Only Rumpelstiltskin can spin gold out of straw. You might ask what that has to do with reading. When you consider that building a community of readers depends on access to books and other printed materials, the story of Rumpelstiltskin is highly relevant. Those of us without the little fellow’s magical powers cannot conjure up reading materials for our students out of straw or thin air for that matter. We simply must have the materials. And we have to find a way to secure them without magical intervention.

      Consider the sobering findings in the 2008 Trend Analysis of Indiana K-8 Library Services Since the School Library Printed Materials Grant from The Indiana University Center for Evaluation & Education Policy. It reveals the effects of the School Library Printed Materials Grant and subsequent consequences following the elimination of the state funds that were matched by local school corporations.

      The dollar-for-dollar matching grant program provided up to $6 million a year between the 1997-98 and 2001-2002 school years, enabling school corporations to purchase new books and other printed materials, such as newspapers, for their school libraries.  Unfortunately, the program ended prior to the 2002-2003 school year.

      When the state funds were available, there was an increase in books circulated to students. However, when state funds were eliminated, local funds were diverted to other needs, thus preventing schools from purchasing two books per student per year to keep their collections current. Under current law, school corporations must spend $8 per student on their library programs (511 IAC 6.1-5-6). This can include not only materials but also salaries of library-related staff.  The $8 amount was set in 1989 when the average cost of a new book was $8.  However, the current average cost of a book is over $20. 

      The report cites research showing the connection between school library media programs and increased student achievement.  Many school librarians are relying on additional sources of funding such as book fairs and donations.  This way of supporting school libraries is inequitable given that schools in affluent areas of the state have much more success in raising funds.

      Another finding indicates that Indiana is sinking lower in national rankings in financing and stocking its K-12 school libraries.  At one time Indiana ranked very high, but its standing is now much lower as shown in the federal Schools and Staffing Survey.

      There is a long-term negative effect of budget cuts on book circulation shown in the four CEEP reports.  As time goes on, it is clear that negative outcomes in reading achievement and all subject areas will continue.

      Developing strong, competent, independent readers is really a very simple thing if you remember one adage: the more you read, the better you read.  The Center for the Study of Reading at the University of Illinois found that independent reading enhances reading comprehension, provides a wide range of background knowledge, accounts for one-third or more of vocabulary growth, and promotes reading as a lifelong activity.

      There is overwhelming evidence to demonstrate that school libraries make a difference in providing students with access to books.  And the better the school library, the better the results for reading achievement.  While we wish that all students would find books and other print materials in nonschool sites, we cannot be sure this will happen.  The one place charged with the mission of providing books for students is the school library, and this is where we should focus our attention.  Reading and libraries are indispensable partners.  

      Copies of the CEEP report were sent to all Indiana public schools.  The report can be found online at: