Education Market Research Reveals Trends in the K-5 Reading Market

Education Market Research Says Educators Rely on Basal Reading Series More Than Ever

According to school market research conducted in October 2011 by industry analysts at EMR, Education Market Research, the largest percent of educators ever (84%) have a core/basal reading series. This compares to a previous high of around 80% in 2000 and useage levels in the low to mid 70% range for 2002 and 2004.  Those who responded to EMR's 2011 survey indicated that they either “follow very closely” (40%) or, more often, they “pick and choose parts of it to use as needed” (44%). Only 16% say they do not use a basal reading series. The number not using a basal series has not increased significantly from 2000, and it is not much different than what was reported in 1999. Evidently, the use of reading textbooks continues at a high frequency, although most teachers “pick and choose”, suggesting that they use other tools as well.

School Principals Advocate for a Core Reading Series

Principals (93%) and curriculum supervisors (87%) were the strongest advocates for using a core reading series, followed classroom teachers (85%), and the reading teachers (77%). Interestingly, of those principals whose schools use a core reading series, 54% insist on following that series “very closely,” far above the overall average of 40%.

Reliance on Basal Reading Drops in Higher Grade Levels

In terms of grade level, educators in grades K-2 (86%) and grades 3-5 (86%) were about equally likely to use a basal, while those in grades 6 and above (82.5%) were relatively less likely to rely on a basal, but they were still above the 80% mark. Grade K-2 teachers were more likely to follow their basal series very closely compared to grade 3-5 teachers, and especially compared to grade 6-8 teachers. The most experienced teachers, those with ten or more years of experience, were stronger proponents of the basal series (85%) compared to their moderately-experienced colleagues (80%) with from three to ten years on the job.

School Marketing Insight: Westerners Continue to Rely Most Basal Reading

In terms of geographic differences, educators in the Northeast (78%) and the Midwest (77%) were below the average (84%) in their use of a core Reading series, while those in the Southwest (89%) and the West (92%) were above average. The Southeast (87%) was close to average. It is interesting to note that not only are the educators in the West strong basal users, but more than half (52%) said they follow their series very closely compared to the overall average of 40%. This is a continued indication, which first appeared in EMR’s 2004 survey results, that the West region has moved to greater reliance on the basal reading in the last seven or eight years.

The Southeast and West May Be Ready for New Reading Programs

Most of the currently-adopted programs were bought three to five years ago (43%) or more than five years ago (33%). Only 24% of the programs are in place for two years or less, while 76% have been in place three to five years or more. The overall average age of the currently adopted programs is 4.3 years, the same as in 2010, but up from 4.2 years in 2007, up from 3.3 years in 2004, and up from 3.0 years in 2002. Without consulting a state adoption calendar, it is apparent from this data that three quarters of the programs currently in place are approaching a time (three to five years or more) when a new adoption decision will be made, provided state and district budgets permit such new adoptions. Generally speaking, currently-adopted reading programs have been in place longest in the West (5.2 years) and in the Southeast (4.6 years), followed by the Midwest (4.3 years), the Northeast (4.2 years), and the Southwest (3.5 years). That would suggest that new reading adoptions are most likely to occur first in the West and Southeast regions within the next year or two, economic conditions permitting.

Future Intent to Use Basal Reading Is Something to Consider for Education Marketing

The culminating question in the survey section was about the role of the traditional basal program. Those surveyed were asked if in their school or district the pendulum is swinging back in the direction of more reliance on a core/basal (anthology-type) reading program. Just under a third (30%) said they continue to move away from the core program approach, nearly half (47%) said they have always relied on a core reading program so there is no change in philosophy, and less than a quarter (23%) said they did move away from the core but are now moving back in that direction. Looked at another way, the clear majority (70%) is either staying with or moving back to the core program, while a smaller group (30%) is moving away. This result strongly reinforces the idea that the core (anthology-type) reading program is still a strong factor in most elementary classrooms, and it should continue that way for the foreseeable future.