Start with The Classroom

Reading at home is also critical. When students have books at home, they’re more likely to read outside of school, share stories with family members, and build lifelong reading habits. But we know many families—especially in book deserts—can’t easily provide that access on their own. That’s why building home libraries by sending books home is just as important as having strong classroom libraries.

We need to create bridges between schools and homes that help students carry their burgeoning reading beyond the classroom. There are many ways to build those bridges. We can provide print books that students can borrow and share. Recommendations that teachers send home to families are great thought-starters. And digital classroom libraries can give students access to ebooks anytime—at school, at home, or on the go. Digital access can help schools expand options, keep collections current, and make sure every student has something to read, even when physical books aren’t available.

This is how we begin to 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 naturally extends to families and communities. It grows outward, creating a literacy-first approach that supports 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 red bins filled with books everywhere: on school buses, in the cafeteria, even in gym class. Every moment became an opportunity to read.

The results went beyond increased reading time. Disciplinary incidents went down. Attendance went up. Students had books in their hands throughout the day—not because they were told to, but because they wanted to. We weren’t just adding books to buildings. We were building a school-wide 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—not just the backgrounds and experiences of the class. 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, curiosity, knowledge, 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. Here’s what I recommend to districts:

• Start with 750 titles. Not too many, not too few, this is an appropriate amount of books to give children freedom of choice, variety, and room to grow.

• Build to 1,500 titles. Refreshing your library over time is not only budget-savvy, but it also builds excitement as children await fresh reading material that builds on their interests.

• 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. That takes intention. That takes listening. That takes curation.

We need to create classrooms where reading is relevant, engaging, and integrated into everything we do. Because when we do that, everything else follows—engagement, confidence, achievement, and opportunity.

Book deserts are real. But so are the solutions. And one of the most powerful places to begin is right where students already are—inside the classroom.

A shortened version of this article was originally published by District Administration on July 30th, 2025.