CLASP made limited progress on cooperative activities and little progress on developing replicable collaboration models¶

Claim · All claims
Evidence · 1 study · design r2 · q3
Currency · newest study 1994 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? For Goal 2 (organizing cooperative activities), there was some effort but limited success project-wide; for Goal 3 (developing replicable models), CLASP made little progress. → Small 1994

Evidence¶

Small 1994¶

Small, Ruth V.; Katzer, Jeffrey; Eisenberg, Michael B.; McClure, Charles R. (1994). Connecting Libraries and Schools Project (CLASP) Evaluation. Report #7. Final Report. Information Management Consultant Services, Inc. https://eric.ed.gov/?id=ED382199

q3 · i? · the article prints no effect size for this finding · design · r2

The evaluation's executive summary states that while Goal 1 was largely achieved, Goal 2 had "limited success project-wide due to various constraints" and Goal 3 saw little progress. There was little evidence of jointly planned and executed programs between schools and libraries.

"For the second goal, to organize public librarians, parents, and school personnel in cooperative activities, there was some effort but limited success project-wide due to various constraints. CLASP made little progress toward the third goal, to develop models for cooperative services and institutional collaboration."

Discussion¶

Related Claims¶

• Communication, cooperation, and coordination were the most critical factors in successful CLASP programming — related
• CLASP succeeded in bringing ethnically diverse and underserved users into the library but programs often failed to create links to books, reading, or library services — related
• CLASP's impact centered on the number of programs offered rather than program type, with few differences between CLASP and non-CLASP library programs — related
• CLASP successfully established library use among children, reaching thousands of new users who were highly satisfied with programs — related
• Formal partnerships enhanced interagency collaboration but required time to form, service benchmarks, and regular communication — related
• After-school setting offered richer activity diversity, dialogue, and peer interaction than regular classrooms — related
• Collaboration spread outside formal grant activities via the observational effect of collaboration in three grantee sites but did not extend beyond the grant in other sites — related
• Perceptions of the sustainability of collaboration efforts beyond the grant period were mixed across grantee sites, and some respondents doubted cooperation alone is a viable mechanism for improving school effectiveness — related