I decided to do a study of Arkansas' school library budgets as a major research project for a two-semester seminar class. Since 2009, I've read articles about how numerous library budgets and staff have experienced major cuts in all types of libraries. For the blog this month, I want to share highlights from my final paper and a link to the full document for those that want to read it. I also want to thank the 109 participants in my survey instrument from the membership of the Arkansas Association of Instructional Media (AAIM) for making this study possible!
Below are the highlights from the research paper. You can read the full paper here.
Results and Data Analysis
There were
109 survey participants covering four categories of public schools: elementary,
middle school, junior high, and high school. 43 (39.4%) of the respondents were
from elementary schools, 31 (28.4%) from middle schools, 22 (20.2%) from junior
high schools, and 41 (37.6%) from high schools (Figure 1). The largest
categories represented by participants were from elementary and high schools.
Figure
1
Survey Participant Categories
Figure
2
Library Budget Reductions
Figure
3
Budget Increases
The responses for library budgets indicated that 54 (49.5%) respondents
had experienced cuts while 55 (50.5%) had not (Figure 2). 64 participants
indicated their budget either stayed the same or increased. 54 (84.4%)
responded that their budget had not increased and 10 (15.6%) revealed their
budget increased (Figure 3). According to this sample, it appeared that more
schools did not experience budget cuts.
Figure
4
Budget Reduction Impact
57 participants indicated one of five common impacts to their program as
a result of budget reductions (Figure 4). 50 (45.9%) reported a reduced amount
of book purchases, 33 (30.3%) shared they had to cut the amount of library
supplies they buy, 16 (14.7%) indicated they have reduced the amount of library
professional development they attend, 7 (6.4%) reported other reductions in
their library program, and 13 (11.9%) reported the reduction of a library aide.
According to this portion of the survey, the highest number of participants in
the sample population that experienced budget reductions indicated they had to
purchase fewer books.
The optional open response question that asked participants to report any
reasons they were given for budget cuts had a variety of responses. Most reasons
given by respondents for library budget cuts were due to a drop in student
enrollment or a district being in financial distress. Others stated that they
were given no reason for budget cuts by their administrators. An additional
open response question asked participants to share any specific challenges they
have experienced by budget cuts. The top responses provided by participants
were that they must do fundraisers or write grants to have additional funding.
Other challenges included not being able to purchase all current novels and cutting
periodical purchasing. A few librarians shared that they use their own money to
make purchases. Some librarians indicated that they lost their library aide
positions, and the increased workload of not having assistance was a
significant challenge. Another optional question asked respondents if they have
had a library aide cut or reassigned. 42 of 64 participants (65%) on this
question suggested that their library aide was pulled from the library
frequently and/ or that the position was lost altogether. 28 respondents shared
their email addresses to show interest in participating in an interview to
provide additional information.
Figure
5
Interview Participant Categories
A five-question interview was sent to all 28 participants on March 1,
2020. 15 participants responded to the interview which consisted of one
multiple choice question and 4 open response questions. The participants were
from 7 elementary schools, 4 middle schools, 1 junior high, and 3 high schools
(Figure 5). Librarians described their budgets in one of the responses. The
results were from one extreme to another. One librarian indicated that there
was no budget provided for the library program. Another participant shared the
allocated budget was approximately $20,000. Several other librarians shared
their budget allocation breakdowns. $7908 was the mean budget shared by the 13
school librarians who answered the open response question about their current
allocated funds for 2019-2020. In another question librarians shared how their
budgets had changed over the years. Some experienced decreases while others
stayed the same and/ or increased. Most individuals shared that their budget
funding was based on the number of students enrolled in the school.
In another question, librarians reported how they have supplemented their
budget money. Most participants indicated they either applied for grants or that
they hosted school book fairs to supplement their library budgets. Some of the
grants included organizations like PledgeCents, Donors Choose, and Wal-Mart
community grants. Some librarians suggested they sell other items like candy,
candy grams, and other similar items to raise needed funds. One librarian
indicated they depended partially on donations from the community for
fundraising. One participant shared that they spent their own personal funds
when necessary to purchase needed items for the library.
Discussion/
Practical Implications
Research Question 1: How have
budget cuts impacted Arkansas’ school libraries?
Respondents indicated that 49.5% of the schools in the
sample had experienced budget reductions (see Figure 2). It was expected that
this number would have been higher based on the review of literature presented
in this paper. It was assumed that the results of this sample reflected the
entire state in that just under 50% of public-school libraries have experienced
cuts in their budgets. In terms of how these cuts have impacted the sample of
schools that participated, there are many effects that were indicated. The most
disturbing consequences indicated by school librarians were that they could not
purchase as many books with reduced budget funds. This is a problem that
directly impacts students of all ages. A few librarians suggested that they could
not purchase the newest novels in a series because of less funding. In
addition, school librarians shared that they had to hold book fairs as a means
of compensating for reduced budget money. Librarians also shared that they have
applied for grants for additional funding. A few respondents indicated that
they had to use their own money to make purchases for students. The survey
respondents revealed that budget cuts had made it more difficult to make
purchases.
Research Question 2: What do
school librarians perceive the long-term results of budget reductions will be
to their programs?
The personalized responses to this question came
through in the open response spaces of the survey and interview. One
participant stated that the current budget was not enough to purchase
technology for the library in addition to books. This librarian stated: I
feel that there is no way to have both technology and books with our current
budget. For a true 21st century library, I need to have both. Another
librarian stated: Especially in the elementary, we touch and see EVERY
student. We offer so many options beyond check-in/ out. Adequately or
inadequately funding the library has reciprocal effects on the children. One
librarian discussed how it was necessary to use personal money when library
funds are exhausted: I am sure every teacher says the same thing, but a lot
of what I use comes out of my pocket. When a kid needs the 3rd book
to a series and I am out of money, I just order it myself.
While the
question was not answered specifically for long-term impacts, the struggles of
these few examples were evident. Budget reductions impacted school librarians directly
since some used personal money to make purchases. Others have made hard
decisions about balancing purchases between library books and to make essential
technologies available to their learning communities. In addition, other
questions in the study revealed that budget cuts were causing some librarians
to fall behind in their library professional development.
Research Question 3: Have
Arkansas’ school library support staff been reduced?
42 of 64
participants revealed that their library aides were either pulled from the
library more than in the past or they lost their aides altogether. Some of the
librarians indicated that the reduction of library aide support had made it
more difficult to do their jobs. There were many responses to the reasons other
than budget reductions. One librarian indicated that the aide was pulled for
dyslexia support in the building. Another shared that the aide position was
never filled when the previous aide retired. Several respondents shared that
aides were pulled for hall/ facility duty throughout the day while others
stated the aide was frequently pulled to cover classes for absent teachers. One
librarian wrote: The
loss of the library aide has had the largest impact. I spend more time doing
secretarial duties and have less time to devote to activities that directly
impact students - researching books, developing programming, book-talking,
collaboration with teachers. Another participant reported: I no longer have a para so I have
cut back on the "extras" I would do (newsletter, free-flow times,
reading incentives, etc.). I also have come to rely more on book fair funds. Another
librarian shared that it was difficult to collaborate with teachers since the
library aide was only part-time. The
results of this study indicated that a portion of the sample had experienced
various reductions of support staff. It was uncertain if these reductions of
support were a direct result of budget cuts since there were different reasons
presented by survey participants.
Research Question 4: Are
Arkansas school librarians allocated budget funds to allow attendance at
relevant professional development opportunities?
This question was not clearly answered in the study. 16
school librarians indicated that they had to reduce the amount of their library
specific professional development. In retrospect, this question should have
been directly asked in either the survey or follow-up interview form. At least
it was known that of the 54 librarians that indicated they had experienced
budget reductions, 14.7% also had to reduce their school library professional
learning. In the state of Arkansas, this would likely mean reducing their
participation in the Arkansas Association of Instructional Media conference,
the Arkansas Library Association conference, or local Arkansas education
cooperative library specific trainings throughout the school year.
Conclusion/ Next Steps
This study
only answered a few questions after it was completed. It also created many more
additional questions to be investigated. One thing is suggested as a result of
the study: school librarians must advocate for their programs and report their
activities to add value to both their positions and programs. Clear
communication with administrators and other stakeholders is key. The responses
from participants revealed that many school librarians are innovative and have
a “can do” attitude. These educators find ways to do more with less by spending
additional time seeking grants, sponsoring book fair events, and even using
their own personal funds to provide for those they serve. Perhaps if school
library stories are told via social media and other outlets, perceptions can be
changed. Such increased communication of library program impact and value may
help solve some of the budget issues revealed by the participants of this
study. There is much more to learn and to be investigated where school library
budgets are concerned. This will be an even more relevant subject for study
following the overall impact of the COVID-19 pandemic on school districts,
economics, and how libraries will function in an uncertain future.
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