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“We do one book after state testing, and we did ‘The Great Gatsby.’ … A lot of kids had not read a novel in class before.”
— Laura Henry, 10th-grade English teacher near Houston
“My son in 9th grade listened to the audio of ‘A Raisin in the Sun.’ For ‘Romeo and Juliet,’ they watched the balcony scene instead of reading.”
— Rebekah Jacobs, Rockville, Md.
“We typically spend a ridiculous amount of time reading each book, such that in my freshman year, we read only one, ‘Macbeth.’”
— Liv Niklasson, age 16, Los Alamos, N.M.
In American high schools, the age of the book may be fading.
Many teenagers are assigned few full books to read from beginning to end — often just one or two per year, according to researchers and thousands of responses to an informal reader survey by The New York Times.
Twelfth-grade reading scores are at historic lows, and college professors, even at elite schools, are increasingly reporting difficulties in getting students to engage with lengthy or complex texts.
Perhaps that is to be expected in the era of TikTok and A.I. Some education experts believe that in the near future, even the most sophisticated stories and knowledge will be imparted mainly through audio and video, the forms that are dominating in the era of mobile, streaming media.
We wanted to find out how students and teachers feel about the shift, and what role schools can play. So The Times asked educators, parents and students to tell us about their experiences with high school reading.
More than 2,000 people responded.
Many were longtime teachers who reported assigning fewer whole books now than they did earlier in their careers. Some complained about the effect of technology on students’ stamina for reading and interest in books. But more pointed toward the curriculum products their schools had purchased from major publishers.
Those programs often revolve around students reading short stories, articles, and excerpts from novels, then answering short-form questions and writing brief essays.
Students typically access the content online, often using school-issued laptops.
These practices begin in elementary school, and by high school, book-reading can seem like a daunting hurdle.
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Popular curriculum programs like the one above were created by publishing companies, in part, to help prepare students for state standardized tests. Many schools and teachers are under significant pressure to raise students’ scores on these end-of-year exams, which feed into state and federal accountability systems. Test results are also prominently featured on school-ranking and real estate websites.
By the time teachers get through their required curriculums and prep students for exams, they often have little or no time left to guide classes through a whole book.
Andrew Polk, 26, teaches 10th-grade English in suburban Ohio, not far from where he grew up. As a high school student less than a decade ago, he was assigned many whole books and plays to read, among them, “The Immortal Life of Henrietta Lacks,” “The Crucible” and “Their Eyes Were Watching God.”
But as a teacher, Mr. Polk must use StudySync, which centers on excerpts. Many colleagues do not believe students will read whole books, he said, though he noted his own experience had not borne that out.
He still assigns several longer works each year, and has taught “Macbeth,” “Fahrenheit 451” and the more contemporary “Paper Towns,” by John Green. Teenagers still feel “passion for a good story,” he said. “Students absolutely can and do rise to the occasion. It’s just a matter of setting those expectations.”
When whole books are assigned, they are most often from a relatively stagnant list of classics, according to research from the scholars Jonna Perrillo and Andrew Newman.
Here are the most frequently assigned books through the past six decades, according to their forthcoming study.
2009

Huckleberry Finn Mark Twain 1884

Hamlet William Shakespeare 1623

Julius Caesar William Shakespeare 1599

Macbeth William Shakespeare 1623

The Scarlet Letter Nathaniel Hawthorne 1850

A Tale of Two Cities Charles Dickens 1859

Great Expectations Charles Dickens 1861

Our Town Thornton Wilder 1938

The Red Badge of Courage Stephen Crane 1895

Silas Marner George Eliot 1861

Huckleberry Finn Mark Twain 1884

Hamlet William Shakespeare 1623

Julius Caesar William Shakespeare 1599

Macbeth William Shakespeare 1623

The Scarlet Letter Nathaniel Hawthorne 1850

The Great Gatsby F. Scott Fitzgerald 1925

To Kill a Mockingbird Harper Lee 1960

Lord of the Flies William Golding 1954

Of Mice and Men John Steinbeck 1937

Romeo and Juliet William Shakespeare 1597

Huckleberry Finn Mark Twain 1884

The Crucible Arthur Miller 1953

Julius Caesar William Shakespeare 1599

Night Elie Wiesel 1960 (In English)

The Scarlet Letter Nathaniel Hawthorne 1850

The Great Gatsby F. Scott Fitzgerald 1925

To Kill a Mockingbird Harper Lee 1960

Lord of the Flies William Golding 1954

Of Mice and Men John Steinbeck 1937

Romeo and Juliet William Shakespeare 1597

Fahrenheit 451 Ray Bradbury 1953

The Crucible Arthur Miller 1953

Hamlet William Shakespeare 1623

Macbeth William Shakespeare 1623

Night Elie Wiesel 1960 (In English)

The Great Gatsby F. Scott Fitzgerald 1925

To Kill a Mockingbird Harper Lee 1960

Lord of the Flies William Golding 1954

Of Mice and Men John Steinbeck 1937

Romeo and Juliet William Shakespeare 1597
Kids Rarely Read Whole Books Anymore. Even in English Class. - The New York Times
What may have changed most is the number of these classics students have read. During the 2008-2009 school year, one survey found high school English teachers assigned an average of four books annually, with a significant minority assigning seven or more books.
A 2024 survey of English teachers by Dr. Perrillo and Dr. Newman found they assigned an average of 2.7 whole books per year. The results will be published in 2026.
Some educators explained the decline by pointing toward the Common Core, a set of national standards for English and math that most states adopted in the early 2010s, and that continues to heavily shape classroom practice.
The Core was intended to better prepare students for college, and introduced more nonfiction reading and thesis-driven writing into schools. It also suggested a more culturally diverse array of authors, and pointed educators toward a long list of titles characterized by “historical and literary significance.”
Many school districts responded by requiring teachers to closely adhere to curriculum products that took an anthology approach — exposing students to dozens of writers and many genres, but through shorter readings. StudySync, for example, includes a single chapter of Amy Tan’s “The Joy Luck Club,” 1,179 words of “Born a Crime” by Trevor Noah and James Madison’s “Federalist Papers: No. 10.”
Sandra Lightman, an education consultant who helped to develop the Common Core, agreed that students should be reading whole books but argued it was wrong to blame the Core, which she said had been misinterpreted.
Advocates for the Core had pointed out that some novels commonly assigned to teenagers, like “The Grapes of Wrath,” were not challenging in terms of vocabulary and sentence structure. They were akin to a second- or third-grade reading level, despite being thematically rich.
“We never intended that should be banned, only that it shouldn’t be the sole source of reading,” Dr. Lightman said. She argued that overall, curriculum products include higher-quality, more interesting reading material today than they did 20 years ago, before the Common Core.
There are other reasons some schools prefer excerpts. It can be more expensive to purchase books than to assign a variety of shorter works, which are not subject to copyright restrictions and can be easily read on a laptop or tablet.
In addition, with more than 20 states passing laws over the past five years that limit teaching about race, gender and sexuality, using excerpts allows schools to avoid passages dealing with banned themes.
Laura Henry, the teacher in Houston, noted that StudySync offers a 988-word excerpt from “Enemies, a Love Story,” a darkly comic 1972 novel by the Yiddish writer Isaac Bashevis Singer. It deals with the aftermath of the Holocaust.
In Texas, she said, “There’s no way we would have been able to read the entire thing. It’s a beautiful book, but there is an affair in it.”
Timothy Shanahan, a leading literacy scholar and an author of the StudySync curriculum, said there was no data suggesting that students become stronger readers when they are assigned full novels. The current dominant approach — reading one or two full books per year as a class, alongside many excerpts — “makes great sense,” he said, as a way to introduce students to a wide array of writing.
Still, some young adults are frustrated by the lack of book reading in their schools.
Ella Harrigan, 22, of San Francisco, said she read only one book her freshman year, “The Hate U Give.” “I opted out and did an online course instead, where I read a book about every two weeks,” she said.
Parents who responded to the questionnaire complained, too, even when their children were enrolled in advanced classes at some of the most highly regarded public schools in America, including specialized high schools in New York City and affluent suburban schools in Montgomery County, Md.
Both districts said they encourage a mix of whole books and excerpts but give high school principals and teachers significant latitude in how often to assign longer works.
Kasey Gray, a spokeswoman for Imagine Learning, the company that develops StudySync, noted that the curriculum offers some units based on full-length novels. But Ms. Gray acknowledged schools using the program may not incorporate whole books.
“We understand the real constraints educators face — limited time, assessment pressures and diverse student needs,” she said in a statement.
StudySync is distributed by McGraw Hill, and the materials come with a disclaimer of sorts:
Please note that excerpts in the StudySync® library are intended as touchstones to generate interest in an author’s work. StudySync® believes that such passages do not substitute for the reading of entire texts and strongly recommends that students seek out and purchase the whole literary or informational work.
Companies that publish competing products centered on excerpts, including Savvas and Houghton Mifflin Harcourt, said they, too, encouraged teachers to assign whole books.
H.M.H.’s Into Literature includes one full-length play in each year of high school. In response to requests from school districts, the company is developing more daily lesson plans built around whole novels, said Jennifer Raimi, a senior vice president for product development.
There are many schools, educators and publishers defying the trend away from whole books — even if they have to bend the rules to do so.
“Many teachers are secret revolutionaries and still assign whole books,” said Heather McGuire, a veteran high school English teacher in Albuquerque. Over the past year, she has assigned her juniors and seniors “Hamlet,” “The Autobiography of Malcolm X,” “Life of Pi” and “Narrative of the Life of Frederick Douglass.”
Her students, she said, have told her they much prefer reading print books than reading on a screen.
There are some smaller players in the curriculum market, like Great Minds and Bookworms, that emphasize full books. So far, much of their business is in younger grade levels. But John White, chief executive of Great Minds, said the company is exploring expanding into high schools.
Dr. White previously served as state superintendent of education in Louisiana. Policymakers can shift classroom practice, he said, by creating new standardized tests that require students to write about books they have read during the school year, instead of just responding to short passages contained within the pages of the test booklet.
A major benefit of a whole class reading a whole novel together is the muscle it builds for citizenship and debating big ideas, Dr. White argued.
“Maybe most important is the common project,” he said, “of engaging other young people in a conversation about a book that is open to multiple interpretations.”
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