Search Results

DIVERSITY, EQUITY, AND INCLUSION Diversity, equity, and inclusion Diversity, equity, and inclusion Diversity, equity, and inclusion Diversity, equity, and inclusion Some citizens doubt the existence of DEI n NC schools. Currently, it is present in several formats. Professional development for staff has focused on DEI in a mostly unsuccessful effort to close achievement gaps. The NC Report Cards 2023-2024 show a state with many districts in decline. Using other state data sources, student achievement has been in steady decline. What does it look like in the classroom? Ask any teacher about student behavior. Too many students are disruptive, disrespectful, and aggressive to peers and teachers. NC data supports that claim. Most teachers we talk with are frustrated with the lack of support from administration and sometimes parents. As indicated in the WCPSS Pathway to Excellence + Equity documents, system administrators claim there is "overrepresentation of students by race, ethnicity, or gender in discipline and suspension referrals". With this belief, administrators may feel they were not able to support teachers like they should or risk loosing funding or even their jobs. The increase in the number of reported teacher assaults is unacceptable. We have no idea how many go unreported. With so many disruptions in the classroom, academic studies suffer. If you are a parent, you may have noticed a classroom increase in calm down corners, busy bags with fidget toys, increase in social emotional learning lessons, and zones of regulation to teach self emotional management.This sounds great, but are we seeing positive results? Bullying curriculums, such as CASEL have online components with political agendas and elements of critical race theory. Referencing systemic problems. power and privledge opens the door to teach victimhood. DEI fosters animosity between subgroups. It also burdens some races and genders with oppression. As stated in the WCPSS powerpoint, schools should work towards "the elimination of underrepresented groups of students in advanced coursework". All students should be given classwork that is challenging, yet not too difficult. If students do not have the fundamentals of english, math, science, and social studies, they may not be ready for more advanced work no matter what we might want, regardless of their demographic. Students needing special education services must be placed in the least restrictive environment. The number of students eligible for services under the Individuals with Disabilities Education Act (IDEA) has increased over time and so has the need for special education teachers. Our findings indicate that school districts are struggling to find teachers with special education training for self contained, pull out or push in classes. Furthermore, school d istricts are hiring behavior and special education coaches that work with regular education teachers to create plans of action. While this may seem a good solution for keeping students in the least restrictive environment, children with special needs are not meeting their individualized goals, nor are the children in regular education. This strategy also requires an enormous amount of record keeping and documentation. In some cases, teachers are expected to document a child's behavior or progress every 5 minutes. Meanwhile academic scores for regular education and students with disabilities are both unacceptable. Several of North Carolina's largest districts rewrote their Title IX policies under the Biden administration interpretation. Through executive order, Pres. Trump has removed those interpretations and established policies that recognize two genders, male and female. Board policies throughout the state should reflect the change. He has also prohibited hormone treatment and surgery on minors who want to transition. Another executive order addressed women in sports, ensuring safe spaces and fair competitions for girls and women. All educators and citizens want children and adults to be treated with respect and dignity. We want children to receive a high quality education. The elimination of DEI will benefit all students by setting high expectations for academics and behavior for ALL students, free of distractions of racial and sexual ideologies. Wake County School and other boards across the state are willing to risk loss of federal funds in order to maintain DEI programs and policies. US Dept of Education DEI reporting portal Executive Order Ending Radical Indoctrination in K-12 Schooling US Dept of Education Directs Schools to End Racial Preferences Executive Order Protecting Safety, Fairness, and Dignity in Women’s Sports Executive Order Protects Civil Rights and Merit-Based Opportunity by Ending Illegal DEI SHARE YOUR STORY NC Acts of Crime and Violence by Grade Level 2023-2024 https://nsjonline.com/article/2025/01/wake-county-schools-paid-440k-plus-to-legislators-equity-training-group/ https://www.johnlocke.org/wake-county-public-school-system-doubles-down-on-equity/ https://www.wcpss.net/site/default.aspx?PageType=3&DomainID=21915&ModuleInstanceID=7209&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=309708&PageID=57774 https://ncreports.ondemand.sas.com/src/ https://www.newsobserver.com/news/politics-government/article300911304.html

Sign petitions related to educational and family issues in North Carolina. Petitioning for Changes in Legislation to Protect Children and Families Important Changes That Need to Take Place NOW The Pavement Education Project supports NC Values in asking for changes in legislation to protect North Carolina children. Click on the photo to learn more and sign the petition.

Amazon purchases that support our work. Click on the image to see details and then make your purchase.

Please sign the petition to support HB 636: Promoting Wholesome Content for Students. The results will be share with North Carolina legislators. HB 636: Promoting Wholesome Content Pornographic content is unsuitable for educational environments. Exposure to sexually explicit material can be deeply harmful and traumatic for children, potentially causing long-term psychological damage. HB 636 establishes reasonable standards to safeguard children, ensuring that educational materials are suitable for their developmental stage. Schools should foster the growth of young minds, not expose them to content that undermines their innocence. This legislation protects public school students by mandating that library books and materials meet specific criteria: they must support and enhance personal learning, be appropriate for the students’ age, grade, intellectual development, and exclude content harmful to minors, such as material depicting or describing sexual activity or that is excessively vulgar. HB 636 ensures children are shielded from sexually explicit content presented as educational material in the public school library. Read HB 636 HERE. Please read and sign the petition below to show your support. We do not share your information with vendors or third parties. The petitions will be shared with North Carolina legislators.

Reading and book resources, Lexile ratings, Destiny Discover Follett online card catalog, Manga and Anime, Graphic novels, Reading, Books, and More The Resources listed here are for parents, grandparents, and citizens. We want you to have the information needed to understand the numbers that educators are talking about, how to search for a book yourself, look at some good resources, and what to avoid. Please email us if you have questions. Understanding Lexile Reading Levels Using the Online Card Catalog Using Follett, the Online Card Clatalog Books We Love! What are Graphic Novels? What is Manga? What is Anime? Anime and Mental Health Video Games and Gaming Books Sora and Public Libraries Books with Awards and Medals Contact Us

No podemos encontrar la página que estás buscando Esta página no existe. Ve a Inicio y sigue explorando. Ir a Inicio

The Kite Runner Controversary The Kite Runner by Khaled Hosseini is a powerful novel which contains explicit scenes of sexual violence, intense physical violence, and deep emotional trauma. These elements, while integral to the story’s impact, can be challenging for students or adults to process, prompting debate about whether the novel is appropriate for high school curriculum. Wake County Public Schools believes it is and are using it as part of their high school school English Language Arts Program. The Pavement Education Project Team believe it is not appropriate. Read the book report/review and if you agree that it is not suitable, sign the petition that will be submitted to Superintendent Taylor and Wake County School Board. Please share with your friends and family. Petition for the Removal of Kite Runner in WCPSS Summary: The Kite Runner Khaled Hosseini’s The Kite Runner follows Amir, a privileged Pashtun boy in 1970s Kabul, and Hassan, the devoted son of his father’s Hazara servant. Despite their close friendship, ethnic and class divisions shadow their bond. During a kite-fighting tournament, Hassan is assaulted while retrieving Amir’s prize, and Amir, too afraid to help, hides his guilt by framing Hassan for theft—driving him away. After the Soviet invasion, Amir and his father flee to the U.S. Years later, Amir learns Hassan was his half-brother. In 2001, he returns to Taliban-controlled Afghanistan, discovering Hassan has been killed and his son, Sohrab, is in danger. Amir confronts Assef—the same bully from his childhood—now a Taliban official, and rescues Sohrab. Traumatized and withdrawn, Sohrab joins Amir in America, where Amir seeks redemption through patience, care, and the small but hopeful act of flying kites together. The novel intertwines personal betrayal and atonement with Afghanistan’s turbulent history, from monarchy to Taliban rule. View Book Reports with pages and book images from the graphic novel HERE Examples of Removal Khaled Hosseini’s The Kite Runner has been removed from high school curricula in various U.S. school districts due to its portrayal of sexual assault, violence, suicide, and other mature themes. The following is a list of some school systems where the book has been removed or excluded from high school reading lists,: Higley Unified School District (Gilbert, Arizona): In 2017, The Kite Runner was removed from the English curriculum at Williamsfield High School without explanation, despite being part of the curriculum for five years. Teachers were instructed not to use it in classrooms or assign it for independent reading. The decision sparked student protests, and the book was replaced with Of Mice and Men, which has also faced challenges. Volusia County Schools (Florida): In 2024, the traditional novel version of The Kite Runner was removed from all school libraries and media centers after a parent, Jenifer Kelly, read an excerpt at a school board meeting on February 11, 2025, prompting a board member to stop the reading due to its content. Florida statute 1006.28 mandates removal of material if a parent is stopped from reading it aloud due to objectionable content. The graphic novel version had already been removed in the 2023/2024 school year Hernando County School District (Florida): In 2024, The Kite Runner was banned from high school libraries following a school board meeting on February 7. Despite review committees recommending retention, the board voted to remove it, with board chair Shannon Rodriguez claiming legal risks if the book remained. Cedarburg High School (Wisconsin): In 2023, The Kite Runner was removed from the 10th-grade curriculum after a parent’s complaint about its depictions of sexual assault, depression, and attempted suicide. The book was pulled despite the complaining parent’s child being offered an alternative text. Wallingford Public Schools (Connecticut): In 2015, The Kite Runner was removed from the required high school freshman English curriculum after a parent objected to references to “homosexuality, date rape, masturbation, and the glorification of alcohol use and drugs.” Centennial High School (Champaign, Illinois): In 2009, The Kite Runner was removed from the reading list due to objections from a parent whose child was assigned the book for summer reading. Jackson County School District (Marianna, Florida): In 2009, The Kite Runner was removed from the required reading list for one class but retained in the library after a challenge citing graphic violence and sexual content. Additionally, the book has been challenged but retained in several other districts, including: Wake County Public School System (North Carolina): In 2025, a parent’s request to remove The Kite Runnerfrom the high school English curriculum was rejected, allowing it to remain a core instructional resou Buncombe County Schools (Asheville, North Carolina): In 2016, the book was temporarily suspended at A.C. Reynolds High School following a complaint but later reinstated for 10th-grade honors English classes with an option for alternative assignments. Waukesha School District (Wisconsin): In 2014, a parent’s attempt to ban The Kite Runner from the high school curriculum was denied by a district panel. Fishers High School (Indiana): In 2018, a parent challenged the book’s inclusion in the Advanced Placement English curriculum due to a same-sex gang rape scene and depictions of distrust in adults, but it was retained with an option for alternative assignments. Troy Area Schools (Pennsylvania): In 2012 and 2013, the book was challenged as optional reading in 10th-grade honors classes for its graphic depiction of rape and vulgar language but was retained. Valley High School (Jonesboro, Arkansas): In 2012, The Kite Runner was challenged for a scene depicting male-on-male rape, sexual innuendo, and vulgar language but was retained in the Senior Advanced Placement English curriculum. Freedom High School (Morganton, North Carolina): In 2008 and 2009, the book was challenged for its graphic depiction of a sodomy rape and vulgar language but retained in the 10th-grade honors English curriculum. We make every effort to report accurate information. If you see an error, please contact us.

Steps to protect your children, Challenge book forms, addressing your concerns with the school board, groups with similar interests Live in Wake County? Sign The Kite Runner Petition! Edit WHAT CAN I DO? TAKE ACTION. Protect your Child From Harmful Content Challenge a Book Address the School Board OPT Out of Reproductive Health Lessons Join our Team Groups Concerned About Education in NC OPT Out of APPS Linked to ebooks REPORT INCIDENTS of Students Accessing PORN on School Devices What is Social and Emotional Learning? CONTACT/ JOIN OUR TEAM

Contact us. Questions or concerns? Do you have a story to share? Would you like to join our team? Contact Us Join Our Team Would you like to be part of a team that advocates for excellence in education? Please complete our team application and let us know areas you are interested in helping. Reading and adding titles to our Books We Love list Be part of our Love America Project Join the Curriculum Under Review Board appraising curriculums being used or proposed in our state Research school libraries and media centers for age inappropriate literature Take part in our Clean Read Book Give-aways, distributing good books in your community Take part in a positive initiative within your community Are you a parent or educator with questions or c oncerns? Contact us. We will try to help. Contact Us First name Last name Email Phone Comments or Concerns Submit Thank you for contacting us. We will be in touch.

Has Your Child Been Exposed to Inappropriate Content at School? What is Your Story? Are you concerned about your child being exposed to age-inappropriate or obscene materials in their school library, such as books with explicit sexual content, violence, or other mature themes? Research shows that such materials can negatively impact brain development, potentially leading to depression, challenges in forming healthy relationships, and addictive behaviors in young people. Many parents are alarmed by the increasing presence of these books. We Can Make a Difference: Legislators are considering laws to address obscenity and age-inappropriate materials in schools, but they need to hear real stories of how these materials have caused trauma or distress for students and families. Your experiences can help shape effective policies to protect children. Share Your Story Confidentially : Would you be willing to share your story anonymously to support this effort? We are gathering facts to assist lawmakers and will not share your personal information. Your input can help ensure school materials are safe and age-appropriate. What You Can Do : Review Materials: Identify specific books or materials in your child’s school that concern you, noting their content and impact. Talk to Your Child: Discuss their exposure to these materials and any distress or confusion they’ve experienced. Contact School Staff: Ask teachers or librarians about the selection process for these materials and voice your concerns. Meet with Leadership: Request a meeting with the principal to discuss revising library policies or removing inappropriate content. Join Other Parents: Connect with parent groups to advocate for transparent book selection processes and age-appropriate standards. The Pavement Education Project would welcome your help. Share Your Experience: Contact us confidentially to share how these materials have affected your child or family. Your story can inform legislators drafting protective laws. Engage Further: If issues persist, reach out to your school board, review district policies, or explore alternative schooling options. Why It Matters: Recent X posts and web discussions highlight parental concerns about books like Gender Queer and All Boys Aren’t Blue in school libraries, citing explicit content as unsuitable for young readers. While some defend these books for their perspectives, many parents report their children experiencing distress or confusion from such materials. By sharing your story and taking action, you can help ensure schools prioritize your child’s well-being with age-appropriate resources. Contact Us : If you’re willing to share your story anonymously, please reach out through our secure, confidential form at [insert contact method, e.g., website or email]. We respect your privacy and will use your input only to inform legislative efforts.

Age inappropriate books found in Graham County Schools, NC. Graham County Schools We congratulate the Graham County School staff on a job well done monitoring books and materials made available to their students. Their list of inappropriate books is short. These books may have sexually inappropriate or confusing gender concepts or content, some including self harm, suicide, violence, and/or racism. No data base is available to determine whether or not classrooms may contain these books. Therefore, we encourage citizens to ask teachers and administrators if these books are present or being used for instruction of any kind. Some Ebooks can appear in the online card catalog. Some districts allow students to sign up to read ebooks using Sora or Libby, as well as other online ebook providers using their school ID. PEP does not know or have access to find out if any safeguards are in place to protect children from reading or seeing graphic material that is inappropriate for their age or grade level. Ask your school administrators if your child's school is providing access to ebooks. Again, congratulations to Graham County Schools and parents. We do our best to keep the lists up to date. If you see a change that needs to be made, please contact us. The Content Based Rating System was inspired by the widely accepted MPA rating system . This rating system is meant to be a quick guide for busy parents who want to know what objectionable material is found between a book's covers. While it is a great tool, it does not meet the standards needed for schools to use for evaluating materials for student use. Robbinsville Elementary School no inappropriate books found Robbinsville Middle and High Schools Ask the Passengers (AS King) Rated 3 A Child Called “It” (David Pelzer ) Rated 3 Looking for Alaska (John Green) Rated 3 Lovely Bones (Alice Sebold) Rated 3 Native Son (Richard Wright) video Rated 3 Speak (Laurie Anderson) Rated 3 The Truth About Alice (Jennifer Mathieu) Rated 3 Water for Elephants (Sarah Gruen) Rated 4 Contact/ Join Us

Understanding Lexile Levels, using Follett Online Card Catalog, Books We Love Reading Resources Understanding Lexile Levels The Lexile Framework is an approach to measuring a child’s reading ability and the evaluation of the complexity and difficulty of a text. Teachers use Lexile measures when charting growth of their students, planning instruction, and sharing information with parents. We all want students to read fluently with good comprehension. We also expect the complexity of text and understanding to increase as a child progresses throughout their educational career and into adulthood. Educators should guide students to “good fit books with just the right amount of challenge”. Traditionally these books would be a healthy balance between the student’s Lexile score and books that would be 50-100L above their measured score. To help citizens understand the Lexile system, the lowest Lexile number is 0L and the highest is 2000L. Any letters written before the numbers give information about the text and complexity. BR = Beginning Reader AD= Adult Directed Books ( books for adults to read to children) HL=High Interest but Low Complexity IG=Illustrated Guides GN=Graphic Novels Understanding the Numbers and Codes Lexile.com provides many resources including identifying the Lexile score of most books, tools to support instruction, word lists, and a Find a Book tab. This is a very helpful site, but please remember this site does not look at developmentally appropriate content, content that might be harmful, or standards or morals that you and your community may find objectionable. The Pavement Education Project recognizes that children need books and reading materials that they find interesting. They also should have regular books and materials within their Lexile reading range that will challenge their development. https://hub.le xile.com/find-a-book/search https://lexile.com/parents-students/ https://hub.lexile.com/find-a-book/search https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/lexiler-and-quantiler-measures/lexiler-framework-reading https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Lexile-Framework.aspx The Focus on the Family website called Plugged In has reviews and recommendations for books, movies, games, etc. Facebook groups like Book Reviews for Christian Families can also help you search for books for your kiddos. The webpage Lexile Find a Book can be a helpful tool when looking for titles, but remember, it does not screen for objectionable content. When purchasing books, Amazon and other book vending sites often include Lexile Scores in the product description on the left. Don’t forget to take a look at what your children are self selecting in the library and are using in the classroom. Look at the content and lexile levels. Knowledge is power! Our website hopes to include recommended reading lists in the not so distant future. Let us know if you would like to be part of a team of readers and reviewers. Where Can I Find Good Fit Books for My Child? Contact Us Using Follett, the Online Card Catalog to Locate Books Most North Carolina school districts uses the Destiny Follett management system to catalog books in school media centers. Students and teachers use it to search and access books and possibly other resources. Some districts may include eBooks, audiobooks, etc. as part of their subscription. Some of the features of the Destiny Follett system include easy search by author, title, or subject. The interest level and a basic reading level of the book is listed as well as the call number (or address of the book's location in the library). Recently, we are seeing descriptions of the books included. The system makes it fairly simple for the librarians to add new books. The site is accessible for students from school or home. Once they login to the district portal with their student ID, they can begin searching. The My Stuff tab at the top (only visible when logged in) allows students and parents to see what is currently checked out to them. We do not know if the setting can be adjusted to show all past books checked out to a particular student but we think that information could be beneficial for parents. The system allows for the creation of collections of books by topic (for students or teachers) by the media specialist or librarian. Unless the collection was created by the media specialist in that specific library, not all the books pictured might be available. However, book titles and descriptions shown could make it possible for them to be searched in other systems, like Sora, Libby, etc., and checked out perhaps through the public library system.The Destiny Follett system allows for parents, citizens, and the community to see what is available on the shelves of the library. We encourage parents to request the districts's policy in regards to adding books to the library. Does the policy allow anyone to donate books to the library? What books would be acceptable for donation? Will the librarian replace favorite classics like The Hungry Caterpillar or The Scarlet Letter if they are so worn that they need to be discarded? Some districts have unspoken policies that exclude books printed before the year 2000. Some of the classics and books you remember will may no longer be available to future students. Knowledge is power. Familiarize yourself with the library system. Did You Know? According to the Follett website, nearly $2 trillion in ESSER Funds are still available in 2024 to support schools and students. The website states Elementary and Secondary School Emergency Relief (ESSER) Funds provide a significant boost to your learning initiatives. Follett is here to provide guidance on using ESSER Funds effectively using our unique analytical tools that can diagnose the strength and gaps in your collection. S ocial transformative books have been required as a funding qualification for recipients. If your state or district accepts ESSER funds, what is expected of them? https://www.follettlearning.com/esser Would You Like to Search a School or School District in our state? Go to gofollett.com or contact us. https://www.follettlearning.com/education-technology/library-management-system/destiny-discover Contact Us Books We Love! CHECK OUT THE BOOKS WE LOVE PAGE FOR OUR RECOMMENDATIONS Graphic Novels Graphic novels are in the schools, public libraries, and colleges. The New York Times includes graphic novels as a category on its booklists. Struggling students and erudite academicians laud the benefits of the new genre. The Scholastic magazine, a chief proponent and distributor of graphic novels, defines the literary form as “any book in a comic book format that resembles a novel in length and narrative development.” Graphic novels incorporate benefits and shortcomings of both novels and comic books. HISTORY Graphic novels are akin to or the next iteration of the children’s comic book. The comic book, at its conception and infancy, had a wide variety of themes including superheroes. Yet, some people were concerned that comic books potentially would corrupt the young readers and retard their reading progress. These concerns led to the Comic Code Authority (CCA) tasked with ensuring the proper values were depicted in the comic books (Lloyd Sealy Library) . The themes of the comic books and their values were strongly compatible with the superhero theme and, thereby, undergirded the success of the superhero morality plays of the good hero overcoming and conquering the evil villain. Comic books soon became a lucrative literary venture. In 1986, Will Eisner introduced a new genre -- birthed from the comic book --the graphic novel. The expanded “comic book” was a collection of stories about a neighborhood in the Bronx. The format appealed to a new expanded reading audience. However, it was Art Spiegelman who brought the new literary format into popularity (Lloyd Sealy Library) . It resembled a novel in length and story line; however, the graphic novel’s story was driven by pictures and supplemented with only sparse text. Graphic novels not only differed from traditional comic books in their length but also subject matter. The topics ranged from classical literature to backstreet pulp fiction. Often, a graphic novel, then and now, departed from the innocence of the superhero’s overcoming the menacing, evil villain to more edgy subjects. RESEARCH Current research of graphic novels overwhelmingly touts the benefits. Educators report that graphic novels promote reading for the reluctant and poor readers, for the non-native English speakers, the unmotivated readers, and the beginning readers (Reader’Advisory Guide to Graphic Novels). They claim pictures help reading comprehension, and therefore, are valuable tool for developing cognition. Graphic novels are not just for the reluctant or poor reader but are also popular with older fluent readers. Graphic novels make complex literary classics comprehensible. The story line is more easily understood with visual images, rather than words. The Readers’Advisory Guide to Graphic Novels asserts that the genre promotes visual literacy for the 21 st century’s media demands. In addition to the academic advantages, emotionally, there is no shame associated with graphic novels as attested by the popularity with more skilled and older readers. FORMAT CONCERNS However, like the parents who were concerned about comic books of the 1950s, parents have their reservations about graphic novels. Though many may concede that graphic novels appeal to and motivate reluctant readers and help them comprehend subject matter, many parents are apprehensive, even cynical, of graphic novels’ net benefits for developing skilled readers and thinkers. Words are the tools of thinking. Relying on pictures for context promotes guessing for word meanings. Vocabulary is developed through reading and writing. A picture-driven story undermines both basic cognitive skills. Graphic novels cultivate passive, feckless learning habits. The mind is developed much like muscles. Effective learning requires resistance. Synapsis and memories are made stronger when effort is applied. Processing information from the words “requires constant voluntary attention” (Rossiter & Silberstein, 2001), whereas pictorial information processing is passive. Graphic novels reduce literature to an arid, anemic story line. The art of good literature is lost in the pictorial Cliff Notes approach. Divergent thinking is starved by the lack of literary devices. Learning is hard work and a lengthy process. One must ask at what point is the reluctant reader weaned from pictures to text. When will the underlying problem of poor reading strategies be addressed for the reluctant reader? CONTENT CONCERNS Sexually explicit pictures found in school library graphic novels incite emotional responses rather than reasoned ones. Being led by emotions (visceral responses) makes the reader easily manipulated. Often age-inappropriate, or sexually graphic novels have a low reading level (see Lexile Levels) and are accessible to younger children. Formats for comic books, graphic novels, and novels have cognitive relevance, but content should be the primary consideration for evaluating a book, not the conveyance. Content of graphic novels can be pornographic yet readily accessible for the youngest or poorest reader. Content is packaged to reach a certain audience. Judge the book by its format but then look inside and examine the content. Contact Us UNDER CONSTRUCTION What is Manga? What is Anime? Anime and Mental Health Awards and Medals What is the Difference Between YA and Adult Books? Who Wins an Award and Why? It can be puzzling. Writers, librarians, and parents don't always agree. YA ( industry abbreviation for Young Adult) novels are marketed for childr en 12-18 years of age. They are written about teenage characters with story lines meant to appeal to this age group; the category has ha d crossover into the adult market over the last several years. There lies much of the difficulty. Young Adult books are meant to be the next level of reading material after middle-grade fiction as teens transition to adult fiction. They are often coming of age stories. They are engaging and ma y have some level of romance between the characters, such as kissing but they should not contain actual sexual content. The readers and reviewers at the PEP are noticing more and more books labeled YA in middle and high schools with detailed sexual content, including bondage, violence and erotica. Parents must be alert to these sexualized books. We have quite a few listed on our website. Many have received awards of one kind or another. How did that book win that award? The American Library Association gives out many awards to authors and illustrators. One of the most notable is the Randolph Caldecott Award. The Caldecott winners must have outstanding illustrations and appeal to children ages 5-14. In the past, Caldecott winners and honor books were mostly picture or juvenile books that were chosen by parents and teachers to be read to younger students and children. They become favorites, not just because of the pictures but because the stories are entertaining, interesting, and age appropriate. According to the guidelines, in addition to the exceptional illustrations, the book should not be didactic in nature. If you have children, you are probably familiar with these books. Past Caldecott Winners and Caldecott Honor Award Winners Over the last decade there has been change. This One Summer by Mariko and Jillian Mamaki won a 2015 Caldecott Honor Award. Take a look at it and see if you would agree. Other graphic novels targeting middle and high school are also receiving recognition. My Friend Dahmer by Derf Backderf is an example. Backderf is a two time Eisner award nominee. His book My Friend Dahmer was recognized as a great graphic novel for teens by the ALA and won an Alex award in 2013. Obviously some graphic novels are not meant for children and the content may not be worthy of recognition. The John Newbery Medal is another prestigious award given yearly by the Association for Library Service to Children, a division of the American Library Association, to the author of the most distinguished contribution to American literature for children. Two favorites from the past were Shiloh by Phyllis Reynolds Naylor (1992) and Maniac Magee by Jerry Spinelli (1991). More recent winners have been challenged due to controversial content and language more than obscenities, but not always. Several new awards have made an appearance on books in elementary and middle schools. Most students, parents, teachers, and librarians assume if a book won an award, it must be a good book. A closer look reveals books with agendas promoting values that are uncommon within most North Carolina communities. Here are just three examples of books frequently found in middle schools. George, Looking for Alaska, and Out of Darkness. George by Alex Gino i s a recipient of the following : Children's Stonewall Award, Lambda Literary Award, and Ch ildren's Choice Book Award. The first two awards are for exceptional merit relating to the gay/lesbian/bisexual/transgender experience and content. Looking for Alaska by John Green won the Printz award, an award that recognizes the "best book written for teens, based entirely on its literary merit". While it was a quick easy read, It violated NC Statutes on Obscenity. It als o contained a glorified suicide. Out of Darkness by Ashley Perez is another example of an award winning book not appropriate for minors because it contains detailed depictions of incestual rape. The Alex Awards are given to ten books written for adults that have special appeal to young adults, The winning titles are selected from the previous year's publishing. These books all received the award over the last several years: Lawn Boy ; Gender Queer; Red, White, and Royal Blue ; and The Kite Runner. Take a look at excerpts under the book tab. We question whether these books are appropriate for young adults in a public school setting. They all violate NC Statutes regarding obscenity. The Pavement Education Project encourages you to be aware of the books your child selects from the media center, on class recommended reading lists, and books located in classroom libraries. We believe an award no longer ensures a book is fit for reading by a child, teen, or young adult. Furthermore, The American Library Association may no longer have the values and standards you and your family hold dear. Resources: American Library Association. https://www.ala.org Young Adult Library Services Association. https://www.ala.org/yalsa/

North Carolina Statutes regarding material harmful to minors. LAWS, STATUTES, AND OPINIONS Mahmoud v. Taylor Case Summary Background: In Mahmoud v. Taylor, parents in Montgomery County, Maryland, challenged the school district’s policy on LGBTQ+-themed storybooks in elementary classrooms. The Dispute: The Montgomery County Board of Education integrated LGBTQ+-inclusive storybooks into the curriculum. Initially, parents could opt out, but the district later eliminated this option, citing administrative challenges and a commitment to inclusion. Parents from diverse religious backgrounds claimed the no-opt-out policy violated their First Amendment religious freedom and parental rights. Lower Court Rulings: The district court rejected the parents’ request for a preliminary injunction, a decision upheld by the Fourth Circuit Court of Appeals. Supreme Court Decision: On June 27, 2025, the U.S. Supreme Court ruled 6-3 in favor of the parents, finding that the no-opt-out policy infringed on their First Amendment right to free exercise of religion. Impact: The court’s ruling strengthens parental rights and religious liberty, affirming parents’ ability to shape their children’s education according to their beliefs. It stated, “A welcoming classroom cannot be achieved through hostility toward students’ and parents’ religious beliefs.” SUPREME COURT RULING Allowing Parents to OPT OUT of Lessons Contrary to Religious Beliefs Read the Ruling HERE More Important Supreme Court Rulings Below The Pavement Education Project supports the passage of HB 636: Promoting Wholesome Content. Read and sign the Petition . HB 636: Promoting Wholesome Content RECENT NORTH CAROLINA STATUTES Recently HB 805: Prevent Sexual Exploitation of Women and Minors passed with a veto override. The bill defines sex as biological male or female, bans taxpayer-funded gender-transition procedures for inmates and restricts them for minors, extends malpractice lawsuit windows, mandates age verification for online pornography, regulates school sleeping arrangements, ensures parental opt-out rights for conflicting classroom materials, and makes school library catalogs searchable with parental controls. Gov Stein signed SB 442: Parents Protection Act i nto law. The Parents Protection Act, protects parents from losing custody or facing prosecution for refusing gender-affirming treatments for their children. It addresses cases where courts or social services deem non-affirmation as maltreatment, safeguarding parental rights and religious freedoms. NC Statutes That Impact Children, Education, and Parental Rights. Parents and Guardians send their children to school with expectations that they will receive a good education, and have access to appropriate materials and texts. They also expect an environment in which their child's physical and mental health is protected. Content defined as obscene is now included in libraries and classrooms by North Carolina Statute § 14-190.13 Definitions for certain offenses concerning minors. Content may show graphic images or have descriptions of sexual acts. Please take note of North Carolina Statute § 14-190.15. Disseminating harmful material to minors; exhibiting harmful performances to minors. It allows a defense for schools, libraries, and museums to have a pass. No one ever thought such inappropriate literature would appear within the walls of a school. We must work with legislators to make the changes needed to protect children from age inappropriate and harmful content. The Parents' Bill of Rights. § 115C-76.55. ( SB 49) addresses the requirement for age-appropriate instruction for grades kindergarten through fourth grade. It states that " instruction on gender identity, sexual activity, or sexuality shall not be included in the curriculum provided in grades kindergarten through fourth grade, regardless of whether the information is provided by school personnel or third parties." It also prohibits the use of inappropriate inappropriate core and supplementary materials. Look at your child's school district and school on this website to see if there are inappropriate materials available to your child. Some books and materials available in schools may be in violation of NC General Statute 115C-81.30. Reproductive Health and Safety Education. This content and subject matter may lead children to question their own sexual identity. The Pavement Education Project team working with concerned citizens have identified a selection of books believed to be in violation of North Carolina General Statutes Chapter 14. Criminal Law § 14-190.1. Obscene literature and exhibitions. Other North Carolina General Statutes regarding Materials Harmful to Minors. Read Subchapter VII Offenses Against Public Morality and Decency Article 26 for the entire statute, definitions, and related offenses toward minors. Contact your legislators with your concerns related to this statute and the intent of the law. The PEP website shows books, book lists, and related information under the BOOKS tab. North Carolina school districts, books, and links to excerpts are shown under the LOCATIONS tab. If you are interested in assisting with book searches in your NC school district, we can help you get started. Book banning is not the focus, but the appropriateness of such books in a public school setting is questionable. SB 808: An Act to Prohibit Gender Transition Procedures for MinorsGender Transition for Minors limits medical transitioning procedures or to prescribe, provide, or dispense puberty-blocking drugs or cross-sex hormones to a minor. The statute makes provision for children that have disorders, under treatments for a variety of medical maladies, or suffer physiological abnormalities. The statute outlines penalties for violation of the statute. HOUSE BILL 574: Fairness in Women's Sports Act also became law. It will "prohibit male students from playing on middle school, high school, or collegiate athletics teams designated for females, women, or girls". It also will "require a student's sex to be recognized solely based on reproductive biology and genetics at birth for purposes of athletic participation." Changes in laws affecting charter schools were enacted in HB 219: The Charter School Omnibus. It clarifies requirements of charter application and renewal. It addresses enrollment in low performing schools. Admittance of out of state students and children of military families are also outlined. Other Important NC Statutes SUPREME COURT RULINGS AND DECISIONS RELATED TO BOOKS AND LITERATURE The Miller Test is the primary legal test for determining whether expression constitutes obscenity . It is named after the U.S. Supreme Court’s decision in Miller v. California (1973) . The Miller Test i s a three-prong legal standard used to determine if material is considered obscene. It requires that the average person, applying contemporary community standards, find: 1) the material appeals to the prurient interest (a sexual interest) 2) the material depicts or describes patently offensive sexual conduct defined by law 3) the material, taken as a whole, lacks serious literary, artistic, political, or scientific value. Island Tree School District VS Pico In the Supreme Court case Island Trees School District v. Pico (1982), the Court held that the First Amendment limits the power of junior high and high school officials to remove books from school libraries because of their content. The Supreme Court ruled in the students’ favor on First Amendment grounds, holding that the right to read is implied by the First Amendment. The government—in this case, a public school—cannot restrict speech because it does not agree with the content of that speech. The decisions called libraries places for “voluntary inquiry” and concluded that the school board’s “absolute discretion” over the classroom did not extend to the library for that reason. The ruling also established that public schools can remove books from libraries if they are deemed "pervasively vulgar" or not suitable for the curriculum. However, schools cannot remove books simply because they disagree with the ideas presented in those books. The ruling acknowledges the First Amendment rights of students to access information, while also allowing for school boards to exercise reasonable control over the educational environment. Case v. Unified School District (1995) This case concerned the removal of Annie on My Mind, a book about a lesbian relationship, from the Olathe, Kansas, school district’s high school libraries. The book’s removal was challenged as a violation of the First Amendment. The U.S. District Court for the District of Kansas ruled that the school district’s decision to remove the book violated the First Amendment rights of students. The court found that the removal was motivated by the school board’s disagreement with the book’s content rather than any legitimate educational concerns. The book was ordered to be returned to the school libraries. 2025 Proposed NC Legislation Related to Education and Children Bill Number/Name URL Link Purpose Status Sponsor HB 805 Prevent Sexual Exploitation/Women and Minos https://www.ncleg.gov/BillLookUp/2025/hb%20805 Address online sexual exploitation, defining biological sex in state law, prohibiting state funding for gender transitions for inmates, and reinforcing parental rights in public education. gives parents ability to view library materials andopt out of assignments due to religious beliefs. Veto Override Jackson, Balkcom, Almond; Biggs; Blust; Dixon; Echevarria; Eddins; Hastings; Johnson; Kidwell; Loftis; Moss; Pickett; Riddell; Ross; Scott; Ward; White; Zenger HB 636 Promoting Wholesome Content for Students https://www.ncleg.gov/Sessions/2025/Bills/House/PDF/H636v2.pdf Process to ensure harmful content not made available to minors, process for parents et al to report violations and punishment Sent to Senate after passing 3 Readings in the House. Sitting in Rules Comm. N. Jackson; Biggs; Willis; Balkcom (Primary) Almond; Arp; Branson; Kidwell HB 595 Parental Rights for Curriculum and Books https://tinyurl.com/yc2a94k9 Create standard course for health education, library book selection, prohibit harmful content for books and libraries and teaching materials, repositories for instructional materials Referred to Rules, Passed 1 House Reading Torbett; Blackwell (Primary) Clampitt HB 83 Revise Laws Governing Minors https://tinyurl.com/44vpac7n Create standard course for health education, library book selection, prohibit harmful content for books and libraries and teaching materials, repositories for instructional materials Referred to Rules in the Senate after passing 1 Senate Reading and 3 Readings in House Torbett; Blackwell (Primary) Clampitt SB 442 Parents Protection Act https://tinyurl.com/yk8ykb3e Parents who do not socially transition a child are not abusive; helps those who may want to adopt Passed and signed by the Governor Burgin; Galey; Sawrey (Primary) Daniel; Hise; Jones; Moffitt; B. Newton; Sanderson SB 55 Student Use of Wireless Communication Devices https://tinyurl.com/59a2wxf4 Resolving Senate and House differences: all wireless devices vs. only cell phones Passed Senate (3 readings) Passed House (1 reading) e (1 reading) Lee; Burgin; Barnes (Primary) Adcock; Alexander; Brinson; Chaudhuri; Daniel; Galey; Hanig; Jones; McInnis; Moffitt; Mohammed; Overcash; Robinson SB 227 Eliminating DEI in Public Education https://tinyurl.com/467yjh6w Remove DEI content in schools, including instructional content and administrative practices Vetoed on 7/3 2025, Placed on call for 8/26/2025 for override Berger; Lee; Overcash (Primary) Alexander; Barnes; Brinson; Britt; Burgin; Corbin; Craven; Daniel; Ford; Galey; Hanig; Hise; Hollo; Jackson; Jarvis; Johnson; Jones; Lazzara; McInnis; Moffitt; B. Newton; P. Newton; Rabon; Sanderson; Sawrey; Sawyer; Settle CONTACT/JOIN OUR TEAM FIND MY NC LEGISLATORS

NC School Report Cards, DEI programs supported by Federal Tax dollars, ACADEMIC ACHIEVEMENT THE LATEST ON SCHOOL ACHIEVEMENT 2024-2025 As of September 25, 2025, North Carolina's full academic progress report remains unavailable to the public. Preliminary data indicates minimal growth, with some districts showing less than 1% improvement, while others have regressed. These lackluster results suggest that, without significant intervention, the state risks perpetuating an undereducated population, many of whom hold high school diplomas despite lacking essential literacy skills. News reports highlight that the state superintendent is reviewing the school grading system to address this poor performance. However, is adjusting how schools are graded the solution to North Carolina’s educational challenges? We hope to make some recommendations in the future. 2024-2025 RESULTS Live in Wake County? View school by school performance with school climate, teacher characteristics, and leadership. View the academic achievement of North Carolina students HERE . Choose the county, then the district. You may view academics as far back as 2015. We leave it up to you to decide whether you are satisfied with the academic achievement of NC students. Did you look at the performance of subgroups? Are North Carolina schools meeting the needs of all it's students.You decide. Accountability Data Sets and Reports Resources WCPSS reports by school that includes school mission, teacher characteristics, school climate, etc. NC STATE TESTING RESULTS (GREEN BOOK) The 2023–24 North Carolina State Testing Results document summarizes student participation and performance at the state level, with data from public school units (PSUs). The test data come from original administration files submitted by PSUs through fall 2024. This information may be found on NCDPI website HERE. HISTORICAL TRENDS AND REPORTS Students At or Above Proficiency in Both Reading and Math Grades 3-8 Students At or Above Proficiency in Both Reading and Math Grades 3-8, Black, White, Hispanic Students NC Education Trends Over Time Growth in Administative Staff and Students since 2000 Allotted Average Daily Membership How are NC School Districts Spending Their Federal Dollars? Diversity, Equity, and Inclusion Training for Teachers in Wake County WCPSS recently introduced their equity plan. View the document. Will this expensive initiative improve academic achievement or is it meant to transforrm student thoughts and beliefs about themselves and their families? An opinion piece written by Joshua Peters in The Carolina Journal highlights some of the issues with the WCPSS Pathways to Excellence and Equity plan. Contact / Join Our Team National Assessment Educational Progress (NAEP) 2024 Snapshots of NC 8th Grade Progress

Share your concerns regarding age-inappropriate and harmful materials found in school curricum or libraries. Protecting Children Protecting children means shielding them from age-inappropriate and harmful content that threatens their well-being and healthy development. Join us in this effort by adding your name to our call for action. We do not sell your information. Concerns About Age-Inappropriate and Harmful Books and Materials in Public Schools * First name * Last name * Street Address Address * City or Town * State * Zip Code County * Email Phone * Please state your concerns. Submit

Research and studies show the dangers and negative impacts of pornography on children and teens. Research and studies on the Effects of Pornography and Violence on Children and Teens Exposure to Sexual Content and Problematic Sexual Behaviors in Children and Adolescents: A systematic review and meta-analysis Abstract Background Exposure to sexual content, such as online pornography or live sexual content, has been posited in the literature as a risk factor for problematic sexual behaviors (PSBs) in children and adolescents, and has been identified as an important avenue for research and intervention, particularly given the ubiquitous access to technology among children. Objective To examine the association between live/violent and non-violent sexual content exposure and PSB among children and adolescents. Objectives also include informing future research on sexual content exposure as a risk factor for PSB, and providing clinical recommendations related to prevention and intervention. Many years ago, a young father in his twenties was getting in trouble with the law because of repeated inappropriate exposure of his genitals in public. He also had explosive outbursts with destruction of property. During the first sessions with him, I was struck by his juvenile, almost child-like expression, with incongruent affect regarding his behavior, probably stemming from a lack of insight. His poor ability to deal with frustration, to regulate anger and impulses indicated some form of developmental arrest. Months (and another child) later, after gradually investigating his past and trying to understand what had led to his dysregulated sexuality, he eventually disclosed that when he was a child, his dad made him watch pornography. It was disturbing to try to imagine the effect of potentially overwhelming, arousing but also degrading images on a forming, innocent brain. Unlike erotic scenes in a movie or nude sculptures in a museum, pornography generally involves power dynamic, humiliation and a distortion of the reality around body and sexuality. In my opinion, it is a form of sexual trauma, just like witnessing a car accident or parental domestic abuse can be traumatic for the observer. RESEARCH AND STUDIES ON THE EFFECTS OF PORNOGRAPHY AND VIOLENCE ON CHILDREN AND TEENS From Page to Person: Investigating the effects of reading physically violent interactions in literature on high school students’ aggressive thoughts. https://tinyurl.com/37txk36e June 2023 Journal of High School Science 7(2) DOI:10.64336/001c.77878 Just How Graphic Are Graphic Novels?” An Examination of Aggression Portrayals in Manga and Associations With Aggressive Behavior in Adolescents https://tinyurl.com/bdzm87p5 April 2015 Violence and Victims 30(2) DOI:10.1891/0886-6708.VV-D-13-00012 Today's softcore porn is what was hardcore 50 years ago. We have become numb to seeing sexualized and objectified bodies everywhere we look. Most of us probably have people in our lives who struggle with an addiction of some kind, whether it be to smoking, using drugs, gambling, or other vices. An addiction develops when changes in the brain and body cause a person to “feel compelled to continue using a substance or partaking in an activity, even when doing so may cause harm.” Is Reading Erotica as Harmful as Watching Porn? Reading is definitely not the same as watching, written porn could have some negative effects on readers. It all depends on the individual and the content. Early Sexualization and Pornography Exposure: the Detrimental Impacts On Children The school principal was perplexed. I had just delivered a keynote on the impact of sexualisation and pornography exposure on children and young people at a conference of school leaders in NSW. During the break she approached me, opened her phone and revealed an image created by a group of 5 year old boys, at the Catholic primary school she headed in Sydney. It showed two women, scantily dressed, in provocative poses. Voters Against Obscene Books in Public Schools Sponsored by The Capitol Resource Institute Voters overwhelmingly oppose sexually explicit books in public school libraries, and believe schools have an obligation to inform parents what their children are being taught. A new national telephone and online survey by Rasmussen Reports and the Capitol Resource Institute finds that 89% of Likely U.S. voters think it is important that public schools fully inform parents about what is being taught to their children in classrooms, The Impact of Explicit Content on Teens: What Parents Need to Know Reshmita Das | November 21, 2024 Imagine sitting at the dinner table when your teen drops a bombshell—“Mom, Dad, have you seen that viral video on TikTok?” At first, you’re intrigued, but the moment they explain what it’s about, your stomach drops. What they saw wasn’t just a funny meme; it was explicit content they stumbled upon while scrolling. This isn’t an isolated incident. It’s a reality many parents face in today’s digital world. The War on Children. The Comprehensive Sexuality Education Agenda ( Spanish Subtitle) Liberating Libraries from Porn, South Dakota This video is very explicit. Cut the volume down if near children. Transgenderism, Gender Diversity, and the Impact on Children and Education Visit the Gender Identify Issues Page for Research and Reviews RESEARCH, STUDIES, AND REVIEWS OF USE OF TECHNOLOGY IN THE CLASSROOM WATCH: The Most Compelling Argument Against Tech In Schools | Sophie Winkleman Sweden is the first country to kick ed tech out of the classroom.

NC Legislation that will support children and families when passed. Supporting North Carolina Children and Families The Pavement Education Project supports the following bills making their way through the General Assembly. We ask you to let your legislators know you support them as well. House Bill 636 Promoting Wholesome Content for Students would require every school district to adopt a policy for the selection and procurement of library books, electronic media and other resources for school libraries. Library media must be suitable for the age, grade level, intellectual development, and ability level of students, aligning with their cognitive, emotional, and behavioral capacities. Materials would be considered inappropriate if containing descriptions or visual depictions of sexual activity or is pervasively vulgar as defined in G.S. 14-190.13. Those materials would be removed. HB 636 also strengthens the Parents Bill of Rights by providing relief for families. Read here . Contact your legislators today! https://www.ncleg.gov/findyourlegislators AND SIGN OUR PETITION in Support of HB 636 https://www.pavementeducationproject.org/wholesomecontent OTHER BILLS WE SUPPORT : House Bill 83 Revise Laws Governing Minors will amend the offense of disseminating obscenity to minors and add the offenses of disseminating obscenity, harmful material, and exhibiting harmful performances to minors to the list, possibly requiring offenders to register, while establishing new offenses of habitual and aggravated habitual indecent exposure with mandatory registration. Read here . Senate Bill 516 Women’s Safety and Protection Act focuses on safeguarding women and girls in sensitive environments by defining male, female, man, woman, and sex based on biological criteria. Read here . Contact your legislators today! https://www.ncleg.gov/findyourlegislators Please email these legislators as well. Sen. Rabon Bill.Rabon@ncleg.gov Sen. Daniel Warren.Daniel@ncleg.gov.. Sen. Barnes Lisa.Barnes@ncleg.gov Sen. Blue Dan.Blue@ncleg.gov. Sen. Berger Phil.Berger@ncleg.gov. Sen. Britt Danny.Britt@ncleg.gov Sen. Galey Amy.Galey@ncleg.gov Sen. Garrett. Michael.Garrett@ncleg.gov Sen. Sawrey Benton.Sawrey@ncleg.gov Contact us at pepnc@protonmail.com Visit us at https://www.pavementeducationproject.org CONTACT US/JOIN DONATE

Thankful...Veto Overrides Are Pro Family and Ensure Freedom of Religion North Carolina House Bill 805, the "Prevent Sexual Exploitation/Women and Minors Act ," requires age verification for online pornography, prohibits state funding for gender transition procedures for minors and prisoners, regulates school sleeping arrangements by biological sex, and allows parents to access and restrict school library materials while permitting students to opt out of classroom activities conflicting with their religious beliefs If a lesson or materials conflict with your religious beliefs, complete the form and submit it to your child's teacher and principal. Keep a copy if emailing. Follow up to confirm receipt. Opt Out -Request for Religious Exemption editable form List of inappropriate books