When we talk about student literacy growth, the conversation often turns to assessments and supporting reading proficiency. But the truth is, you can’t build readers without books. And in far too many communities, books simply aren’t there. These places are called book deserts—areas where children and families have limited access to books.
In some low-income neighborhoods, there is only one book available for every 300 children—a stark contrast to middle-income communities, where the ratio can be as high as 13 books per child.
The profound impact of classroom libraries
Recently, I spoke with educators and city leaders in Little Rock, Arkansas, who are bringing books to thousands of homes through the Reading in the Rock initiative.
In that conversation, I emphasized the role of classrooms as a powerful starting point. That’s where students spend their days, reading habits are formed, and a culture of literacy takes root.
Research from the Scholastic “Kids & Family Reading Report” supports this. More than half of children surveyed say they get most of the books they read for fun from a school-based source, including school and classroom libraries.
A strong classroom library isn’t just a shelf of books—it’s an engine of curiosity, confidence, and connection. When we prioritize book access in the classroom, we lay the foundation for students to fall in love with reading as they learn the mechanics to become better readers.
When we fill classrooms with high-quality, high-interest stories, we’re doing more than providing access. We’re giving students choice and teachers the ability to support instruction, from small-group reading to whole-group read-alouds.
We also know from the Scholastic Kids & Family Reading Report that when kids choose, they read. Nearly all kids agree that their favorite books are the ones they chose themselves.
Strengthening the home-school connection
Reading at home is also critical. When students have books at home, they’re more likely to read outside of school and build lifelong reading habits. But we know many families—especially in book deserts—can’t easily provide that access. That’s why home libraries are just as important as classroom libraries.
There are many ways to increase access to reading materials in the home. We can send books home. We can provide books that students can borrow and share. We can also give families access to digital libraries, so students can read ebooks, even when physical books aren’t available.
Greater access fosters frequent and engaged readers
This is how we eliminate book deserts—by making reading a daily, integrated part of school life. When we start in the classroom and weave books into students’ everyday experiences, we build momentum that extends to families and communities, supporting students wherever they are.
I saw this approach come to life when I was Associate Superintendent in St. Louis, working with some of the lowest-performing schools in the country. We knew we needed to do something different… something bold. So, we made reading a constant presence. We put bins filled with books everywhere: on the bus, in the cafeteria, and even in gym class.
The results surpassed our expectations. Disciplinary incidents went down. Attendance went up. And academic achievement increased so drastically that it led to our district receiving full accreditation.
Students had books in their hands throughout the day—not because they had to, but because they wanted to. We weren’t just adding books to buildings. We were building a reading mindset that touched every part of the day.
And while access matters, so does variety. A great classroom library reflects all the stories and characters of the world. If your classroom is 100% one demographic, that doesn’t mean your books should be. We want students to see themselves, yes—but also to understand others. That’s how we grow understanding and connection.
That kind of meaningful representation doesn’t happen by accident—it requires care, reflection, and regular refreshing. I recommend updating classroom libraries every year. The world changes. Students change. Books change.
I recommend districts start with 750 titles, build to 1,500, and add at least 250 new books each year. Not just any books—books students want to read. And books that support the literacy goals of the classroom.
We need to create classrooms where reading is relevant, engaging and integrated into everything we do. Because when we do that, engagement and achievement follow.
Book deserts are real. But so are the solutions. And one of the most powerful places to begin is where students already are—inside the classroom.
1 Neuman, S. B., & Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36(1), 8–26. https://doi.org/10.1598/RRQ.36.1.1
