This study investigates the technical efficiency with which libraries transform designated resources into a variety of library- and school-related outcomes, using a stagewise measurement approach. A linear programming-based technique called Data Envelopment Analysis (DEA) is used to identify those libraries which are capable of producing higher levels of output using lower levels of input at various stages of the production process, and to estimate the extent to which production potential is underrealized in comparatively inefficient libraries.;Unlike most previous applications of DEA, this study focuses on irregularities in score and variable distributions produced by the model under various conditions. The results of these explorations suggest, in part, that: (1) efficiency status varies considerably across stages and expenditure levels; (2) managerially efficient libraries differ from managerially inefficient libraries, in that they employ more certified and fewer noncertified staff, add fewer books and have smaller collections, offer more service options in the area of provision of information than in the area of resource-based instruction, and appear to emphasize library attendance over both circulation and participation in library skills instruction; and (3) there are few differences in variable distribution between efficient and inefficient libraries when the program effects of expenditure level are factored in; program efficient libraries also differ from managerially efficient libraries, in that they tend to employ more volunteers and have larger collections.;This study is directed at policy analysts and administrative decision-makers, wishing to determine whether school libraries can be differentiated on the basis of an efficient choice criterion; at school library researchers, interested in the mechanics of model development; and at practicing school librarians, challenged to show how the efficient management of library resources might impact upon the attainment of school-related outcomes.;DEA is applied to the evaluation of data gathered by the National Center for Education Statistics (NCES) and the California Department of Education in 1985-86. Eight library resources were designated inputs; ten library service options and three measures of library use were designated intermediate outputs; and three measures of student achievement were designated final outputs. The sample consists of 74 elementary school libraries, drawn from among the NCES survey's California respondents and placed in one of four expenditure level groups.
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