for a list of critical items. All response rates were calculated according to 

NCES Statistical Standards (Seastrom 2003). 

 

6

 The expanded sample weight generalizes to the population of all sophomores, regardless of whether they 

were capable of completing the questionnaire. The regular student questionnaire weight (BYSTUWT) 

generalizes only to the population of students who were eligible to complete the student questionnaire, (i.e., 

those who were not judged incapable of participation by virtue of a severe disability or lack of proficiency 

in the English language). 

7

 Nonresponse bias analysis was not performed on the library media center questionnaire as the response 

rates were generally high and did not fall below the designated threshold. 
A-11

Table A-4. Unweighted school sampling, eligibility, and participation by sampling stratum: 2002 

Number Percent1 Number Percent2 Number Percent3

 Total 1,268 1221 96.3 752 61.6

Public 953 75.2 926 97.2 580 62.6

Catholic 140 11.0 140 100.0 95 67.9

Other private 175 13.8 155 88.6 77 49.7

Urban 434 34.2 414 95.4 250 60.4

Suburban 630 49.7 609 96.7 361 59.3

Rural 204 16.1 198 97.1 141 71.2

1

 Percent is based on overall total within column. Details may not sum to 100 percent because of rounding.

2

 Percent is based on number sampled within row.

3

 Percent is based on number eligible within row.

Participating schools

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study 

of 2002 (ELS:2002). 

School sampling stratum

Sampled schools Eligible schools

 

Table Añ5. Summary of ELS:2002 base year completion and coverage rates: 2002

Instrument Selected Participated

Weighted 

percent

Unweighted 

percent

Student questionnaire 17,591 15,362 87.3 87.3

Student assessment1 15,362 14,543 95.1 94.7

Parent questionnaire2 15,362 13,488 87.5 87.8

Teacher ratings of students3 15,362 14,081 91.6 91.7

School administrator questionnaire 752 743 98.5 98.8

Library media center questionnaire 752 718 95.9 95.5

Facilities checklist 752 752 100.0 100.0

3

Indicates a coverage rate: ratings obtained from at least one teacher.

1

Percentage of cases for which a student questionnaire was obtained for which a cognitive test was also obtained. 

Note that test scores have been imputed where missing so that test scores are available for all 15,362 questionnaire 

completers.

2

Indicates a coverage rate, the proportion of participating students with a parent report. More parents participated; 

these completion rates reflect the number of records in the public-use data file, where parent (and teacher) data were 

excluded for students who did not complete a base year student questionnaire.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 

2002 (ELS:2002). 

Table A-6. Weighted response rates for unimputed variables: 2002

Source Variable label Variable Response rate, percent

Librarian How library is organized BYL01 92.0

Librarian Libraryís total seating capacity BYL02 88.7

Librarian Library has individual activity areas BYL03A 92.0

Librarian Library has small group activity areas BYL03B 91.0

See notes at end of table.
A-12

Source Variable label Variable Response rate, percent

Librarian Library has large group activity areas BYL03C 91.9

Librarian Library has staff work area BYL03D 92.0

Librarian Library has conference rooms BYL03E 91.8

Librarian Library has computer access area/lab BYL03F 91.7

Librarian Library can accommodate full class BYL04 92.1

Librarian Library serves full class/other activity at once BYL05 90.7

Librarian Staff includes state-certified librarians BYL06AA 91.7

Librarian Library media center staff includes state-certified BYL06BA 87.6

Librarian Library media staff includes uncertified professionals BYL06CA 87.0

Librarian Staff includes paid library aides BYL06DA 91.1

Librarian Volunteers provide library services BYL07 90.3

Librarian Library has telephone BYL11AA 91.1

Librarian Library has fax machine BYL11BA 91.1

Librarian Library has photocopier BYL11CA 90.8

Librarian Library has VCR BYL11DA 89.5

Librarian Library has laser disc player BYL11EA 89.3

Librarian Library has DVD player BYL11FA 89.1

Librarian Library has electronic book reader BYL11GA 90.6

Librarian Library has CD-ROM reader BYL11HA 89.5

Librarian Library has personal computer BYL11IA 89.4

Librarian Library has automated book circulation system BYL11JA 90.4

Librarian Library has Internet access BYL11KA 91.1

Librarian Library has cable TV BYL11LA 90.8

Librarian Library has closed-circuit TV BYL11MA 87.6

Librarian Library has video camera BYL11NA 90.8

Librarian Library has satellite TV hook-up BYL11OA 89.4

Librarian Library has audio equipment BYL11PA 89.8

Librarian Library has videoconference equipment BYL11QA 90.9

Librarian Library has scanner BYL11RA 89.6

Librarian Library has LCD panel/projection device BYL11SA 90.7

Librarian Library has technology for disabled BYL11TA 90.9

Librarian Online catalog available BYL12A 90.9

Librarian Other librariesí online catalogs available BYL12B 90.3

Librarian Internet access available BYL12C 90.9

Librarian Email/chat room access available BYL12D 89.2

Librarian Reference/bibliography databases available BYL12E 88.9

Librarian General articles/news databases available BYL12F 91.1

Librarian College/career databases available BYL12G 90.7

Librarian Academic subject databases available BYL12H 90.6

Table A-6. Weighted response rates for unimputed variablesóContinued

See notes at end of table.
A-13

Source Variable label Variable Response rate, percent

Librarian Electronic books/journals/references/magazines BYL12I 90.0

Librarian Educational software available BYL12J 90.7

Librarian Library has multimedia production facility BYL13 89.0

Librarian Has interlibrary loan with area high schools BYL14A 89.5

Librarian Has interlibrary loan with high schools in state BYL14B 90.8

Librarian Has interlibrary loan with public libraries BYL14C 90.1

Librarian Has interlibrary loan with state library BYL14D 90.3

Librarian Has interlibrary loan with colleges/universities BYL14E 90.3

Librarian Has other interlibrary loan program BYL14F 83.0

Librarian 2001 holdings ñ books BYL16A 91.7

Librarian 2001 holdings ñ videos BYL16B 88.4

Librarian 2001 holdings ñ periodical subscriptions BYL16C 90.7

Librarian 2001 holdings ñ electronic database subscriptions BYL16D 88.1

Librarian Total spent on computer hardware 2000ñ2001 school BYL19 87.6

Librarian When students may use library on own BYL20 90.9

Librarian Students may use library on own before/after school BYL21A 79.1

Librarian Students may use library on own during lunch break BYL21B 79.1

Librarian Students may use library on own during set times BYL21C 79.1

Librarian Students may use library on own between classes/recess BYL21D 79.1

Librarian Students may use library on own at other time BYL21E 79.1

Librarian How often library used for classes at same time BYL22A 87.1

Librarian How often library used for one class only BYL22B 89.3

Librarian How often library used for small groups BYL22C 85.9

Librarian How often library used for non-library activities BYL23 90.4

Librarian How many students use library per week BYL24 92.0

Librarian Total circulation per week BYL25 88.1

Librarian Maximum number of books students may take out BYL26 90.7

Librarian Students may take out reference material BYL27A 92.0

Librarian Students may take out periodicals BYL27B 92.0

Librarian Students may take out AV materials BYL27C 92.0

Librarian Students may take out AV equipment BYL27D 92.0

Librarian Students may take out computer software BYL27E 92.0

Librarian Students may take out computer hardware BYL27F 92.0

Librarian Students may take out none of these BYL27G 92.0

Librarian Parents allowed to check out material BYL28 90.3

Librarian How often has worked with English teachers BYL30A 90.8

Table A-6. Weighted response rates for unimputed variables:2002óContinued

See notes at end of table.
A-14

Source Variable label Variable Response rate, percent

Librarian How often worked with math teachers BYL30B 89.2

Librarian Library questionnaire respondentís title BYL34 91.5

School composite Base year library media center questionnaire status BYSCMDST 100.0

School composite Grade span ñ administrator questionnaire BYSPANP 98.9

School composite Grade 10 percent free lunch ñ categorical BY10FLP 91.5

Student Use of school library for assignments BUS51A 90.8

Student Use of school library for in-school projects BYS51B 90.9

Student Use of school library for homework BYS51C 90.5

Student Use of school library for research papers BYS51D 90.5

Student Use of school library for leisure reading BYS51E 90.1

Student Use of school library to read magazines/newspapers BYS51F 90.3

Student Use of school library to read books for fun BYS51G 89.6

Student Use of school library for interests outside of school BYS51H 90.5

Student Use of school library for Internet access BYS51I 90.5

Student How useful are school library reference materials BYS52 90.7

Student How helpful is library staff with finding research BYS53A 91.8

Student How helpful is library staff with using databases BYS53B 91.5

Student How helpful is library staff with using Internet BYS53C 91.5

Table A-6. Weighted response rates for unimputed variables: 2002óContinued

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002).

Table Añ7. ELS:2002 imputation variables: Weighted proportion imputed 

Variable Percent imputed

Student sex 0.06

Student race/ethnicity 0.05

Mother's educational attainment1 4.06

Mother's occupation1 5.70

Father's educational attainment1 10.00

Father's occupation1 14.57

Family income1 22.51

Student ability estimates (theta) for reading2 6.26

Student ability estimates (theta) for mathematics2 5.33 1

Used to construct socioeconomic status (SES). 

2

Used to construct normative (quartile) and proficiency scores.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002). 

 

A.3.4 Survey Standard Errors 

Because the ELS:2002 sample design involved stratification, the disproportionate 

sampling of certain strata, and clustered (i.e., multistage) probability sampling, the 

resulting statistics are more variable than they would have been if they had been based on 

data from a simple random sample of the same size. 

The calculation of exact standard errors for survey estimates can be difficult. 

Several procedures are available for calculating precise estimates of sampling errors for 
A-15

complex samples. Procedures such as Taylor Series approximations, Balanced Repeated 

Replication (BRR), and Jackknife Repeated Replication (JRR), which can be found in 

advanced statistical programs such as SUDAAN, AM, or WESVAR, produce similar 

results. The ELS:2002 analyses included in this report used AM (http://am.air.org) and 

the Taylor Series procedure to calculate standard errors. 

A.4 Statistical Procedures 

A.4.1 Student t Statistics 

Comparisons that have been drawn in the text of this report have been tested for 

statistical significance to ensure that the differences are larger than those that might be 

expected due to sampling variation. The statistical comparisons in this report were based 

on the t statistic. Whether the statistical test is considered significant or not is determined 

by calculating a t value for the difference between a pair of means or proportions and 

comparing this value to published tables of values, called critical values (cv). The alpha 

level is an a priori statement of the probability that a difference exists in fact rather than 

by chance. 

The t statistic between estimates from various subgroups presented in the tables 

can be computed by using the following formula: 

( ) 2

2

2

1

1 2

SE SE

x x

t

+

− =

where x1 and x2 are the estimates to be compared (e.g., the means of sample members in 

two groups), and SE1 and SE2 are their corresponding standard errors. 

A.5 GlossaryóDescription of Variables Used 

 Each row variable used in the analyses for this report is described below, 

separately for the school and student-level analyses. Restricted data from the ELS:2002 

restricted ECB were used in this report, though most of the variables can also be found on 

the public-use ELS:2002 ECB. 

SCHOOL CHARACTERISTICS

SECTOR/TYPE (BYSCTRL): Type of school: Public, Catholic, or Other 

Private. 

URBANICITY/LOCATION (BYURBAN): Metropolitan status of the school: 

Urban, Suburban, or Rural. Taken from the source data for school sampling: the 

Common Core of Data (CCD) 1999-2000 and the Private School Survey (PSS) 1999-

2000. 

REGION (BYREGION): Geographic region in which the school is located: 

Northeast (CT, ME, MA, NH, NJ, NY, PA, RI, and VT); Midwest (IL, IN, IA, KS, MI, 

MN, MO, ND, NE, OH, SD, and WI); South (AL, AR, DC, DE, FL, GA, KY, LA, MD, 
A-16

MS, NC, OK, SC, TN, TX, VA, and WV); and West (AK, AZ, CA, CO, HI, ID, MT, 

NV, NM, OR, UT, WA, and WY). 

GRADE SPAN (BYSPANP): Grade span of 10th grade school: PK, K, 1, 2, 3, 4, 

or 5 through 12; 6, 7, or 8 through 12; 9 through 10, 11, or 12; 10 through 11 or 12. 

SCHOOL ENROLLMENT (BYSCENP): Total school enrollment from school 

questionnaire (categorical). Response categories were collapsed as follows to create five 

categories: (1) 1ñ399; (2) 400ñ599 and 600ñ799; (3) 800ñ999 and 1,000ñ1,199; (4) 

1,200ñ1,599; (5) 1,600ñ1,999 and 2,000ñ2,499 and 2,500+ students. These categories 

are based on previous research on the effects of school size (Lee 2000). 

GRADE 10 PERCENT FREE LUNCH (BY10FLP): Percent of 10th-graders 

receiving free or reduced price lunch (categorical). Responses categories were collapsed 

as follows to create four categories: (1) 0ñ5 percent; (2) 6ñ10 percent and 11ñ20 percent; 

(3) 21ñ30 percent and 31ñ50 percent; (4) 51ñ75 percent and 76ñ100 percent. Collapsing 

the response categories in this way approximates a quartile distribution, based on 

weighted frequencies. It is also similar to categorizations in previous reports (e.g., 

Chaney 1998). 

STUDENT CHARACTERISTICS

SEX (SEX): This variable was constructed from BYS14 on the base year student 

questionnaire or, where missing, from (in order of preference) the school roster, logical 

imputation based on first name, or statistical imputation. 

RACE/ETHNICITY (RACE): The race/ethnicity variable for this report is based 

on RACE with one simplification: ìHispanic/Latino, race specifiedî and 

ìHispanic/Latino, no race specifiedî are combined into one category, ìHispanic or 

Latino.î The resulting categories are: 1) American Indian or Alaska Native; 2) Asian or 

Pacific Islander, including Native Hawaiian; 3) Black, non-Hispanic, including African 

American; 4) Hispanic or Latino; 5) More than one race or Multiracial; and 6) White, 

non-Hispanic. All race categories exclude individuals of Hispanic ethnicity. 

RACE reflects new federal standards for collecting race and ethnicity data that 

allow respondents to mark more than one choice for race. RACE was obtained from the 

student questionnaire (BYS15, BYS17A, BYS17B, BYS17C, BYS17D, and BYS17E) 

when available or from (in order of preference) the sampling roster, the parent 

questionnaire if the parent respondent was a biological parent, or logical imputation 

based on other questionnaire items (e.g., surname, native language). 

SOCIOECONOMIC STATUS (SES2QU): The socioeconomic status (SES) 

variable used in this report combines the middle two categories of the SES2QU variable, 

which divides SES2 into quartiles based on the weighted marginal distribution. Three 

categories result: 1) lowest quartile of SES2 (i.e., students below the 25th percentile rank 

for SES); 2) middle two quartiles of SES2 (i.e., students whose SES percentile rank was 
A-17

at least 25th and below 75th); and 3) highest quartile of SES2 (i.e., students whose SES 

percentile rank was at least 75th). 

SES2 is a composite variable constructed from parent questionnaire data when 

available, and from imputation or student substitutions when not. SES is based on five 

equally weighted, standardized components: fatherís/guardianís education (FATHED), 

motherís/guardianís education (MOTHED), family income (INCOME), 

fatherís/guardianís occupational prestige score (from OCCUFATH), and 

motherís/guardianís occupational prestige score (from OCCUMOTH). 

TESTED ACHIEVEMENT (BYTXCQU): This is the standardized test 

composite score (reading and mathematics) quartile. The composite score is the average 

of the math (BYTXMSTD) and reading (BYTXRSTD) standardized scores, 

restandardized to a national mean of 50.0 and standard deviation of 10.0. Some students 

had scores for only the math test or reading test, but not both. For students who did not 

have both scores, the composite is based on the single score that was available. The 

standardized T score provides a norm-referenced measurement of achievement, that is, an 

estimate of achievement relative to the population (spring 2002 10th-graders) as a whole. 

It provides information on status compared to peers (as distinguished from the IRTestimated number-right score, which represents status with respect to achievement on a 

particular criterion set of test items). The quartile score divides the weighted (population 

estimate) achievement distributions into four equal groups. The middle two groups were 

combined for the analyses in this report, resulting in three categories: the lowest quartile, 

the middle two quartiles, and the highest quartile. 

Please note at a point in time when this report was in a late stage of preparation, 

an error was found in the reading scores of a subset of the base year student sample. An 

investigation of the impact of the error established that estimates based on the erroneous 

scores differed by very little from corrected estimates (where there was an effect at all, it 

was generally in the low tenths of one percent range) and affected no conclusions of this 

or other NCES reports then being drafted or reviewed. Nonetheless, because the base 

year error has now been corrected, data users employing the corrected files will find that 

they cannot replicate precisely the reading score estimates in this report. 

SECTOR/TYPE (BYSCTRL): Type of school for each student: Public, Catholic, 

or Other Private. 

URBANICITY/LOCATION (BYURBAN): Metropolitan status of the school for 

each student: Urban, Suburban, or Rural. Taken from the source data for school 

sampling: the Common Core of Data (CCD) 1999-2000 and the Private School Survey 

(PSS) 1999-2000. 

REGION (BYREGION): Geographic region in which the school is located for 

each student: Northeast (CT, ME, MA, NH, NJ, NY, PA, RI, and VT); Midwest (IL, IN, 

IA, KS, MI, MN, MO, ND, NE, OH, SD, and WI); South (AL, AR, DC, DE, FL, GA, 

KY, LA, MD, MS, NC, OK, SC, TN, TX, VA, and WV); and West (AK, AZ, CA, CO, 

HI, ID, MT, NV, NM, OR, UT, WA, and WY). 
A-18

One library variable was created from multiple variables. Circulation per student, 

per week was created by dividing circulation per week (BYL25) by total student 

enrollment (BYA01). Both were continuous variables (see table 16). 

All library variables used in the analyses in this report are listed in table A-6. In 

the analyses, only non-missing responses were used for these variables. Percent of 

schools with a library media center was calculated using the school-level variable, base 

year library media center questionnaire status (BYSCMDST). Schools that did not 

complete the questionnaire were excluded (thus we donít know whether they do or do not 

have a library media center). The remainder either completed the questionnaire (and thus 

had a school library), or responded that the school did not have a library media center. 

Some variable response categories were combined for analysis. In tables 18 and 20, 

responses ìsometimesî and ìoftenî were combined for student questions about use of 

school library (BYS51A-I); responses ìhelpfulî and ìvery helpfulî were combined for 

student questions about helpfulness of library staff (BYS53A-C). 
B-1

Appendix B: Standard Error Tables
B-2

School characteristic Percentage with a school 

library media center

 Total 1.57

 

School sector

 Public Ü

 Catholic Ü

 Other private 7.26

School urbanicity

 Urban 0.89

 Suburban 3.42

 Rural 1.03

School region

 Northeast 4.84

 Midwest 1.85

 South 3.21

 West 1.79

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 5.20

 6, 7, or 8ñ12 Ü

 9ñ10, 11, 12 0.34

 10ñ11, 12 Ü

School enrollment

 1ñ399 3.23

 400ñ799 Ü

 800ñ1,199 Ü

 1,200ñ1,599 Ü

 1,600+ Ü

Grade 10 percent free lunch1

 0ñ5 percent 4.88

 6ñ20 percent Ü

 21ñ50 percent 0.64

 51ñ100 percent Ü

Ü Not applicable.

Table B-1. Standard errors for Table 1: Percent of 10th-grade 

ddddddd.dschools with a school library media center, by 

dddddd.ddselected school characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education 

Statistics, Education Longitudinal Study of 2002 (ELS:2002), ìBase 

Year, School Survey, 2002.î

1

 Percentage of a schoolís 10th-grade students that receive free or 

reduced-price lunch.
B-3

Mean total 

seating capacity 

(seats)

Centralized (one 

area in one 

building) 

(percent)

Decentralized 

(collections or 

services located in 

more than one 

location) (percent)

Media center can 

accommodate full 

class of students at 

one time (percent)

Media center can 

serve full class and 

other activity1 at once 

(percent)

 Total 2.47 1.96 1.96 2.77 3.08

School sector

 Public 2.66 1.57 1.57 2.70 3.40

 Catholic 4.22 2.52 2.52 4.06 7.03

 Other private 8.75 8.27 8.27 9.73 9.98

School urbanicity

 Urban 6.20 2.16 2.16 7.43 5.12

 Suburban 2.99 2.08 2.08 3.18 4.46

 Rural 4.44 5.05 5.05 4.54 5.75

School region

 Northeast 4.12 5.35 5.35 0.88 7.08

 Midwest 4.13 4.30 4.30 4.80 6.45

 South 5.03 3.41 3.41 5.51 3.97

 West 4.84 1.46 1.46 6.42 8.25

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 6.52 5.72 5.72 8.47 8.87

 6, 7, or 8ñ12 3.90 5.31 5.31 0.87 7.95

 9ñ10, 11, 12 2.90 1.44 1.44 2.44 3.28

 10ñ11, 12 7.71 1.70 1.70 Ü 4.33

School enrollment

 1ñ399 4.40 4.64 4.64 6.03 6.58

 400ñ799 2.56 0.97 0.97 1.37 5.72

 800ñ1,199 3.28 1.03 1.03 0.61 2.43

 1,200ñ1,599 4.49 1.80 1.80 Ü 2.42

 1,600+ 4.04 1.63 1.63 1.10 1.46

Grade 10 percent free lunch2

 0ñ5 percent 4.89 5.92 5.92 5.44 5.73

 6ñ20 percent 5.86 3.37 3.37 3.30 3.22

 21ñ50 percent 4.92 3.42 3.42 5.53 6.37

 51ñ100 percent 7.05 2.13 2.13 9.65 10.40

Ü Not applicable.

1

 Such as production activities, conferences, small group work, individual browsing.

2

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

NOTE: Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002), 

ìBase Year, Library Media Center Survey, 2002.î

Library organization Space accommodations

Table B-2. Standard errors for Table 2: Mean total seating capacity of school library media centers and percent of 

dddddddddschool library media centers with different organizations and space accommodations, by selected school 

dddddddddcharacteristics: 2002

School characteristic
B-4

School characteristic Individual 

activity areas1

Small group 

activity areas2

Large group 

activity areas3 Staff work area4

Conference 

room

Computer 

access area or 

lab

 Total 3.20 3.15 3.04 3.22 2.61 1.29

School sector

 Public 3.72 3.51 3.47 3.29 3.11 1.06

 Catholic 6.78 6.18 5.18 5.12 6.51 3.93

 Other private 7.69 8.03 7.91 10.10 4.48 5.52

School urbanicity

 Urban 6.48 6.24 6.92 6.84 5.08 5.03

 Suburban 4.32 4.53 3.28 2.90 3.47 1.41

 Rural 6.17 5.82 6.18 6.62 5.29 0.54

School region

 Northeast 5.50 6.39 4.67 5.82 6.03 3.72

 Midwest 6.60 6.80 6.23 5.67 4.54 0.61

 South 5.30 4.60 4.73 5.44 4.01 2.65

 West 7.67 7.70 8.17 8.81 7.21 2.79

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 8.47 8.62 8.24 8.85 5.95 3.57

 6, 7, or 8ñ12 7.84 7.47 6.03 7.18 6.70 3.48

 9ñ10, 11, 12 3.74 3.48 2.99 2.59 3.15 1.15

 10ñ11, 12 12.60 12.58 6.57 3.96 11.78 Ü

School enrollment

 1ñ399 6.51 6.43 6.36 6.97 4.85 3.07

 400ñ799 5.64 5.76 4.94 4.52 5.22 0.84

 800ñ1,199 4.20 4.64 6.21 6.19 5.24 0.29

 1,200ñ1,599 4.37 3.75 3.13 1.86 5.16 1.38

 1,600+ 3.44 3.38 2.31 1.79 4.17 0.21

Grade 10 percent free lunch5

 0ñ5 percent 5.14 5.90 5.06 6.56 4.57 3.49

 6ñ20 percent 5.88 4.92 2.98 3.02 5.72 0.91

 21ñ50 percent 6.74 6.81 6.65 6.46 5.88 Ü

 51ñ100 percent 9.58 9.99 9.64 9.81 7.64 4.08

Ü Not applicable.

1

 Area for individual reading, viewing, and listening.

2

 Area for five persons or less for viewing or listening.

3

 Area for more than five persons for viewing or listening.

4

 Area where staff order, label, etc.

5

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002), 

ìBase Year, Library Media Center Survey, 2002.î

Table B-3. Standard errors for Table 3: Percent of school library media centers with various work areas, by selected 

dddddddddschool characteristics: 2002

 
B-5

Fewer than 

8,000

8,000ñ1

5,999

16,000ñ2

3,999

24,000 or 

more

Fewer 

than 250 250ñ999 1,000ñ1,749

1,750 or 

more

 Total 3.52 3.09 2.10 0.93 2.88 2.72 1.22 0.32

School sector

 Public 4.09 3.69 2.61 1.04 3.49 3.33 1.48 0.36

 Catholic 6.74 6.85 4.09 2.21 6.15 6.04 1.83 Ü

 Other private 6.64 5.30 2.12 2.58 4.72 4.12 2.32 0.84

School urbanicity

 Urban 6.66 4.48 2.95 2.18 5.00 4.27 2.53 0.96

 Suburban 4.72 3.96 3.24 1.15 3.93 3.48 2.40 0.57

 Rural 7.14 6.72 3.95 1.77 5.76 5.77 1.07 0.17

School region

 Northeast 5.84 5.33 4.62 1.99 5.91 5.76 2.59 0.79

 Midwest 6.03 6.30 4.17 2.48 5.10 4.91 1.76 0.62

 South 5.54 4.66 3.77 1.21 5.64 5.27 2.81 0.54

 West 9.71 7.72 4.02 1.52 5.15 4.98 0.96 0.63

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 8.75 7.39 5.67 1.66 6.70 5.99 3.40 0.52

 6, 7, or 8ñ12 7.41 7.55 3.38 1.46 7.74 7.62 2.01 0.46

 9ñ10, 11, 12 3.68 3.18 2.50 1.40 3.17 2.98 1.25 0.47

 10ñ11, 12 5.94 10.85 8.41 6.46 11.21 9.27 6.23 4.32

School enrollment

 1ñ399 6.54 5.98 3.45 1.56 5.42 5.39 0.80 Ü

 400ñ799 5.15 5.74 5.37 1.49 5.86 5.49 3.97 Ü

 800ñ1,199 6.59 6.02 4.21 2.56 6.15 5.60 3.95 1.48

 1,200ñ1,599 1.93 5.36 5.47 3.83 5.29 5.40 4.23 Ü

 1,600+ 0.77 3.81 4.19 3.49 4.31 4.25 3.03 2.76

Grade 10 percent free lunch1

 0ñ5 percent 5.97 4.65 2.46 2.63 4.21 3.66 1.83 0.55

 6ñ20 percent 7.19 6.11 4.65 1.64 6.74 6.28 1.17 1.04

 21ñ50 percent 7.45 6.60 5.27 1.27 6.15 5.84 1.46 0.47

 51ñ100 percent 9.84 8.76 3.86 1.28 8.35 7.71 3.34 0.80

See notes at end of table.

2001 holdings ñ books (all copies)

2001 holdings ñ video materials (tape, DVD, 

or laser disc titles; not duplicates) School characteristic

Table B-4. Standard errors for Table 4: Percent of school library media centers with different amounts of 

dddddddddlibrary collections, by selected school characteristics: 2002
B-6

Fewer 

than 25 25ñ49 50ñ74 75 or more None 1ñ3 4ñ6 7 or more

 Total 3.40 3.23 1.55 1.31 3.02 3.28 1.81 1.94

School sector

 Public 3.98 3.93 1.94 1.62 3.28 3.68 2.23 2.40

 Catholic 7.29 5.79 4.41 1.84 7.60 5.17 4.85 4.53

 Other private 5.40 4.15 1.49 2.15 8.99 9.18 2.42 2.49

School urbanicity

 Urban 6.36 4.79 2.57 2.21 5.93 5.78 2.69 3.18

 Suburban 4.13 4.05 2.23 1.85 4.38 4.13 2.72 2.96

 Rural 7.29 7.15 3.05 2.63 5.35 6.28 3.41 3.52

School region

 Northeast 5.85 6.06 3.09 3.43 5.14 7.15 4.71 5.28

 Midwest 6.54 6.71 3.56 2.88 5.23 6.06 4.23 3.42

 South 5.55 4.77 2.65 2.24 5.42 5.64 2.37 3.83

 West 8.99 8.82 2.53 1.70 7.49 7.74 3.42 2.12

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 8.26 8.03 0.86 1.28 8.13 9.02 3.59 4.43

 6, 7, or 8ñ12 7.79 7.72 5.00 1.92 7.66 7.87 6.13 6.10

 9ñ10, 11, 12 3.11 3.37 2.21 2.13 3.09 3.42 1.89 2.25

 10ñ11, 12 12.49 11.00 4.74 5.85 Ü 11.69 12.27 3.44

School enrollment

 1ñ399 6.70 6.53 2.57 2.26 6.56 6.85 3.58 2.44

 400ñ799 5.40 6.07 3.11 2.49 4.64 5.94 3.18 5.38

 800ñ1,199 6.37 5.50 3.16 3.72 3.47 6.10 3.72 4.37

 1,200ñ1,599 4.42 5.48 4.85 4.20 2.29 5.56 5.18 4.91

 1,600+ 3.08 4.00 4.08 3.39 2.14 4.54 3.73 4.10

Grade 10 percent free lunch1

 0ñ5 percent 5.60 4.46 2.20 2.36 5.97 6.35 2.96 2.83

 6ñ20 percent 7.24 5.46 3.69 4.09 4.34 6.77 2.84 4.98

 21ñ50 percent 7.16 6.99 3.17 2.00 5.88 6.85 2.97 4.27

 51ñ100 percent 9.53 9.73 4.29 2.46 9.71 8.10 7.12 6.06

Ü Not applicable.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

Table B-4. Standard errors for Table 4: Percent of school library media centers with different amounts of 

dddddddddlibrary collections, by selected school characteristics: 2002óContinued

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

2001 holdings ñ periodical subscriptions 

(current print or microform subscriptions)

2001 holdings ñ electronic database 

subscriptions (online, CD-ROM, electronic 

School characteristic journals, electronic books; not duplicates)
B-7

TelephoneFax 

machine

Photocopier VCR

Laser 

disc 

player

DVD 

player

Electronic 

book reader

CDROM 

reader

Personal 

computer

Automated 

book 

circulation 

system

 Total 3.02 2.21 3.86 2.22 2.96 2.27 0.83 3.56 2.12 3.49

School sector

 Public 3.00 2.58 4.40 2.58 3.54 2.55 0.55 4.03 2.68 4.00

 Catholic 4.18 3.94 5.56 4.39 6.77 6.41 1.53 5.98 1.44 6.75

 Other private 10.08 5.10 9.88 5.33 5.58 5.96 4.34 9.41 0.92 8.60

School urbanicity

 Urban 6.84 3.35 7.35 5.83 4.71 4.41 0.98 6.96 5.79 6.95

 Suburban 3.18 3.17 4.50 2.44 4.32 3.20 1.84 4.42 1.48 4.41

 Rural 6.06 4.24 7.41 4.03 5.17 3.91 0.49 7.14 4.24 7.18

School region

 Northeast 2.16 4.62 5.60 4.31 5.89 5.77 1.47 5.63 2.62 5.71

 Midwest 4.99 4.50 6.86 4.47 6.24 4.38 0.94 5.96 1.63 6.26

 South 5.68 3.89 6.38 3.50 4.44 3.90 2.06 6.48 5.24 5.85

 West 7.91 4.08 10.36 5.95 7.66 3.95 Ü 8.64 0.58 9.70

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 8.90 5.55 8.65 5.17 6.35 3.48 2.65 9.53 5.51 9.05

 6, 7, or 8ñ12 4.92 4.09 7.45 2.63 7.88 6.86 1.83 7.69 3.37 7.27

 9ñ10, 11, 12 2.43 2.78 3.77 2.87 3.27 2.63 0.59 3.83 2.51 3.60

 10ñ11, 12 Ü 10.43 12.81 2.54 11.80 7.76 2.20 4.37 Ü 4.44

School enrollment

 1ñ99 6.97 4.25 7.04 5.24 5.44 4.21 1.80 7.06 4.76 7.17

 400ñ799 2.10 4.91 5.26 1.58 6.03 4.52 1.43 5.46 3.22 4.82

 800ñ1,199 Ü 4.15 2.34 1.89 5.52 4.86 1.26 3.68 2.80 3.63

 1,200ñ1,599 Ü 5.17 2.11 2.26 5.56 5.15 Ü 2.86 1.58 1.65

 1,600+ Ü 4.30 0.47 2.55 4.25 4.15 0.82 2.85 1.24 1.12

Grade 10 percent free lunch1

 0ñ5 percent 6.51 3.27 6.65 3.49 4.83 4.55 0.38 6.11 1.21 6.11

 6ñ20 percent 2.19 5.73 7.52 4.13 6.04 5.11 3.24 4.88 1.24 4.12

21ñ50 percent 5.84 4.88 7.21 3.93 5.20 3.78 0.65 7.28 4.79 7.24

51ñ100 percent 9.22 4.56 10.97 8.98 9.70 5.25 2.06 10.63 9.64 11.30

Allowed to use item:

 Students 3.09 6.22 3.24 3.73 4.21 5.02 10.20 1.37 1.95 3.38

 Faculty/staff 2.03 3.98 1.81 0.43 0.08 2.59 9.75 0.39 1.72 3.44

 Library staff 2.52 5.53 2.93 3.81 4.79 3.44 Ü 2.14 1.66 1.23

See notes at end of table.

School library media center has:

School characteristic

Table B-5a. Standard errors for Table 5: Percent of school library media centers with various equipment and dddddddddd. 

Ddddd.dddd technology, by selected school characteristics: 2002
B-8

 Total 1.73 3.29 2.55 3.65 3.12 2.10 2.79 3.34 3.31 2.14

School sector

 Public 1.65 3.64 2.88 4.22 3.65 2.12 3.23 3.67 3.55 2.55

 Catholic 3.67 6.50 5.45 6.11 4.73 5.70 2.78 7.22 6.93 2.30

 Other private 6.73 9.42 6.70 8.99 6.91 7.67 6.61 9.55 9.17 4.82

School urbanicity

 Urban 6.94 6.11 3.95 5.76 2.46 4.33 1.88 5.89 6.29 1.93

 Suburban 1.18 4.19 3.60 4.24 4.17 2.53 3.68 4.02 4.49 2.89

 Rural 0.53 6.18 4.38 7.74 6.63 4.29 5.95 6.62 6.02 4.69

School region

 Northeast 3.38 6.57 4.80 7.14 4.55 4.42 3.70 7.26 6.79 3.77

 Midwest 2.49 5.57 5.45 5.72 6.17 3.56 5.81 5.96 5.84 5.31

 South 4.01 5.86 4.44 6.55 5.06 0.90 5.34 5.96 5.99 2.63

 West Ü 7.97 5.62 8.75 8.06 7.94 4.50 7.20 7.69 5.19

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 4.15 8.95 5.69 8.64 8.89 6.82 8.88 9.11 9.42 5.46

 6, 7, or 8ñ12 0.87 7.49 6.96 7.26 8.09 2.77 4.51 7.67 7.69 5.17

 9ñ10, 11, 12 2.40 3.39 2.59 3.63 2.61 1.62 2.12 3.36 3.70 2.37

 10ñ11, 12 Ü 2.67 9.99 7.03 12.13 4.24 10.04 5.70 4.60 7.91

School enrollment

 1ñ399 3.93 6.94 3.94 7.28 6.38 4.60 5.88 6.92 6.95 4.34

 400ñ799 0.12 4.05 5.55 4.85 5.89 1.94 5.64 5.71 5.25 4.81

 800ñ1,199 Ü 6.29 5.41 6.12 5.14 2.23 4.14 6.02 6.16 4.40

 1,200ñ1,599 Ü 4.93 5.66 4.63 5.17 3.32 4.23 4.77 4.68 4.69

 1,600+ Ü 3.32 4.23 4.06 3.93 3.39 3.76 3.85 3.48 4.08

Grade 10 percent free lunch1

 0ñ5 percent 4.17 6.33 4.63 5.90 3.79 4.66 3.33 5.85 5.98 3.54

 6ñ20 percent 0.13 4.85 5.85 7.45 5.84 2.61 7.29 5.86 5.44 4.39

 21ñ50 percent 0.50 6.98 4.75 7.00 6.83 4.85 5.61 6.72 6.96 4.95

 51ñ100 percent 8.68 9.83 7.41 9.67 6.87 2.95 3.68 9.32 10.30 3.66

Allowed to use item:

 Students 1.90 3.66 3.35 3.68 4.85 3.20 5.68 2.64 3.91 4.69

 Faculty/staff 0.93 1.26 2.64 0.64 3.67 0.51 2.52 2.07 1.51 4.13

 Library staff 2.63 2.32 1.75 2.83 1.35 2.87 3.35 2.68 2.18 6.53

Ü Not applicable.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

Table B-5a. Standard errors for Table 5: Percent of school library media centers with various equipment and technology, ddddddddd 

dddddd.ddd by selected school characteristics: 2002óContinued

School library media center has:

Internet 

access

Cable 

TV

Closedcircuit TVVideo 

camera

Satellite 

TV hookupAudio 

equipment

conferencing 

equipment Scanner

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002), ìBase 

Year, Library Media Center Survey, 2002.î

Technology for 

disabled

LCD panel or 

projection 

School characteristic device

 
B-9

Office equipment Audiovisual equipment Electronic equipment

 Total 0.07 0.14 0.11

School sector

 Public 0.07 0.15 0.12

 Catholic 0.09 0.29 0.21

 Other private 0.21 0.42 0.28

School urbanicity

 Urban 0.15 0.26 0.22

 Suburban 0.08 0.19 0.10

 Rural 0.13 0.23 0.20

School region

 Northeast 0.09 0.31 0.15

 Midwest 0.12 0.28 0.17

 South 0.13 0.25 0.21

 West 0.18 0.25 0.02

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 0.18 0.40 0.25

 6, 7, or 8ñ12 0.10 0.25 0.22

 9ñ10, 11, 12 0.07 0.14 0.11

 10ñ11, 12 0.20 0.03 0.19

School enrollment

 1ñ399 0.14 0.26 0.22

 400ñ799 0.09 0.22 0.12

 800ñ1,199 0.05 0.27 0.14

 1,200ñ1,599 0.06 0.20 0.11

 1,600+ 0.04 0.15 0.12

Grade 10 percent free lunch1

 0ñ5 percent 0.14 0.24 0.15

 6ñ20 percent 0.12 0.24 0.13

 21ñ50 percent 0.13 0.30 0.21

 51ñ100 percent 0.20 0.43 0.36

1

Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

School characteristic

Table B-5b. Standard errors for Table 5b: Mean number of equipment and technology items offered 

ddddddddd. by school library media centers, by category and selected school characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 

2002 (ELS:2002), ìBase Year, Library Media Center Survey, 2002.î
B-10

Online 

catalog

Other 

librariesí 

online 

catalogs

Internet 

access

Email or chat 

room access

Educational 

software1

Multimedia 

production 

facility2

 Total 3.63 3.57 1.48 3.11 3.03 2.56

School sector

 Public 4.20 4.15 0.49 3.47 3.44 3.01

 Catholic 6.97 7.45 3.74 7.29 6.31 5.66

 Other private 7.44 8.67 7.91 8.76 8.20 5.07

School urbanicity

 Urban 7.19 7.04 4.76 5.97 6.88 2.66

 Suburban 4.44 4.45 2.24 4.02 4.03 2.94

 Rural 7.43 7.38 1.14 6.26 5.37 5.77

School region

 Northeast 4.77 4.89 3.38 6.68 5.94 4.34

 Midwest 6.55 6.16 2.48 5.56 5.20 5.25

 South 5.97 5.97 2.45 5.53 4.82 4.88

 West 9.81 9.21 3.93 7.44 7.91 3.22

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 8.53 8.90 5.06 8.92 7.52 8.54

 6, 7, or 8ñ12 7.60 7.62 2.48 7.64 7.25 5.64

 9ñ10, 11, 12 3.46 3.61 0.70 3.13 3.67 1.82

 10ñ11, 12 12.55 12.28 Ü 10.57 10.00 11.19

School enrollment

 1ñ399 7.11 7.25 3.15 6.40 6.04 5.84

 400ñ799 5.35 6.01 1.57 5.76 5.56 4.14

 800ñ1,199 6.57 5.96 0.72 3.30 4.23 4.30

 1,200ñ1,599 2.88 4.85 Ü 5.48 4.75 3.88

 1,600+ 1.36 3.69 Ü 4.00 3.70 3.57

Grade 10 percent free lunch1

 0ñ5 percent 6.06 5.85 4.95 5.86 5.40 2.06

 6ñ20 percent 4.55 3.41 0.13 7.27 5.49 7.43

 21ñ50 percent 7.50 6.99 0.50 5.33 6.14 4.67

 51ñ100 percent 10.91 9.02 0.77 6.11 10.46 6.52

See notes at end of table.

School library media center has:

Table B-6. Standard errors for Table 6: Percent of school library media centers with various services, by 

dddddddddselected school characteristics: 2002

School characteristic
B-11

 Total 2.27 2.76 3.17 3.48 3.41

School sector

 Public 2.26 2.91 3.69 4.08 3.87

 Catholic 5.06 6.73 6.55 5.96 6.81

 Other private 8.21 8.56 8.05 8.73 9.16

School urbanicity

 Urban 7.11 7.25 6.31 6.53 6.33

 Suburban 3.12 4.34 4.1 4.45 4.59

 Rural 1.72 2.27 6.35 7.16 6.27

School region

 Northeast 4.32 4.78 5.69 5.53 6.88

 Midwest 2.23 3.72 6.08 5.98 5.98

 South 4.76 5.01 5.47 5.88 6.08

 West 5.13 7.44 7.63 8.17 8.03

Grade span

PK, K, 1, 2, 3, 4, or 5ñ12 6.34 6.92 9.09 9.13 9.15

 6, 7, or 8ñ12 4.75 6.24 6.86 7.75 6.94

 9ñ10, 11, 12 2.53 3.44 3.5 3.51 3.69

 10ñ11, 12 2.61 Ü 7.7 7.59 12.4

School enrollment

 1ñ399 4.54 5.44 6.33 6.88 7

 400ñ799 4.4 4.89 5.81 5.76 5.91

 800ñ1,199 1.7 6.29 4.52 3.91 6.34

 1,200ñ1,599 1.97 2.21 5.25 4.95 4.54

 1,600+ 1.54 1.26 3.77 3.97 3.21

Grade 10 percent free lunch5

 0ñ5 percent 5.08 5.52 5.55 5.71 6.25

 6ñ20 percent 3.26 3.68 7.27 4.54 4.62

 21ñ50 percent 1.3 2.26 6.32 7.14 6.81

 51ñ100 percent 9.71 11.07 10.16 9.59 9.67

1

 Examples include CD-ROMs and Math Blasters.

3

Examples include encyclopedias, dictionaries.

4

 Education, business/management, humanities, science/engineering/math, or English databases (e.g., ERIC, Science Direct). 5

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

School characteristic Reference and 

bibliography 

database3

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002), 

ìBase Year, Library Media Center Survey, 2002.î

Table B-6. Standard errors for Table 6: Percent of school library media centers with various services, by selected school 

dddddddddcharacteristics: 2002óContinued

2

 A multimedia production facility is a studio containing a computers and equipment using text, full-color images and graphics, video, 

School library media center has:

General articles 

and news 

databases

College and 

career databases

Academic subject 

databases4

Electronic full-text 

books, journals, 

references, or 

magazines
B-12

 Total 3.15 2.91 2.76 3.21 2.98 2.99 2.90

School sector

 Public 3.26 3.53 3.29 3.74 3.59 3.60 3.38

 Catholic 7.35 5.30 3.78 5.91 5.19 5.18 4.80

 Other private 8.64 2.74 4.76 5.45 2.94 2.68 6.84

School urbanicity

 Urban 5.98 5.19 2.33 4.73 3.29 4.35 6.89

 Suburban 4.21 3.46 2.97 4.01 3.22 2.99 3.18

 Rural 6.25 6.26 6.28 6.67 6.70 6.67 5.66

School region

 Northeast 4.88 5.03 4.69 5.24 5.33 5.25 5.93

 Midwest 5.92 5.75 4.59 6.16 5.83 6.10 5.17

 South 5.69 5.01 5.29 5.36 5.15 4.89 4.53

 West 7.67 6.71 7.00 8.32 7.66 7.65 8.28

Grade span

PK, K, 1, 2, 3, 4, or 5ñ12 9.23 6.47 8.15 8.79 8.51 8.56 7.74

 6, 7, or 8ñ12 7.34 7.84 6.45 7.76 6.78 7.78 6.72

 9ñ10, 11, 12 2.67 2.94 2.56 3.34 2.97 2.90 3.10

 10ñ11, 12 12.35 10.48 9.37 11.76 7.42 7.42 7.70

School enrollment

 1ñ399 6.64 5.98 6.25 6.66 6.52 6.62 5.65

 400ñ799 5.67 5.49 4.50 5.58 5.10 5.09 5.43

 800ñ1,199 4.94 5.71 5.01 5.59 5.27 5.00 6.69

 1,200ñ1,599 5.10 4.97 4.61 5.32 4.94 4.78 4.86

 1,600+ 4.08 4.14 3.50 4.11 3.83 3.39 2.74

Grade 10 percent free lunch1

 0ñ5 percent 5.50 4.07 3.00 4.91 4.08 3.89 3.03

 6ñ20 percent 4.97 6.03 6.96 6.11 6.91 6.97 5.49

 21ñ50 percent 7.07 6.76 5.92 6.99 6.75 6.69 6.62

 51ñ100 percent 7.34 7.24 2.35 10.24 5.62 7.56 10.41

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002), 

ìBase Year, Library Media Center Survey, 2002.î

School library media center participates in:

Any 

interlibrary 

loan program

Interlibrary 

loan program 

with area 

high schools

Interlibrary 

loan program 

with other 

high schools 

in state

Interlibrary 

loan program 

with public 

libraries in 

the area

Interlibrary 

loan program 

with state 

library

Other 

interlibrary 

loan program

Table B-7. Standard errors for Table 7: Percent of school library media centers that participate in various interlibrary 

dddddddddloan (ILL) programs, by selected school characteristics: 2002

Interlibrary 

loan program 

with colleges 

and 

universities

School characteristic
B-13

None $1ñ$2,499 $2,500ñ$4,999 $5,000ñ$9,999 $10,000 or more

 Total 2.68 3.23 2.05 1.67 2.79

School sector

 Public 3.07 3.48 2.12 1.84 3.34

 Catholic 5.91 5.73 5.23 4.87 4.51

 Other private 6.79 9.64 6.69 4.71 5.25

School urbanicity

 Urban 4.94 6.69 2.69 4.05 2.83

 Suburban 4.08 3.39 3.20 1.81 3.36

 Rural 4.64 6.92 3.84 3.30 6.40

School region

 Northeast 6.86 6.63 2.39 2.42 4.74

 Midwest 5.33 5.07 5.16 3.38 5.12

 South 3.59 6.17 3.33 2.68 5.19

 West 6.79 6.84 2.95 4.49 6.48

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 5.95 9.11 5.51 4.46 8.54

 6, 7, or 8ñ12 7.95 7.59 3.91 4.52 3.21

 9ñ10, 11, 12 2.78 3.45 2.34 1.62 2.23

 10ñ11, 12 4.36 11.72 4.94 3.29 12.60

School enrollment

 1ñ399 5.43 6.78 4.55 3.00 6.08

 400ñ799 5.85 5.48 3.21 2.51 4.81

 800ñ1,199 3.90 5.19 3.20 6.31 4.10

 1,200ñ1,599 3.64 4.13 3.41 3.97 5.10

 1,600+ 2.33 3.73 3.26 3.43 4.30

Grade 10 percent free lunch1

 0ñ5 percent 4.74 5.97 3.96 1.76 3.93

 6ñ20 percent 4.40 6.42 4.15 3.12 7.62

 21ñ50 percent 4.71 7.04 4.13 1.99 6.60

 51ñ100 percent 9.37 9.19 3.02 8.39 3.63

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

Total spent on computer hardware during 2000ñ2001 school year

School characteristic

Table B-8. Standard errors for Table 8: Percent distribution of school library media centersí expenditures 

dddddddddon computer hardware (other than communications equipment), by selected school 

dddddddddcharacteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î
B-14

School characteristic Staff includes 

state-certified 

librarians

Library staff

includes statecertified teachers

Library staff

includes noncertified 

professionals

Staff includes 

paid library 

aides

Volunteers 

provide library 

services

 Total 3.20 3.23 2.87 3.35 3.29

School sector

 Public 3.55 3.56 2.98 3.92 3.69

 Catholic 7.49 5.87 6.60 6.05 7.49

 Other private 8.16 9.53 8.92 7.25 9.24

School urbanicity

 Urban 6.94 3.54 6.39 5.95 5.84

 Suburban 4.25 4.24 4.07 4.30 4.20

 Rural 5.92 6.61 3.77 7.00 6.58

School region

 Northeast 5.10 6.95 4.09 7.32 5.47

 Midwest 6.64 6.28 5.59 5.52 6.07

 South 4.61 5.52 4.99 5.22 5.55

 West 7.84 6.44 7.31 9.05 6.26

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 8.96 9.47 7.84 8.60 9.15

 6, 7, or 8ñ12 5.67 6.71 2.11 7.48 7.30

 9ñ10, 11, 12 3.46 3.05 3.62 3.49 3.33

 10ñ11, 12 Ü 8.86 4.63 13.03 10.22

School enrollment

 1ñ399 6.48 6.78 6.25 6.98 7.01

 400ñ799 3.09 5.62 3.03 5.84 5.74

 800ñ1,199 6.27 5.37 6.63 6.04 5.85

 1,200ñ1,599 2.61 5.18 4.34 4.25 5.32

 1,600+ 1.60 4.54 3.22 3.17 4.51

Grade 10 percent free lunch1

 0ñ5 percent 5.47 5.72 5.46 5.76 5.72

 6ñ20 percent 3.92 6.28 4.13 7.18 6.58

 21ñ50 percent 6.84 7.36 4.24 6.63 6.55

 51ñ100 percent 11.17 8.27 11.33 8.25 9.09

Ü Not applicable.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study 

of 2002 (ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

Table B-9. Standard errors for Table 9: Percent of school library media centers with various staff 

dddddddddmembers, by selected school characteristics: 2002
B-15

Never

Once during 

the year

Once or twice 

a semester or 

term Monthly Weekly

More than 

once a week

 Total 3.61 0.69 2.88 2.68 1.86 2.38

School sector

 Public 3.90 0.86 3.37 3.22 2.23 2.19

 Catholic 5.37 0.88 5.85 5.70 4.50 3.66

 Other private 10.73 Ü 6.13 2.57 3.20 10.07

School urbanicity

 Urban 5.92 0.21 4.32 4.12 3.51 4.50

 Suburban 3.42 0.30 3.48 3.12 2.61 3.99

 Rural 7.83 1.82 6.25 5.83 2.29 3.10

School region

 Northeast 2.40 Ü 5.62 5.56 4.97 4.22

 Midwest 4.93 1.26 5.74 5.26 3.74 4.82

 South 6.63 1.58 4.21 4.81 3.24 4.34

 West 10.56 0.59 8.41 4.89 2.07 4.65

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 9.85 1.33 5.87 6.73 2.84 7.05

 6, 7, or 8ñ12 3.65 3.46 7.27 7.72 4.54 5.77

 9ñ10, 11, 12 1.16 0.26 3.34 2.62 2.38 1.94

 10ñ11, 12 Ü Ü 9.42 11.49 6.60 8.64

School enrollment

 1ñ399 7.91 1.49 6.67 5.14 2.44 4.24

 400ñ799 4.16 1.44 4.19 5.51 4.47 4.67

 800ñ1,199 1.20 0.78 3.37 4.40 5.30 6.58

 1,200ñ1,599 0.59 0.67 4.43 4.90 4.49 4.42

 1,600+ 1.21 1.10 3.00 3.51 3.94 4.29

Grade 10 percent free lunch1

 0ñ5 percent 6.82 0.16 4.09 3.84 3.55 4.88

 6ñ20 percent 7.71 0.19 5.88 5.31 3.60 4.94

 21ñ50 percent 7.20 1.19 5.54 6.59 3.14 3.91

 51ñ100 percent Ü 0.89 9.38 3.95 6.86 7.25

Ü Not applicable.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

How frequently worked with English teachers during the 2001ñ2002 school year

School characteristic

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

Table B-10. Standard errors for Table 10: Percent distribution of how frequently school library media center 

ddddddddddsurvey respondents worked with English teachers to plan and deliver instruction, by selected 

ddddddddddschool characteristics: 2002
B-16

Never

Once during 

the year

Once or twice 

a semester or 

term Monthly Weekly

More than 

once a week

 Total 3.58 1.77 2.81 1.78 0.57 0.93

School sector

 Public 3.96 2.13 3.26 1.92 0.50 0.34

 Catholic 7.01 4.55 5.73 3.47 2.66 Ü

 Other private 10.57 2.46 6.64 5.73 2.58 5.67

School urbanicity

 Urban 6.18 4.15 3.59 2.20 2.15 4.29

 Suburban 4.48 2.77 4.00 3.19 0.51 0.65

 Rural 6.51 2.60 5.50 2.75 0.79 0.14

School region

 Northeast 6.31 5.68 5.80 4.24 Ü 0.25

 Midwest 6.63 2.79 5.52 2.17 1.48 Ü

 South 6.67 2.54 5.47 3.71 1.01 0.14

 West 7.17 4.74 2.58 3.42 0.54 4.62

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 8.67 3.05 6.43 4.77 Ü 3.26

 6, 7, or 8ñ12 7.68 6.21 7.12 5.62 0.96 Ü

 9ñ10, 11, 12 3.51 2.01 3.00 1.45 0.98 0.50

 10ñ11, 12 9.39 7.74 10.78 4.66 4.99 Ü

School enrollment

 1ñ399 6.72 1.94 5.79 2.85 1.09 Ü

 400ñ799 6.30 4.37 5.07 4.77 1.28 1.08

 800ñ1,199 5.60 4.79 4.85 1.38 1.09 7.04

 1,200ñ1,599 4.65 5.59 5.06 3.94 1.83 Ü

 1,600+ 4.36 3.60 4.81 2.75 0.98 0.49

Grade 10 percent free lunch1

 0ñ5 percent 6.36 3.79 4.94 2.01 1.60 Ü

 6ñ20 percent 7.37 3.80 5.37 4.11 1.26 1.17

 21ñ50 percent 6.89 1.64 6.04 4.03 0.71 0.21

 51ñ100 percent 8.08 7.41 5.70 2.57 1.51 7.92

Ü Not applicable.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

How frequently worked with math teachers during the 2001ñ2002 school year

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

School characteristic

Table B-11. Standard errors for Table 11: Percent distribution of how frequently school library media 

ddddddddddcenter survey respondents worked with math teachers to plan and deliver instruction, by 

ddddddddddselected school characteristics: 2002
B-17

During 

scheduled 

periods/set 

times Anytime

Students 

may use 

library on 

own before 

or after 

school

Students 

may use 

library on 

own during 

lunch break

Students 

may use 

library on 

own during 

set times 

throughout 

the day

Students 

may use 

library on 

own between 

classes or 

during recess

Students 

may use 

library on 

own at other 

time

 Total 3.24 3.24 6.87 6.56 5.98 6.54 5.52

School sector

 Public 3.64 3.64 7.42 7.68 5.95 7.98 6.07

 Catholic 5.81 5.81 13.50 13.23 6.59 12.48 10.30

 Other private 8.85 8.85 15.70 15.32 16.72 9.59 14.16

School urbanicity

 Urban 6.52 6.52 12.25 9.76 9.24 9.72 9.16

 Suburban 4.00 4.00 9.75 9.57 8.79 8.26 8.95

 Rural 6.65 6.65 11.56 10.05 11.78 14.20 4.50

School region

 Northeast 6.51 6.51 8.59 9.17 6.93 10.55 6.74

 Midwest 5.05 5.05 7.13 10.51 4.27 12.04 6.97

 South 4.82 4.82 12.98 12.22 12.49 8.75 10.57

 West 9.74 9.74 16.09 15.06 14.20 16.19 14.18

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 9.01 9.01 13.69 14.09 12.25 13.73 9.86

 6, 7, or 8ñ12 5.31 5.31 17.44 17.59 3.65 10.28 12.05

 9ñ10, 11, 12 3.58 3.58 8.75 8.33 7.08 7.58 7.04

 10ñ11, 12 10.20 10.20 Ü 10.33 11.18 10.91 18.07

School enrollment

 1ñ399 6.89 6.89 12.50 12.43 11.78 11.45 10.39

 400ñ799 4.47 4.47 5.47 8.40 6.78 8.62 8.72

 800ñ1,199 6.12 6.12 19.14 17.28 9.16 12.74 10.19

 1,200ñ1,599 4.84 4.84 3.03 5.74 7.37 8.16 8.76

 1,600+ 3.87 3.87 1.93 4.11 7.94 6.16 7.78

Grade 10 percent free lunch1

 0ñ5 percent 6.13 6.13 12.16 11.56 13.07 9.42 9.21

 6ñ20 percent 5.13 5.13 4.28 11.50 8.13 11.13 11.02

 21ñ50 percent 6.97 6.97 4.94 11.62 5.59 10.85 2.82

 51ñ100 percent 10.03 10.03 12.84 12.49 16.78 11.20 17.01

Ü Not applicable.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

When students may use 

library on own Of those schools with set times for studentsí use of library on own:

Table B-12. Standard errors for Table 12: Percent distribution of when students may use school library media 

ddddddddddcenters on their own, by selected school characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

School characteristic
B-18

Two or more classes 

at same time One class only

Small groups (less 

than a full class)

Groups for nonlibrary related 

activities

 Total 0.46 0.47 0.93 0.42

School sector

 Public 0.57 0.55 1.09 0.48

 Catholic 0.46 0.81 2.30 1.15

 Other private 0.62 0.99 2.10 1.01

School urbanicity

 Urban 0.78 0.96 1.75 0.76

 Suburban 0.61 0.72 1.41 0.36

 Rural 0.90 0.80 1.56 0.95

School region

 Northeast 1.40 0.82 2.18 0.76

 Midwest 0.93 1.02 1.58 0.57

 South 0.75 0.81 1.67 0.43

 West 0.73 0.94 1.91 1.60

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 1.18 1.20 2.58 1.26

 6, 7, or 8ñ12 1.24 1.09 2.18 0.48

 9ñ10, 11, 12 0.50 0.58 0.99 0.41

 10ñ11, 12 1.92 1.69 2.41 0.81

School enrollment

 1ñ399 0.57 0.85 1.59 0.90

 400ñ799 1.15 0.96 1.77 0.68

 800ñ1,199 1.33 1.22 2.15 0.74

 1,200ñ1,599 1.42 1.00 1.83 0.80

 1,600+ 0.98 0.88 2.20 0.54

Grade 10 percent free lunch1

 0ñ5 percent 0.51 0.76 1.50 0.68

 6ñ20 percent 1.31 0.77 2.45 0.42

 21ñ50 percent 0.98 0.98 1.80 1.12

 51ñ100 percent 0.70 1.43 2.03 0.68

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

Mean number of times per week the library is used by:

School characteristic

Table B-13. Standard errors for Table 13: Mean number of times during a typical week the school 

ddddddddddlibrary media center is used by various groups, during school and non-school hours, by 

ddddddddddselected school characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 

2002 (ELS:2002), ìBase Year, Library Media Center Survey, 2002.î
B-19

Fewer than 100 100ñ249 250ñ499 500ñ999 1000 or more

 Total 3.07 3.41 2.66 1.78 1.51

School sector

 Public 3.41 3.90 3.11 2.21 1.89

 Catholic 5.69 6.66 6.02 4.07 4.05

 Other private 8.93 8.78 6.22 2.42 1.46

School urbanicity

 Urban 7.24 5.65 4.10 3.28 2.31

 Suburban 4.27 3.62 3.65 2.93 2.54

 Rural 5.18 7.15 5.58 2.79 2.58

School region

 Northeast 7.02 5.33 4.08 5.31 3.00

 Midwest 1.74 6.57 5.44 3.91 3.53

 South 5.94 4.98 4.41 2.23 2.62

 West 8.01 9.75 6.57 3.46 2.09

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 7.48 8.66 6.37 1.93 4.32

 6, 7, or 8ñ12 7.03 7.20 6.85 4.83 2.02

 9ñ10, 11, 12 3.59 2.83 2.79 2.45 1.58

 10ñ11, 12 Ü 12.71 9.43 10.46 5.91

School enrollment

 1ñ399 6.55 7.13 4.29 2.40 2.12

 400ñ799 1.66 5.05 5.96 3.44 4.02

 800ñ1,199 6.22 3.60 5.06 5.13 2.94

 1,200ñ1,599 Ü 2.92 4.48 4.84 4.95

 1,600+ Ü 2.07 3.31 4.38 4.17

Grade 10 percent free lunch1

 0ñ5 percent 5.32 6.21 4.72 3.60 1.89

 6ñ20 percent 7.66 5.03 5.73 3.99 2.71

 21ñ50 percent 2.56 6.73 5.08 2.98 3.25

 51ñ100 percent 10.94 7.00 6.39 5.01 2.00

Ü Not applicable.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

Number of students who use library during a typical week School characteristic

Table B-14. Standard errors for Table 14: Percent distribution of schools with different amounts of student 

ddddddddddusage of school library during a typical week, during school and non-school hours, by selected 

ddddddddddschool characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î
B-20

0 1ñ2 3ñ5 6 or more

Varies by 

grade level

No 

maximum

 Total 1.33 3.01 3.24 1.06 2.59 2.38

School sector

 Public 1.69 3.10 3.79 1.27 2.97 2.68

 Catholic Ü 4.29 5.44 4.18 2.63 6.94

 Other private Ü 9.71 7.61 1.66 7.29 6.18

School urbanicity

 Urban 5.94 5.51 4.23 2.04 3.95 3.58

 Suburban 0.60 3.61 4.26 1.51 3.03 3.60

 Rural Ü 6.31 6.95 2.04 5.65 4.40

School region

 Northeast Ü 5.41 5.81 2.49 1.46 6.34

 Midwest Ü 5.08 5.45 1.66 5.58 4.41

 South 3.48 6.15 5.25 1.00 3.75 3.07

 West 1.31 4.02 9.51 3.95 7.59 6.46

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 Ü 9.11 8.74 0.72 8.60 1.84

 6, 7, or 8ñ12 Ü 4.74 7.53 1.37 4.41 7.06

 9ñ10, 11, 12 2.38 2.47 3.28 1.78 0.57 3.10

 10ñ11, 12 Ü 12.78 11.99 6.04 Ü 8.96

School enrollment

 1ñ399 3.18 6.29 7.10 1.87 5.14 5.08

 400ñ799 1.09 5.10 5.76 2.01 5.43 4.05

 800ñ1,199 Ü 6.47 4.99 2.98 2.90 4.68

 1,200ñ1,599 Ü 3.81 5.49 3.69 Ü 5.19

 1,600+ Ü 2.29 4.33 3.00 Ü 3.79

Grade 10 percent free lunch1

 0ñ5 percent Ü 6.08 5.37 1.90 3.40 4.68

 6ñ20 percent Ü 3.44 6.55 1.70 3.59 5.77

 21ñ50 percent 0.88 6.48 6.56 2.65 6.16 3.62

 51ñ100 percent 8.69 8.35 6.71 1.30 6.73 8.64

Ü Not applicable.

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

Maximum number of books student may take out of library at a time

School characteristic

Table B-15. Standard errors for Table 15: Percent of schools with different maximum number of 

ddddddddddbooks that a student may check out of the school library at one time, by selected school 

ddddddddddcharacteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study 

of 2002 (ELS:2002), ìBase Year, Library Media Center Survey, 2002.î
B-21

School characteristic Mean circulation per week

Mean circulation per 

student, per week

 Total 26.48 0.098

School sector

 Public 24.13 0.10

 Catholic 10.04 0.033

 Other private 119.58 0.38

School urbanicity

 Urban 58.93 0.064

 Suburban 26.60 0.049

 Rural 56.78 0.24

School region

 Northeast 31.19 0.057

 Midwest 51.18 0.25

 South 31.08 0.083

 West 89.47 0.29

Grade span

 PK, K, 1, 2, 3, 4, or 5ñ12 85.24 0.28

 6, 7, or 8ñ12 33.41 0.076

 9ñ10, 11, 12 16.40 0.064

 10ñ11, 12 48.15 0.024

School enrollment

 1ñ399 52.70 0.21

 400ñ799 43.04 0.071

 800ñ1,199 83.26 0.071

 1,200ñ1,599 40.06 0.029

 1,600+ 49.02 0.022

Grade 10 percent free lunch1

 0ñ5 percent 58.72 0.23

 6ñ20 percent 26.40 0.11

 21ñ50 percent 45.39 0.21

 51ñ100 percent 82.62 0.91

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 

Education Longitudinal Study of 2002 (ELS:2002), ìBase Year, Library Media Center 

Survey, 2002.î

Table B-16. Standard errors for Table 16: Mean total circulation of library 

ddddddddddmaterials (books, etc.) checked out from the library media center 

ddddddddddduring a typical week, and per student, by selected school 

ddddddddddcharacteristics: 2002
B-22

Reference 

materials Periodicals

AV 

materials

AV 

equipment

Computer 

software 

(includes 

CD-ROM)

Computer 

hardware

None of

these 

 Total 3.25 3.31 2.99 2.44 2.00 0.99 3.08 2.92

School sector

 Public 3.63 3.70 3.60 2.92 2.26 1.24 3.40 3.35

 Catholic 5.39 6.01 6.90 5.65 4.71 1.22 5.52 6.68

 Other private 9.37 9.53 5.17 5.24 5.34 1.05 9.22 7.42

School urbanicity

 Urban 5.73 6.03 4.78 3.14 3.78 1.50 4.80 6.43

 Suburban 3.87 4.33 3.54 3.56 3.03 1.99 4.24 3.78

 Rural 6.54 6.41 6.61 4.87 3.54 1.07 6.12 4.97

School region

 Northeast 6.07 5.97 5.25 4.86 3.20 3.07 5.99 5.15

 Midwest 6.25 5.35 6.17 5.42 5.05 1.76 4.34 5.17

 South 5.62 5.93 3.51 2.58 2.56 0.95 5.80 4.56

 West 7.37 7.53 8.88 6.72 4.51 3.06 7.10 8.66

Grade span

PK, K, 1, 2, 3, 4, or 5ñ12 8.24 8.78 6.94 5.07 4.26 0.65 8.73 6.62

 6, 7, or 8ñ12 7.47 7.83 7.00 6.41 6.35 4.08 7.30 5.85

 9ñ10, 11, 12 3.37 3.49 3.25 2.79 2.22 1.22 2.86 3.41

 10ñ11, 12 11.28 12.21 11.64 7.65 8.32 5.59 12.46 10.60

School enrollment

 1ñ399 6.51 6.92 5.92 4.82 3.77 1.76 6.72 5.97

 400ñ799 5.86 5.03 5.35 5.05 4.23 2.03 4.44 5.22

 800ñ1,199 5.39 4.88 5.58 5.41 4.75 2.77 3.55 6.26

 1,200ñ1,599 5.53 5.03 5.26 4.49 3.94 2.12 4.40 5.30

 1,600+ 4.37 4.22 4.09 3.70 3.49 2.13 3.34 4.46

Grade 10 percent free lunch1

 0ñ5 percent 5.51 5.58 4.51 4.15 4.41 2.01 5.29 4.52

 6ñ20 percent 6.43 6.93 6.26 5.13 3.18 1.73 7.42 5.06

 21ñ50 percent 6.38 6.14 6.51 4.99 3.86 1.06 5.83 5.52

 51ñ100 percent 9.51 9.20 6.91 4.12 5.03 1.95 8.83 10.35

1

 Percentage of a schoolís 10th-grade students that receive free or reduced-price lunch.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Library Media Center Survey, 2002.î

Students may take out:

School characteristic

Table B-17. Standard errors for Table 17: Percent distribution of schools allowing certain materials to be taken out 

ddddddddddof the school library, by selected school characteristics: 2002

Parents 

allowed to 

check out 

material
B-23

Assignments

Inschool 

projects

 HomeworkResearch 

papers

Leisure 

reading

To read 

magazines 

or newspapers

 To read 

books for 

fun

Interests 

outside of

school

Internet 

access

 Total 0.76 0.79 0.62 0.76 0.41 0.46 0.46 0.48 0.78

Sex

 Male 0.96 0.95 0.72 0.96 0.57 0.60 0.57 0.67 0.93

 Female 0.90 0.96 0.83 0.87 0.56 0.62 0.64 0.60 0.95

Race/ethnicity

American Indian/Alaska Native, nonHispanic 6.49 6.24 4.77 6.07 4.09 4.96 4.65 4.81 5.17

Asian, Hawaii/Pacific Islander, nonHispanic 2.22 2.35 1.66 2.12 1.41 1.63 1.50 1.28 1.89

Black or African-American, nonHispanic 1.64 1.73 1.39 1.79 1.17 1.49 1.38 1.41 1.68

Hispanic 1.51 1.59 1.53 1.71 1.03 1.03 1.21 1.26 1.57

Multiracial, non-Hispanic 2.43 2.59 1.96 2.71 2.20 1.96 2.11 2.03 2.57

White, non-Hispanic 0.95 1.01 0.80 0.96 0.50 0.57 0.50 0.57 1.04

Socioeconomic status

 Lowest quartile 1.19 1.29 1.08 1.24 0.83 0.88 0.93 0.95 1.23

 Middle two quartiles 0.94 0.93 0.71 0.94 0.52 0.62 0.58 0.63 0.94

 Highest quartile 1.21 1.25 1.11 1.26 0.72 0.75 0.73 0.78 1.25

Composite achievement test score in 

grade 10

 Lowest quartile 1.14 1.20 1.12 1.30 0.87 0.94 1.06 1.04 1.22

 Middle two quartiles 0.89 0.95 0.79 0.92 0.56 0.63 0.56 0.64 0.97

 Highest quartile 1.25 1.23 1.03 1.30 0.67 0.68 0.72 0.74 1.25

School sector

 Public 0.80 0.83 0.65 0.81 0.44 0.49 0.50 0.51 0.83

 Catholic 2.65 2.76 2.02 2.69 1.12 1.25 0.78 1.38 2.74

 Other private 4.10 3.93 2.75 3.67 1.58 1.83 1.61 1.75 3.98

School urbanicity 

 Urban 1.47 1.53 1.12 1.45 0.73 0.80 0.85 0.88 1.37

 Suburban 1.03 1.10 0.85 1.09 0.58 0.62 0.66 0.65 1.13

 Rural 1.76 1.70 1.47 1.58 0.92 1.22 0.99 1.17 1.79

School region

 Northeast 1.95 2.11 1.76 2.22 1.09 1.09 1.08 1.03 2.27

 Midwest 1.45 1.51 1.27 1.34 0.82 1.09 0.92 0.96 1.60

 South 1.16 1.24 0.84 1.11 0.60 0.73 0.77 0.77 1.18

 West 1.70 1.69 1.35 1.72 0.90 0.87 1.02 1.13 1.45

Percent of students who reported ìsometimesî or ìoftenî to use of school library for these 

purposes:

Table B-18. Standard errors for Table 18: Percent of students who reported ìsometimesî or ìoftenî for use of school 

ddddddddddlibrary media center for various purposes, for students whose schools have library media centers, by selected 

ddddddddddstudent characteristics: 2002

Student characteristic

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002), 

ìBase Year, Student Survey, 2002.î
B-24

Very useful Useful Not useful

Donít use the 

school library

 Total 0.53 0.55 0.29 0.43

Sex

 Male 0.66 0.78 0.44 0.55

 Female 0.70 0.76 0.33 0.55

Race/ethnicity

American Indian/ Alaska Native, 

non-Hispanic

5.71 5.93 3.22 4.03

Asian, Hawaii/Pacific Islander, nonHispanic

1.36 1.87 1.07 1.54

Black or African-American, nonHispanic1.41 1.41 0.63 1.28

Hispanic 1.24 1.35 0.58 0.95

Multiracial, non-Hispanic 1.95 2.33 1.14 1.46

White, non-Hispanic 0.69 0.71 0.39 0.51

Socioeconomic status

 Lowest quartile 0.89 0.98 0.46 0.77

 Middle two quartiles 0.70 0.75 0.41 0.53

 Highest quartile 0.97 1.01 0.56 0.78

Composite achievement test score in 

grade 10

 Lowest quartile 0.93 1.08 0.57 0.76

 Middle two quartiles 0.68 0.71 0.35 0.55

 Highest quartile 0.93 1.02 0.58 0.75

School sector

 Public 0.56 0.58 0.31 0.45

 Catholic 1.61 1.51 0.81 1.48

 Other private 3.30 2.37 1.32 1.85

School urbanicity

 Urban 1.06 1.05 0.49 0.92

 Suburban 0.68 0.75 0.41 0.60

 Rural 1.26 1.24 0.66 0.67

School region

 Northeast 1.34 1.28 0.66 1.13

 Midwest 1.16 1.10 0.71 0.92

 South 0.90 0.93 0.41 0.64

 West 0.90 1.16 0.58 0.87

Table B-19. Standard errors for Table 19: Percent distribution of student attitudes about reported 

ddddddddddusefulness of school library reference materials in helping with class assignments and 

ddddddddddresearch, for students whose schools have library media centers, by selected student 

ddddddddddcharacteristics: 2002

How useful are school library reference materials 

Student characteristic

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal 

Study of 2002 (ELS:2002), ìBase Year, Student Survey, 2002.î
B-25

Finding research resources 

(books, magazines, 

newspaper articles) on a 

research topic

Using online databases or 

CD-ROMs for research

Using the Internet for 

research

 Total 0.57 0.71 0.66

Sex

 Male 0.74 0.90 0.82

 Female 0.69 0.82 0.80

Race/ethnicity

American Indian/Alaska Native, 

non-Hispanic 4.81 6.88 8.51

Asian, Hawaii/Pacific Islander, nonHispanic 1.96 2.23 2.42

Black or African-American, nonHispanic 1.44 1.70 1.65

Hispanic 1.28 1.45 1.45

Multiracial, non-Hispanic 1.83 2.25 2.18

White, non-Hispanic 0.68 0.87 0.81

Socioeconomic status

 Lowest quartile 1.05 1.20 1.18

 Middle two quartiles 0.73 0.89 0.81

 Highest quartile 1.02 1.17 1.07

Composite achievement test score in 

grade 10

 Lowest quartile 0.92 1.11 1.01

 Middle two quartiles 0.74 0.87 0.84

 Highest quartile 0.96 1.17 1.14

School sector

 Public 0.60 0.75 0.70

 Catholic 2.02 2.11 2.01

 Other private 2.82 4.03 3.61

School urbanicity

 Urban 1.06 1.30 1.17

 Suburban 0.81 1.00 0.92

 Rural 1.25 1.63 1.62

School region

 Northeast 1.36 1.69 1.62

 Midwest 1.21 1.45 1.28

 South 0.95 1.16 1.10

 West 1.14 1.57 1.46

Percent of students who reported ìvery helpfulî or ìhelpfulî to questions regarding 

helpfulness of library staff with various tasks:

Student characteristic

Table B-20. Standard errors for Table 20: Percent of students who reported ìvery helpfulî or ìhelpfulî for 

ddddddddddquestions about helpfulness of library staff with various tasks, for students whose schools have 

ddddddddddlibrary media centers, by selected student characteristics: 2002

SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 

(ELS:2002), ìBase Year, Student Survey, 2000. 
C-1

Appendix C: ELS:2002 Library Media Center Questionnaire 

This questionnaire (and other ELS:2002 questionnaires) is available on the NCES 

website at http://www.nces.ed.gov/surveys/els2002/questionnaires.asp