Indiana middle, junior, and senior high schools indicated on 1991 and 2003 surveys whether reading was a low or a high priority.  The information was reported to schools in the Study of Reading in Indiana Middle, Junior, and Senior High Schools in both 1992 and 2004.

      Twenty high and 20 low reading priority schools were randomly selected in both studies.  In comparing the results of the two studies concerning reading priority, the results that continue to be the same are:

• High reading priority schools offer more special help in reading;

• High reading priority schools have a higher ratio of reading teachers to students;

• High reading priority schools annually add many more new books to school library book collections;

• High reading priority schools have a larger school library book circulation rate; and

• High reading priority schools have more members of the school staff who frequently read and discuss books.

      To shift from a low reading priority school to a high reading priority school, consideration should be given to providing more special reading classes for students, adding reading classes with licensed reading teachers for all students, increasing the school library book budget, and promoting reading among the school staff. 

     Adding special reading classes involves identifying students who are reading below grade level and providing teachers and students with appropriate materials.  As long as the class size is the same as for other classes, teacher costs are the same.  However, there is a cost to provide reading materials appropriate for various reading levels.

     Adding reading classes and teachers involves changes in school schedules.  Teacher costs are the same, but funding is needed for appropriate reading materials suitable for various reading levels.

     There is a cost for new school library books.  Unfortunately, the state is no longer providing matching funds for new books, so it is up to school corporations to build strong school libraries.  Older books not used by students should be discarded and replaced with new books.  There is clear evidence that new books result in a higher book circulation.

     Teachers are important reading role models for students.  Teachers can form a Teachers Under Cover group where they read and discuss books. 

     Indiana’s young adolescents deserve access to new books, time for reading classes, skilled reading teachers, adult reading role models, encouragement from schools for family reading activities, good public libraries, and connections with community-based programs that engage young people’s interest in reading.  They deserve schools that place a high priority on reading.