Teacher & Principal School Report: Barriers to Equity in Education

Today Scholastic released the Teacher & Principal School Report: Equity in Education, a survey of more than 4,700 public school Pre-K–12 teachers and principals representing all 50 states and the District of Columbia.

Greg Worrell, President, Scholastic Education, joins edu@scholastic to discuss research findings around barriers to equity in education from the Teacher & Principal School Report.


Working in close partnership with educators—those teachers and principals who are most deeply connected with our children’s learning—has always been one of the most important parts of what we do at Scholastic. In order to bring an understanding of equity in education into clearer focus, we knew we needed to ask educators about their students, their schools and classrooms, and about the resources they need to support kids’ academic success.

In conducting this research we learned that 97% of teachers and principals agree that equity in education must be a national priority. But the majority (87%) of educators, both teachers and principals, also say that their students face barriers to learning that come from outside the school environment. This is true across grade levels and metro status. 

An important factor in our research was to examine whether and how school poverty level affects teachers’ and principals’ views on equity in education, and what we found was striking: while educators in high-poverty schools were more likely to say that some of their students face outside barriers to learning, fully two-thirds of teachers and principals in low-poverty schools said the same. It is clear that barriers to learning are occurring across all levels.

The impact of these barriers is severe. Less than half of teachers (39%) and principals (48%) say that most of their students start the school year academically prepared for grade-level work. Kids are facing serious challenges, including family or personal crisis; poverty, hunger, homelessness; the need for mental or physical health care; and for English language support. And while barriers exist across levels, principals tell us that in high-poverty schools, poverty, hunger, homelessness, the need for healthcare, and the need for English language learning support are more prevalent. Many principals report seeing an increase in students experiencing these situations in the last three years.

We asked teachers and principals what they need to address these barriers to learning, and they told us that largely, the areas of greatest need are outside the school, where educators have a limited sphere of influence. Both teachers (48%) and principals (44%) told us that family involvement in student learning is an area in which adequate resources are not available. 

They also highlighted the importance of access outside of school: to internet and other learning resources, as well as to books at home. In particular, there is a wide gap among kids in high- and low-poverty schools around year-round access to books in the home. And while across poverty levels, teachers and principals agree that it is important for students to have this access—and that schools play a role in expanding it—educators in high-poverty schools (64%) are more likely than those in low-poverty schools (52%) to strongly agree that year-round access to books is important.

This look at the barriers to equity in education is the foundation for our findings in the Teacher & Principal School Report. In coming weeks on edu@scholastic, we will dig deeper into additional areas that impact equity in education, including educators' funding priorities, family and community engagement, professional development and diversity in books.

You can download the full report and infographics at scholastic.com/teacherprincipalreport, and follow on social media at #TeacherPrincipalReport. To read a letter addressing equity in education from Scholastic's CEO Richard Robinson, click here.

Teacher & Principal School Report: Equity in Education

It is has long been clear that our schools are increasingly diverse both economically and culturally—and that the student population now is even more diverse than the adult population. As all educators know, children in our schools are also diverse in their academic and social-emotional needs, yet our teachers and principals must ensure that all students meet the higher standards enabling them to compete in a global society.

Historically, access to high-quality instruction and resources has been denied some of our nation’s children. Today, there is a powerful shift toward equity in education, but it is important to clarify what equity means to those people who are on the front lines of our children's education. As one educator shared with us, "Equity doesn't mean the same for everyone; it means that everyone gets what they need." To learn more, we asked 4,721 teachers and principals about their students, their schools, and their communities. 

Scholastic will release the Teacher & Principal School Report: Equity in Education, a national survey of teachers and principals on November 16. This research offers a close look at the barriers to equity in education, educators’ priorities around funding and their substantial personal spending for students and classrooms, the importance of establishing school partnerships with families and communities, and educators’ commitment to their students and to growing as professionals.

To work toward equity, educators need the resources, professional development and interventions so that each child has access to the individualized support required to achieve his or her greatest potential. In many cases, these resources need to reach beyond the school walls to support families and communities in their important roles in helping students. 

The work of our teachers and principals is critical to our nation’s future.  They are the ones who are teaching our children to read deeply and build critical-thinking skills. They introduce young people to great literature and nonfiction, and instill the foundations of understanding—of themselves, and of the world in which they live.  We owe our teachers and principals our respect and our thanks, and we need to assure them that they are not alone in their mission to support students. 

It is in that spirit that I hope you will read this report and consider it a call-to-action: together we must honor the partnership among children, educators, families and communities, all of whom have important roles to play in providing each student with the resources he or she needs to achieve individual goals, and to live a life of meaning and purpose.

Richard Robinson

CEO, Scholastic Inc.


Updated: Read the full report at scholastic.com/teacherprincipalreport

See you at NCTE!

The National Council of Teachers of English (NCTE) is holding its annual convention next week (November 17-20) in Atlanta, Georgia. We'll be there, of course, and are excited to talk with educators from across the country about literacy and learning!

Scholastic Professional Authors

We're especially thrilled to celebrate some of our professional authors, who will be honored at NCTE for their contributions to the fields of education and literacy.

Jeff Wilhelm is the winner--with co-author Michael Smith--of the David H. Russell Award for Distinguished Research in the Teaching of English for their professional book, Reading Unbound: Why Kids Need to Read What They Want—and Why We Should Let Them. Jeff recently posted on edu@scholastic about what he's reading lately, and the many important ways kids can (and should!) read for pleasure.

Laura Robb, winner of the Richard W. Halle Award for Outstanding Middle Level Educator is a longtime Scholastic author and frequent contributor to this blog! Below, you can catch up on some of Laura's expert advice for educators: 

And of course, we are thrilled to introduce two new professional books: The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers, Second Edition by Nancie Atwell & Anne Atwell Merkel, and Mastering Short-Response Writing: Claim It! Cite It! Cement It! by Alan Lawrence Sitomer.

On Saturday, be sure to check out this panel from 2:45 - 4:00 p.m.:

Expert-to-Expert on the Joy and Power of Reading: A Panel Discussion 

Ernest Morrell, NCTE’s immediate past president, Kwame Alexander, Newbery Medal winner, and Pam Allyn, founder of LitWorld, sit down for a lively and thought-provoking conversation about the joy and power of literacy. Moderated by past NCTE president Kylene Beers, this panel of illustrious educators will offer its insights about the importance of independent reading, student book selection, and other pressing issues on teachers’ minds. Find out how the joy and power of literacy has transformed the lives of those four educators and what they are doing to assure that others reap the benefits of a rich and engaging life among books. The aim of the panel is to help teachers help students craft reading lives in which they make their own book choices and read deeply and with clear purpose. The right book is a key. It can open a world of profound understanding, empathy, and joy.

Presenters: Kwame Alexander, Scholastic Pam Allyn, Scholastic Kylene Beers, Reading and Writing Project/Teachers College, Columbia University, New York, NY Ernest Morrell, Teachers College, Columbia University, New York, NY 

Scholastic Trade Authors

But that's not all! Many of Scholastic's trade authors will also be at NCTE, signing books and speaking on panels. Below is a short list, but click here for the full run-down of who will be where from Scholastic Trade!

Friday, November 18

Dav Pilkey (Dog Man, Captain Underpants) Author Signing

Location: Scholastic Booth, #512

Panel: Social Justice and Teen Literacy

Daniel Jose Older (Shadowshaper) will speak on a panel with other estemeed authors about social justice in the young adult novel. Recent media events have brought social justice into the spotlight. Each author will share a particular perspective on how teachers can use literature to make a difference in students’ lives.

Location: Room A410

Saturday, November 19

Panel: Engaging Readers with High Stakes Fiction and Nonfiction in the Classroom

Neal Bascomb, Alan Gratz, Deborah Hopkinson, and Lauren Tarshis will talk about their new works and how teachers can use high-stakes narratives to engage young readers from elementary to young adult.

Location: Room B309


Panel: Equity and Social Justice

To be effective advocates for causes they care about, students need to evaluate, process, and communicate information. These abilities encompass media and visual literacies. Literature and informational texts play a crucial role in providing readers with foundational and historical context and in helping to nurture empathy and awareness.

Location: Room A314


Sunday, November 20

Maggie Stiefvater and Bill Konigsberg Author Signing

Location: Scholastic Booth, #512


Scholastic Literary Event


Omni Hotel, International E&F

This event will highlight and feature authors using the Readers Theater format. After a 30 minute meet and greet, we will being the Readers Theater presentation. 

Featured Authors:

  • Ann Burg – Unbound

  • Mary Lambert – Family Game Night and Other Catastrophes

  • Alyson Gerber – Braced

  • Peadar O’ Guilen – The Call

  • Jordan Sonnenblick – Falling Over Sideways

  • Christine Kendall – Riding Chance


Click here to learn much, much more about Scholastic Trade authors at NCTE. See you there!

Student-Led Discussions Develop 21st-Century Learning Skills

"All we do is read a few chapters and do worksheets. No discussions. I hate worksheets. I want to see what my friends think about Nothing but the Truth. We never talk about anything much in class."

Recently, I surveyed students in my area’s middle school English classes asking them to tell me about their reading, and what motivated them to read and write. This response from a seventh-grade student expresses the frustration most of his classmates were feeling. 

At the end of the day, when the teacher and I debriefed her lesson, she explained that throughout the year students completed novel-based packets that she had purchased, which basically require students to read the book and answer vocabulary and comprehension questions.

“That’s the only way I can keep 30 students working and quiet,” she explained.

When I shared some student responses, the teacher said that she encouraged discussion on some days, but because students seemed disengaged, she didn’t do it that often. In this class, as in other teacher-centered classes, students sat in rows, worked alone, and weren’t interested in working hard.

I believe that administrators, literacy coaches, and lead teachers have the responsibility to help teachers like this one transform their classrooms into 21st-century learning environments. And we need to start now!

What administrators can do

We live in a rapidly changing world and in a global economy, so it’s crucial for teachers to rethink and change their instructional practices.

For students to develop the 21st-century skills that prepare them for further education and a job market that requires strong literacy, they need the 4 Cs: collaboration, communication, creativity, and critical thinking. And teachers need to participate in professional learning experiences they can transfer to their classes—teacher-centered experiences that will inspire them to create student-centered experiences.

Change can occur when school administrators transform faculty meetings from stand-and-deliver-information forums to discussions in which teachers learn in groups, choose materials, collaborate, and communicate. 

Moving from a teacher-centered to a student-centered approach

So how do we do that? Start by changing the format of department, team, and faculty meetings. Here are some suggestions.

Ask teachers to: 

  • Read and discuss articles about the benefits of student-centered learning and the 4Cs.

  • Watch videos of student-centered classes and discuss them at faculty meetings, inviting teachers to consider students’ engagement, motivation, and behavior.

  • Study professional books and journal articles. 

  • Work with a colleague so they can celebrate their successes and dialogue about their frustrations with integrating the 4Cs into lessons. 

  • Share their teaching experiences at full faculty meetings so colleagues learn from one another as well as provide feedback.

What teachers can do: student-led discussions develop the 4Cs

Everything students do at school should equip them for developing collaboration, communication, critical thinking, and creativity.

I recommend starting by implementing student-led literary discussions. These discussions can be about your read-aloud text, instructional reading materials, a short common text, video and movie clips, or texts your students are reading independently—any text as long as it is high quality.

High-quality materials encourage multiple interpretations and nudge students to reflect on characters, themes, conflicts, and information. In addition, they encourage the social talk that students enjoy as they collaborate to analyze informational texts and step into characters’ shoes to think creatively and deepen their understanding of the character and his or her world. 

Get started with student-led discussions

Take the plunge by starting with two- to three-minute turn-and-talks during your read-aloud, and have pairs discuss the question you posed; limit sharing with the class to two to three students so you avoid interrupting the flow of the read-aloud.

Once you and your students are comfortable with turn and talk, introduce small-group and paired discussions.

Small group discussions

A group of three to six students discuss a common text or different texts in the same genre using open-ended questions that they composed. (See Tip 1 below.) To explore multiple meanings of a text, these discussions can take 10 to 30 minutes, with possible follow-up discussions, depending on students’ levels of engagement and interest.

Paired discussions

Paired discussions permit students to explore layers of meaning in texts, as well as multiple themes, and make inferences. Partners can discuss a video, blogs on the same topic, or a common text. Lasting from 5 to 30 minutes, these discussions might extend over several class periods because students need the time to analyze and think critically.

I’ve developed seven tips that can help you and students as you collaborate to develop productive and meaningful discussions.

Seven tips for implementing student-led discussions

The tips that follow will help you to adjust and refine your role as facilitator and enable students to take charge of discussing a range of texts.

  1. Teach students to write their own open-ended, interpretive questions. Open-ended questions have more than one answer and ask students to arrive at multiple interpretations supported with text evidence. Tell students that when they can find two answers to a question, the question is open-ended and they can turn to composing another question. 

  2. Have students choose a leader (students can take turns) who keeps the discussion moving forward by using prompts such as:

    Does anyone have a different idea?
    Can you offer text details to support your position?
    Can you explain that term?

  3. Invite students to negotiate the amount of time they’ll need to complete their discussion. Tell students that if they need extra time, you’ll consider it as long as they have been using time productively.

  4. Decide on a signal for closing a discussion. I like to flick the classroom lights to get students’ attention and let them know they have about a minute to finish. 

  5. Listen to discussions. Sit in on two different sessions each time groups or partners meet. Notice what students do well, and close with a positive statement such as: “I noticed that everyone participated” or “I heard students citing text evidence.” 

  6. Ask students to debrief after a discussion giving them two questions: What worked well and why? What can you improve and how? Then have students use their answers to set a goal for their next discussion.

  7. Have students write about their reading by summarizing it, answering open-ended questions, or composing a paragraph that explains an idea or argues for a position. According to Steve Graham and Karen Harris, when students write about books they can read, their comprehension jumps 24 percentile points (The Reading Teacher, January/February 2016).

Assessing student learning

Use students’ responses in their notebooks, paragraphs, and essays to assess their learning. Create an observation checklist to use as you listen to discussions that take into account preparation, participation, listening skills, citing evidence, critical thinking, communicating ideas, and collaborating to set deadlines.

Closing thoughts

Collaboration, communication, creativity, and critical thinking improve as students engage in literary discussions and work on ways to express and receive ideas from peers. Moreover, when students lead literary discussions, they become engaged and motivated, listen actively, and respect the diversity of interpretations peers bring to the table.

What I'm Reading—Jeff Wilhelm

Jeffrey Wilhelm's book Reading Unbound: Why Kids Need to Read What They Want and Why We Should Let Them (co-authored with Michael W. Smith) has been awarded the 2016 NCTE David H. Russell Award for Distinguished Research in English Education. In the spirit of Reading Unbound, we asked him to share what he has been reading lately.

On the doors and teachers' desks at the school where I work, teachers post what they are reading. At the moment, on my door, I’ve posted the following: 

I love this. We are all proclaiming that we adults are readers, and that we are a community of readers. We advertise that we read all kinds of different texts and for a variety of different reasons. We invite students to ask about our reading and to tell us about their reading. Often students ask to borrow material from me when I’m done reading. We are creating a culture of reading and sharing the pleasures of reading.

When I was the age of my current 7th grade students, over 45 years ago now (gulp!), my list would have looked like this (I know because I’ve kept a reading diary since 4th grade!):

Back then, I probably would have said that I did all my reading for fun. 

Now, based on my recent research into the power of pleasure reading in Reading Unbound, I know how to identify the various kinds of pleasure that I enjoyed, and I know why each pleasure is important and what specific benefits accompany each pleasure, and I know as a teacher how to promote all of these pleasures in my classroom. 

Pleasure reading as a civil right

My research (with Michael Smith) into the power of pleasure reading has convinced me that pleasure reading is a civil right. Why? There is robust evidence that pleasure reading in youth is the single most explanatory factor of social mobility, educational attainment, cognitive progress over time, and life satisfaction.

Pleasure reading has been found to be more significant a factor in access to equity factors than parent’s SES or education.  (See for example, Guthrie’s analysis of OECD/PISA data, 2004, and the recent analysis of the British cohort study, 2013). What follows is that if we care about social justice, if we care about the current and future experience of our learners, but especially those who are in any way marginalized or struggling, then we must promote pleasure reading with great urgency.  

But here is the rub

What makes reading pleasurable? What motivates students to read and to cultivate the continuing impulse to read over time and into adulthood?  Our research identified five distinct pleasures enjoyed by readers who freely chose or freely chose to continue reading a text. These pleasures were present throughout the informants’ reading, and explain their commitment to reading, how to induct less engaged students into the pleasures of reading, and why each pleasure promotes capacities that lead to the benefits reported in the research. The pleasures are necessary to engagement and participation in reading, and participation is necessary to develop proficiencies and capacities. The pleasures are key! And we know that 91% of children ages 6–17 say “my favorite books are the ones that I have picked out myself.”

The five pleasures and how to promote them

  1. Immersive play pleasure. This is the first and prerequisite pleasure and is typically what we tend to think of as pleasure. This is reading (or doing anything else) for the pure love of it (and is not loving and being loved a basic civil right, too?). But this pleasure quickly becomes enmeshed with other pleasures. How can we foster this pleasure of play – making it visible and available to those who may not experience it? One way is to use drama/action strategies: Dramatic techniques like revolving role play, in-role writing, good angel/bad angel, hot seating, and alter ego encourage and reward all students for entering and living through story worlds, becoming characters/relating to characters in the ways committed pleasure readers do. 

  2. Intellectual pleasure. This is the joy of figuring out a problem or puzzle, e.g. figuring out what a text means, or how it was structured for meaning and effect. We foster intellectual pleasure when we frame curriculum as a problem to solve by using inquiry and essential questions, when we teach students how to generate their own questions and use discussion structures that promote understanding of how texts work and make it clear that students are not playing “guess what the teacher already knows." (Check out Engaging Readers & Writers With Inquiry and Fresh Takes on Teaching Literary Elements.)

  3. Social pleasure. This has several dimensions: the love of relating to characters, to authors, to other readers, affiliating with groups, and staking one’s identity. Erik Erikson has taught us that the primary task of early to late adolescence is to stake one’s identity, which one does through relationships, and through evolving interests and competence. To the degree that school encourages these social dimensions of reading, it assists with the human developmental journey; to the degree that classrooms fail to encourage the social, we undermine it. How we can foster social pleasure: some ways include being a fellow reader with students, to foster peer discussion and sharing through literature circles and book clubs, promoting books through booktalks and reviews, and doing group projects based on reading and research.

  4. Work pleasure. This is about the love of getting something functional done from reading, including being able to talk and argue, as well as apply what has been learned in the world. Promoting work pleasure: using inquiry that works toward culminating projects, service and social action. Mantle of the expert dramas focused on problem-framing and solution. (Check out Teaching Literacy for Love and Wisdom: Being the Book and Being the Change.)

  5. Inner work pleasure. This finding was our most striking and moving. Our informants loved using their reading to rehearse becoming the kind of person they wanted to become, and unearthing deeper layers of consciousness and awareness. As Helen expressed, “[I]t’s not really learning about yourself, it’s learning about what you could be . . . ." Inner work is the love of transcendence, of connecting to something greater and outgrowing one’s current self. Promoting inner work pleasure includes inquiry for service to self, peers, the classroom, school, community or environment; drama as characters in dilemmas or agents (good angel) helping a character, or as authors making choices; personal writing for the future/ to a future self. 


Do we want to cultivate lifelong readers, and for our students to gain the benefits and access to civil rights that come from this? Of course we do. Cultivating all five pleasures is necessary to promote lifelong reading. They are already central to our engaged reading.  We must make them all central to our teaching.

Do you have favorite titles or activities that give you and your students the pleasures of play, work, intellect, inner work or the social?  Share them with me on Twitter @ReadDRjwilhelm or on Facebook

Family-Teacher Conferences: What You Need to Know

Family-teacher conferences provide a wonderful opportunity for families and teachers to come together as equal partners to share insight and information. Successful conferences offer a platform for shared dialogue and meaningful exchange. However, this doesn’t happen automatically. Conducting a quality conference takes thoughtful preparation and planning—before, during and after the meeting. 

But first: did you notice I didn’t say parent-teacher conference? The definition of a "traditional" family has changed dramatically. It is important to remember a student's biological parent may not be the person who attends the conference. It could be a grandparent, aunt, big brother or foster parent, and they should be invited and welcomed to participate like any biological parent. Maybe it is time for a name change?

What does an effective family conference look like?

The first step in planning effectively for this conversation is to identify the essential elements of a successful conference. This may seem obvious, but teachers do not receive training during pre-service on the components of a successful conference or how to conduct one.

These are the five elements I believe essential to conducting a quality conference: 

  1. Treat the family as an equal partner: Be mindful of proximity and seating. Sitting next to a parent communicates partnership and a relationship between equals, whereas sitting at a desk or table can create a barrier to partnership and communicate an unequal distribution of power. 

  2. Have a two-way conversation: Ask open-ended questions, share the air, and be an active listener. 

  3. Express love and positivity for the student: What families want to know more than anything else is that you know their child, love having them in class and see their potential for greatness. 

  4. Provide individualized tips and tools connected to learning: Provide families with strategies they can do at home to support student’s learning and development. 

  5. Articulate concrete next steps and plan for follow-up: As the conference winds down, collaborate with the family on a particular goal. Agree on strategies, timeframe, and when to check in on progress.

How can we help families prepare?

Preparing families for a successful conference is equally important. We want families to understand why their voice is important in the conversation, and how to be an active and equal partner.

One of my favorite strategies is to conduct conference clinics before the fall and spring conferences. During the clinic, families learn about their role and responsibilities, observe examples of successful conversations, and role-play and receive feedback on different conference topics.  

Role-playing the conference conversation is an excellent way for families to practice raising issues of concern. These conversations are often hard to initiate. Practicing the conversation among peers is safe, and empowers the family to engage in this discussion during the actual conference.

It is also a good idea to give families a list of sample questions to ask during a conference. This helps them prepare and prioritize discussion topics in advance, and reinforces the importance of their active engagement during the conversation.

Here are my favorite questions to share with families prior to the conference to spark conversation and two-way dialogue. 

  1. What are my child’s strengths and weaknesses?

  2. What is my child’s learning style?

  3. How do you assess my child’s progress?

  4. How can I monitor progress? What are the “red flags” I should watch for?

  5. How does my child compare to other students in the class?

  6. What are the grade level learning targets? 

  7. What can I do at home to support my child to achieve the learning targets? 

  8. How does my child interact with other students in the class

  9. How do I choose the right books for my child? 

  10. What types of literature interest him/her?

What to do on conference day

Now that we've covered what to do before the conference, what should happen during the conference?

  • Most importantly, ensure the school environment is welcoming for families. Consider assigning greeters at the door and hanging signage to help families navigate the building.

  • If some families need translators, prepare and schedule them in advance, and take advantage of families' presence at school.

  • Use the conference as a time for families to network. There is often a lot of “wait” time during conferences. Make this “wait” time intentional. It can be an opportunity for families to learn something new, meet someone new or share a tip or strategy with another family! 

Stay connected, stay flexible, stay positive

It is important families and teachers stay connected after the conference. Send a thank-you note to the families who attended, reinforcing the tips and strategies discussed. For families unable to attend, call or send a note to say how much you missed seeing them and provide options for rescheduling.

Even with the best intentions, sometimes the conference does not go as planned. Take a deep breath, keep an open mind, and remember teachers and families play for the same team, and students are most successful when we work together. 

Happy conferencing!


Expert advice: Reading Club Editors on Building Your Classroom Library

Today we are joined by three Scholastic Reading Club editors who have tips for building a classroom library full of books that are just right for kids of all ages. 

Preschool – 1st Grade

Hi, I'm Laura Demoreuille and I am the Scholastic Reading Club editor for babies through 1st Grade.

At this age, look for books that speak on an emotional level that any young child can connect with and understand. Whether it's teaching children how to express their everyday feelings or learn manners, books are the perfect tool to connect complex ideas in an engaging, easy way for children. 

Tips to build a classroom library:

  • For young children, it is always important to have a wide range of topics, formats, and characters for all interests. While it’s essential to have favorite characters and topics to help children feel comfortable, it’s great to refresh the books on display so kids get an opportunity to find joy in reading something new. The most important thing about a classroom library is for every kid to find something they love to read; you never know what they will pick up next!

  • Themes are hugely important to the preschool and kindergarten set. If you organize your library by theme, make sure there are photographic books with informational text along with the fiction titles. Include photo-filled books with both animals and people, and remember that it’s important for every kid to see themselves in the books you have in your classroom library.

  • Because kids at this age will become readers at different times, be sure to include high-interest topics at a wide variety of reading levels. Audio centers are another great way to encourage reading skills in your students; children can listen and follow along, learning many sight words along the way.


A big theme this fall is books that encourage kindness and empathy in young readers. 

  • Try: Groovy Joe by Eric Litwin, illustrated by Tom Litchenheld; Rana DiOrio and Stephane Jorisch’s What Does It Mean To Be Kind?Little Tree by Loren Long; Smallest Girl in the Smallest Grade by Justin Roberts and Christian Robinson; How Do Dinosaurs Stay Friends by Jane Yolen and Mark Teague, and Red by Michael Hall.

Kids of any age love to laugh! There are some particularly funny books starring a variety of endearing animal characters.  

  • Try: Duck On A Tractor by David Shannon; Night Animals by Gianno Marino; Max The Brave by Ed Vere; Are Pirates Polite? By Mark Teague; If You Give A Mouse A Brownie By Laura Numeroff (illustrated by Felicia Bond).

And finally, it's always good to have books on hand for emerging readers!

  • Try: Mo Willem’s The Thank You Book; The Cookie Fiasco by Caldecott winner Dan Santant; Bob Shea’s Dance! Dance! Underpants; Don’t Throw It To Mo by David A. Adler (illustrated by Sam Ricks); Fly Guy Presents: Weather by Tedd Arnold.

2nd – 3rd Grade 

My name is Shelly Veehoff, and I'm the Reading Club editor for elementary school students in 2nd and 3rd grade.

Kids of this age begin to venture into independent reading, and chapter books are the perfect “novels with training wheels” to transition from picture books. Children are now also more likely to search for books that match their interests and hobbies – whether sports, animals, or more.

Tips to build a classroom library:

  • Newly independent readers feel confident when they encounter books with familiar characters or story lines. Make new titles in best-loved series easily accessible so children feel confident knowing they’ll enjoy their selections.

  • When possible, include different formats of books featuring familiar characters in order to appeal to kids with a wide range of reading levels. Series that are offered in picture book, reader and chapter book formats include The Magic School Bus, Amelia Bedelia, Bad Kitty, and Fancy Nancy.

  • Readers at this level are beginning to develop their own personal reading tastes and interests. Organize part of your library by genre so that children will be able to identify and read more of the books that appeal to them. One interesting new series from Scholastic is the Key Hunters, which publishes each book in a different genre so readers can get a sense of various styles of stories and select ones that they enjoy most.


We’re now seeing a trend in adventurous time travel! There a number of books whose pages act as a passport to faraway lands and days gone by. 

  • Try: The latest Magic Tree House title, Night of the Ninth Dragon; the Ranger in Time series by Kate Messner; Fantastic Frame by Lin Oliver.

For kids curious about the world around them, there are a number of engaging nonfiction titles with a focus on fun! 

  • Try: Jerry Pallotta's Who Would Win? series, including Who Is Tougher? Navy SEALs vs. Army Rangers; LEGO nonfiction books.

What is possibly most near-and-dear to the hearts of the 6-9 year-old crew? The love of laughter! We know that 70% of kids ages 6-17 want books that make them laugh.

  • Try: Funny series including My Weirdest School, Princess in Black, Super Happy Party Bears and Diary of a Wimpy Kid; Dog Man by Dav Pilkey.

Grades 4+

I'm Ann Marie Wong, and I am the Reading Club editor for kids in 4th grade all the way through high school.

Middle school and teen readers need to be able to see themselves in books when reading for fun. Kids at this age feel invested in the story and like to be able to find books with characters they can connect with across numerous genres.

Tips to build a classroom library:

  • Books can be a great way to open the lines of communication when it comes to timely topics or sensitive issues. This year marked the 15th anniversary of the 9/11 terrorist attacks. Towers Falling by Jewell Parker Rhodes and Somewhere Among by Annie Donwerth-Chikamatsu have the potential to personalize and contextualize this tragic event. All American Boys by Jason Reynolds and Brendan Kiely is told in a dual narrative and takes a powerful and unbiased look at the issues of racism. With the 2016 presidential election right around the corner, showcase books about presidents, voting, and all things America.

  • Make sure your library is filled with stories and characters as diverse as you find in your classroom and in classrooms nation- and world-wide. All children deserve the opportunity to see themselves reflected in books and to read about the lives and experiences of people who are different from them. In doing so, they build confidence, empathy, and understanding.


Let’s start with epic series for readers who wait a year (or 7, in the case of Harry Potter fans) for the next book in a series, only to devour it in a single sitting.

  • Try: Harry Potter and the Cursed Child; Rick Riordan's Magnus Chase and the Gods of Asgard, Book 2: The Hammer of Thor (Nine Worlds of Norse Mythology series); Diary of a Wimpy Kid; Dork Diaries; Big Nate; Jedi Academy; I Survived; The Waterfire Saga; and Maze Runner.

Comics and graphic novels for this age level are experiencing a renaissance. There is such a wide variety of genres, stories, and art styles that there is surely something for everyone! The combination of text and illustration can also be very appealing and encouraging for reluctant readers.

  • Try: Raina Telgemeier's Ghosts; Mighty Jack by Ben Hatke; Moon Girl and Devil Dinosaur Vol. 1: BFF by by Amy Reeder, Brandon Montclare, and illustrated by Natacha Bustos.

Books turned blockbuster movies are nothing new, but the roster this season includes more than just the paranormal romances and dystopian thrillers we’ve come to expect. 

  • Try: The BFG by Roald Dahl; Middle School, The Worst Years of My Life by James Patterson; Miss Peregrine’s Home for Peculiar Children by Ransom Riggs; A Monster Calls by Patrick Ness; Fantastic Beasts and Where to Find Them.

Finally, have you met the fun and hilarious Book Boys? Earlier this month they took us on a Facebook Live walk-through of the October Reading Club flyers. You can find them regularly Judy Newman at Scholastic, our blog where we discuss all the books we're super excited about. 


How to Assess Family Engagement Using Data, not Intuition

For schools, engaging families in effective partnership is challenging work. Data is a great tool to navigate the course, and without it, efforts can feel unfocused and purposeless.

Using data instead of intuition

Educators wouldn’t dream of developing a comprehensive instructional plan for students without first conducting a diagnostic assessment. By the same token, impactful school leaders rely on more than intuition and gut feelings when articulating a comprehensive family engagement strategy.  

Understanding the need to assess family engagement practices is step one. Step two is to make sure the measures assess the right things, and that information is distributed to the right stakeholders.

If we believe family engagement is a critical strategy to support student achievement, then what we assess should produce data to indicate how effectively we engage families in the learning process.

While many schools and districts survey families annually, this doesn't paint a complete picture of the quality of the home-school partnership. Collecting feedback from families is important: however, to measure the effectiveness of the home-school partnership, we must also collect feedback from teachers and administrators, since they are critical to the success of the partnership. We should also look a bit more closely at the other ways we invite families to engage with us as partners. 

Besides surveying families, what are the other ways to measure the effectiveness of the home-school partnership?

The first thing to look at is how you welcome families to the school. If families do not feel welcome, it is difficult to engage them as partners in the learning process. An onsite physical walk-through assesses the school from the moment families’ drive into the parking lot. A complete assessment of the physical environment looks at:

  • parking signage

  • availability of visitor parking spots

  • main office signage

  • welcoming signage

  • customer service

  • signs of learning throughout the building

School website

A campus walk-through is critical, but many families don’t have time to come to the school on a regular basis. The information they find about the school comes from what they read about online. A website review looks at the school's online presence from the family perspective:

  • Is it easy for families to navigate?

  • Is the information written in a language and format families can understand?

  • Most important: can families easily find the information they need to support their child’s learning?

Take, for example, the parent portal. The parent portal is where families stay up-to-date on their child’s progress. The link for the parent portal should be easy for families to locate and access. 

"Customer service"

How many times have you visited a restaurant or business only to be ignored, dismissed or treated rudely? When this occurs, how likely are you to visit the business again?

"Customer service" is equally important in schools. Each and every contact with a family should make them feel welcomed, valued and invited to participate in the learning environment. Besides assessing customer service during an onsite review, conducting a mystery shopper phone call is also a smart way to assess how friendly staff is to families when they call the school. These calls are done anonymously and at random times during the school day in order to assess the level of customer service. 

This is what a comprehensive family engagement assessment looks like: it's not intuition and gut feelings, but a comprehensive assessment that provides you with actionable, qualitative and quantitative data. 

Thank you for focusing on reading, reasoning and clear thinking

Dear Teachers and Friends of Scholastic, 

Today, on Scholastic's birthday, we thank you for the great work you do to help your students understand the importance of the values and the skills they are learning from you this fall. Through your guiding hand, young people discover the power of reading to help them understand themselves, understand others, and understand the world they live in.

Ninety-six years ago, on October 20, 1920, Scholastic published its first magazine to help teachers bring the best in contemporary literature and current affairs through English and Social Studies. From the first issue, the mission of Scholastic has been to help teach young people the importance of facts, logic, reasoning, and "straight thinking"—to understand how our society works, and how Americans govern themselves. 

Almost 100 years later, our magazines such as Scholastic News, Junior Scholastic, Scope, The New York Times Upfront, and Storyworks, among others, still help you present the issues, challenges, and opportunities our society faces. We lay out the facts so children and young people, at their own reading and age level, can learn the skills of managing their world.

Similarly, we continue to  support teachers through our reading clubs, classroom books, and book fairs, bringing exciting and worthwhile literature to your students that helps them understand themselves through sympathetic characters, and helps them understand others by seeing the world from someone else’s point of view: developing empathy through stories.

As you help your students to develop the love of reading through great stories, and to develop their ability to reason and think clearly through reading nonfiction text, you build the values, skills, and character that will continue to influence children for their entire lives. That is the power of reading.

This fall has been a particularly challenging one as a strident presidential election has reached into your students' lives through non-stop media, and made your teaching even more important to your students. 

Your thoughtful support of your children's reading, so they can better understand themselves, understand others, and understand their world, has given hope to your students that we can build a better society and a better life for all. 

Scholastic is proud to help you in this valuable work for young people, as they look to you for the confidence and skills that will help them succeed in school and in life.

Our thanks to you for all you do, every single day, for your students and their families. Please let me know how we can continue to help you do your important work! 

Richard Robinson

CEO, Scholastic Inc.

Students Vote for Their Future

The results of the 2016 Scholastic News® Student Vote are in. Democrat Hillary Clinton has been declared the winner.

The former Secretary of State garnered 52 percent of the vote among students in K-12 around the country; 35 percent of students chose Republican businessman Donald Trump, while 13 percent of young voters opted for “other,” including Spider-Man, Kanye West, and Mom.

In our “exit polls,” students expressed mixed feelings about the candidates. “I wouldn’t want either of them,” said a fifth grader from Marietta, Georgia.

Scholastic has held a nationwide mock election every presidential election year since 1940. To date, young readers have been wrong only twice: In 1948, they chose Dewey over Truman and, in 1960, they gave Nixon more votes than Kennedy.

Since the school year began, teachers have been explaining the workings of democracy to their young charges. The perils of doing so have been greater than ever, with headlines that seem best suited for the National Enquirer.

Indeed, many voters will be relieved to see the presidential race come to an end. But the challenges facing the United States aren’t going anywhere.

What lies ahead for the next president? Second graders in Dana McDonough’s classroom in Newburgh, New York, have quite a wish list: “Make the Earth clean, build more schools around the globe, and put a computer on every desk in every classroom in the country.”

What would the students do if they were elected president? “Make it rain candy, allow kids to have soda, and make new toys.”

The second graders also have advice for the person who will be sitting in the Oval Office in 2017 and beyond.

Of all the shocks to the system this campaign season, imagine that seven- and eight-year-olds have only known an African American president and a woman accepting a major party’s nomination, putting “the biggest crack in that glass ceiling yet.”

As a sixth grader from Phoenix, Arizona, said, “I voted for Hillary because [she] will be the first woman president. America should be happy women are running for president. Over the years, women were thought of as weak. But Hillary is showing all women, young or old: you can do anything.”

See the full results of the Scholastic News Student Vote.




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