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Public School Libraries Do Not Appear to Stock a Balance of Views  \nBy Neal Mc cl us key  \nEXECUTIVE SUMMARY  \nO  \nver the past couple of years, school districts nationwide have seen a wave of challenges to books in libraries and on reading lists, as well as rising demands to know what titles are in  \nschools. These challenges and demands have put public school libraries under significant scrutiny and raised fundamental questions about their purpose and operation. Many people likely expect that these libraries stock diverse viewpoints, which is at least somewhat how groups such as the American Library Association have framed their missions. This expectationis also what the U.S. Supreme Court has approached but not set as precedent, for lack of majority agreement.  \nThis policy analysis discusses the country’s public school library situation, including who is supposed to control holdings and how acquisition works. Then it reports on a  \nsmall experiment to address three questions: (1) Can the public see which books are in libraries; (2) do libraries contain potentially controversial books; and (3) can students access diverse views?  \nSearching for books with contrasting perspectives on race and American history, we found evidence that the public can typically view library holdings; most districts do not provide access to thebooks we selected; and when controversial titles are present, there is a liberal-leaning imbalance. Most glaringly, the liberal book Stamped: Racism, Antiracism, and You was in libraries serving 135 schools, or about 39 percent of those searchable, while counterpoint Woke Racism was in 1 school, or less than 1 percent of the total. This paper discusses possible reasons for this imbalance, policy suggestions, and limitations of our approach.  \nNeal McCluskey directs the Cato Institute’s Center for Educational Freedom and is the author of The Fractured Schoolhouse: Reexamining Education for a Free, Equal, and Harmonious Society (Rowman & Littlefield, 2022) .  \nINTRODUCTION  \nIf Time were to pick a Person of the Year in education, it might well be the public school librarian. Disputes about books in libraries and parent access to information about what kids are exposed to in schools have been burning since at least fall 2021, when a mother’s complaint at a Fairfax County, Virginia, school board meeting about the presence of the book Gender Queer: A Memoir—with literally graphic depictions of sexual activity—went viral. These battles have brought public school libraries under intense scrutiny, with many people wanting to know whether they are tools for “indoctrinating” children with values and ideas that many parents find objectionable.  \n“While disputes about library holdings and reading assignments have always been a part of public schooling, the country entered an especially contentious period around fall 2021.”  \nThe debate takes place with a muddled understanding of the mission and operation of public school libraries. The closest we have to a bright line about what public school libraries should do and who should have control over themis the 1982 Supreme Court case Island Trees Union School District v. Pico, in which a plurality of justices said that public school libraries have a First Amendment mission to give students access to a wide breadth of views. As a plurality opinion, this did not establish precedent, and even if it did, the opinion did not clearly lay out when a school board, the democratically elected representatives of a district’s population, can remove a book. Even more importantly, the plurality said it was intentionally silent on book acquisitions—how books enter libraries to begin with. Meanwhile, guidance to librarians from groups such as the American Library Association (ALA) often promotes incorporating diverse viewpoints but is unclear abou","cbCaihBqxOX3qEue","https://ap.wps.com/l/cbCaihBqxOX3qEue","pdf",742809,24,"English","# Executive Summary\n# Introduction\n## Library Mission and Governance\n## Acquisition and Guidance\n## Research Questions and Method\n## Online Searchability and Access Findings\n## Ideological Balance Results\n# Limitations and Policy Implications","[{\"question\":\"What questions does the policy analysis investigate about public school libraries?\",\"answer\":\"It examines whether the public can see which books are in school libraries, whether libraries contain potentially controversial books, and whether students are exposed to balanced perspectives.\"},{\"question\":\"How did the study test access to library holdings?\",\"answer\":\"Researchers sampled 200 randomly selected traditional public school districts and attempted to search for specific books in libraries serving selected middle and high schools.\"},{\"question\":\"What did the study find regarding ideological balance in library collections?\",\"answer\":\"When controversial titles were present, ideological balance was rarely provided; many schools had liberal books without conservative counterparts, creating a significant liberal slant.\"}]","POLICY ANALYSIS - OctOber 17, 2023 Number 9 62 - Are Public School Libraries Accomplishing Their Mission? Public School Libraries Do Not Appear to Stock a Balance of Views | PDF",1792045014]