NCTE: The state of literature

Texts Most Frequently Taught in US Secondary Classrooms Are Nearly Identical to List from Decades Ago

NCTE 07.24.25 NCTE NewsNCTE Publications - link

Nationwide survey of 4,000 English teachers funded by the National Council of Teachers of English finds that most secondary school English teachers value teaching diverse texts, but censorship and curricular limits can hinder their use 

Despite efforts to introduce texts offering a variety of points of view into American secondary English literature classrooms, the list of the most taught books remains largely unchanged from 35 years ago. While a majority of the nation’s teachers say teaching diverse texts is a goal, their ability to do so is influenced by factors including autonomy over text selections and censorship. 

These are among the findings from a survey representing more than 4,000 English language arts (ELA) teachers in public high school and middle school classrooms across the country. The findings were released today in a white paper, funded by the National Council of Teachers of English (NCTE), featuring the most detailed insights into what students are taught in secondary English instruction since the 1980s. 

The State of Literature Use in US Secondary English Classrooms is the first study to survey a large population of current US secondary (grades 6–12) ELA public school teachers on their literature use, curricular autonomy, diverse book inclusion, and censorship perspectives.  

William Shakespeare’s Romeo and Juliet is the most taught text, according to the survey, followed by F. Scott Fitzgerald’s The Great Gatsby, and Arthur Miller’s The Crucible. The Crucible is one of just four texts—along with Elie Wiesel’s Night, Ray Bradbury’s Fahrenheit 451, and Mary Shelley’s Frankenstein—that were not on the 1989 list of 10 most taught texts. Shakespeare’s Macbeth, listed fourth in the recent survey, was among the top 10 in 1989 as well as in a 1964 survey of literature in American classrooms. 

“This survey is an important addition to previous research on book censorship and curriculum policies. It reflects the voices of teachers and their firsthand experience as professionals who have been prepared to foster student learning,” said NCTE President Tonya B. Perry, a former middle school teacher who serves as provost and vice president of academic affairs at Miles College in Alabama. “It’s encouraging that teachers want to honor students’ right to access outstanding literature that reflects their rich and varied experiences and sparks critical thinking around the complexities of the human experience. These survey results suggest, however, that diverse texts are still on the sidelines of the curriculum.” 

Key Findings: 

• Most Frequently Used Texts: All of the top 10 books found in this study were written by white authors, mostly men, and published more than 60 years ago.

• Freedom in Text Selection: Teacher autonomy in text selection ranged greatly. More than one-third of teachers noted using a scripted curriculum, and one in five had no choice in text selection. Teachers in the South are most likely to have a scripted curriculum.
• Most Commonly Censored Topics: The top reasons for censorship are content that is related to sex (ranging from handholding to actual sex), LGBTQIA+ representation, and topics of race and/or racism in a text. Many titles are censored with no reason given or for vague reasons like age appropriateness, politics, and controversy.

• Most Common Censors: Teachers reported that the four groups most often involved in the chain of censorship are parents, school boards, state legislators, and school districts.
• Diverse Literature Inclusion: When asked about diverse literature, nine in 10 teachers agree that it is important, express interest in using it more, and do use it in their classrooms. Yet a majority of teachers reported that less than half of their curricula includes diverse texts.
• Diverse Literature Topics: Teachers are most interested in teaching literature about people of color and least interested in teaching literature about the LGBTQIA+ community. They are the most comfortable teaching literature that addresses historical events, such as the Holocaust.

The survey was sent to every US public school secondary ELA teacher with a public-facing email address—more than 107,000 in all—between January 2023 and June 2024. The respondents, representing teachers in every state, collectively identified 5,108 unique titles being taught. The study defines “diverse literature” using the nonprofit, We Need Diverse Books’ definition: “We recognize all diverse experiences, including (but not limited to) LGBTQIA+, Native, people of color, gender diversity, people with disabilities, and ethnic, cultural, and religious minorities.” 

“NCTE funded this study to offer educators, policymakers, and the public data-driven insights into how literature is currently used in classrooms and to inform ongoing conversations at local, state, and national levels. In doing so, we reaffirm our commitment to supporting educators’ professional autonomy and informed decision-making,” NCTE Executive Director Emily Kirkpatrick said. “Ultimately, the findings raise important questions about the effects of censorship on students’ engagement with texts that they find interesting, which leads to lifelong reading and learning, as well as the development of critical thinking skills.”