Missouri Republicans are taking an ax to Dolly Parton’s signature initiative

Jun. 7, 2026, 6:00 AM EDT

ByChristina Wyman

The Missouri Department of Elementary and Secondary Education recently announced it would freeze enrollment in Dolly Parton’s Imagination Librarya literacy initiative that offers one free book per month for children from birth until five years old. More than 20 states provide full or partial funding for the program, which claims to have donated over 300 million books to kids in the U.S. and elsewhere. The beneficiaries includes 170,000 Missouri childrenbut the state’s Republican-dominated legislature decided to cut the program’s funding from $6 million to $2 million.

As a teacher and author for children, I know the consequences of these cuts are all too clear. I have witnessed firsthand what it looks like when children do not have access to books. Such a drastic cut to such an important service is more of the same as far as this country’s continued acts of political and economic violence against its own citizens.

From literacy advocates to the American Association of Pediatrics to even the current U.S. governmenteveryone agrees that early childhood literacy is critical. According to Take Action For Libraries, a nonprofit political action committee, early access to books paves the way for a lifetime of learningwith more books in the home potentially leading to higher educational attainment.

The impact of access to books is also a symbolic one. I grew up in a working-class household and could feel, at a young age, that my family’s socioeconomic status did not measure up to that of many of my peers. We lived in a small walk-up apartment in Brooklyn; we spent most weeks surviving paycheck to paycheck. While many of my classmates and friends were in similar (or worse) positions, others enjoyed vacation homes, their parents’ new cars, and all manner of resources not available to the rest of us. Those kids could afford educational and enrichment opportunities. We had to hope and pray for many of the same chances — or settle for free alternative, if there were any.

But while my family did not have much, we did have books. Though my parents read little, they made sure the bedroom I shared with my sister was stocked with stories. We often devoured several books a week, having to resort to rereading them if we finished them before our next trip to bookstores or libraries (another institution currently under attack). Had Dolly Parton’s Imagination Library been available in the 1980s, there is no doubt my parents would have taken advantage of this program. And while families of any income can participate in Parton’s initiative, as with any universal social program those with the least will suffer from cuts the most.

It is a certain kind of person who sees early and easy access to books as a bad thing. Part of my role in schools involves visiting classrooms for teaching observations. I will never forget one school I was assigned to observe in rural Wisconsin. I sat at the teacher’s desk as he picked up the autobiography of Pakastani activist Malala Yousafzai. I expected each student to grab their own class copy so that that they could read along with him—so that they could huddle over the book at their desks, feeling its pages and connecting with the words in ways that every reader understands.

Some children had their own copies, likely furnished by their parents. But most did not. Instead, the teacher read his one copy aloud, while those without a book stared at each other, kicked each other under their desks, doodled in their notebooks, picked at their fingers, and participated in any other distraction they could think of – all because they simply could not see the words on the page.

To be clear, that teacher was one of the most effective and engaging teachers I have ever known; he did the best he could with what he had available. I later learned that his school district did not offer its schools a budget for class sets of books. But to this day, I wonder what sort of opportunities those kids were given to develop a love of reading (if any).

Teachers (and our wallets) can only do so much – we are not magicians. To read books, children need access to them – the same type of access that Missouri is poised to take away from its own communities, and the effects can be observed in all corners of schooling.

The state’s decision comes at a perilous time for children’s literacy. According to the National Assessment for Educational Progress, also known as the “Nation’s Report Card,” reading scores for high school seniors fell to their lowest since 1992. Surveys have found that high school students are assigned fewer and fewer books to read. Children are reading, and especially for funless than ever. And schools’ overreliance on technology is likely to be exacerbated by the looming disaster that is AI.

Through no fault of their own, our children, our books, are in crisis. Free book programs should be considered a necessary component to all communities – like clean water and sanitation. Instead, Missouri’s decision to cut a beloved free book program, and any other state that follows suit, is only contributing to the challenges we currently face.

As a writer for children, I often visit schools to talk with kids about the importance of reading: “No one can take away your ability to read books,” I often say. What I don’t tell them is that there are so many groups, from politicians to legislators to self-proclaimed “parents’ rights” groups who are trying to do exactly that. If students become readers, they will know exactly what these people are trying to take away from them: Their ability to navigate the world as socially literate, informed, and empathetic citizens. Books, and access to them, is one of the few aspects of childhood that holds the potential to feel fair and equal. Is it any wonder that those currently in power wish to do away with it?