Dolly Parton’s Imagination Library
Category
Family Support, Literacy
Child's Age
0-1 years, 1-2 years, 2-3 years, 3-4 years, 4-5 years
Participant
Children
Languages
English, Spanish
Brief Description
Dolly Parton’s Imagination Library is a book distribution program designed to increase access to books and encourage early literacy experiences in households. Age-appropriate books are delivered monthly to the child’s home with their name on the mailing label, at no cost to the family.
Expected Impact
- Higher academic achievement scores in kindergarten and third grade
Core Components for Model Fidelity
- Recruitment, Coordination, and Enrollment: Local affiliates are responsible for recruiting families with children ages 0-5 years in the selected coverage area, coordinating with partner organizations or other local agencies to promote enrollment, and utilizing outreach and media to recruit families or help them enroll. Parents/caregivers can also register their child(ren) online.
- Pick-up: Local affiliates should partner with their local post offices to obtain any undeliverable books and use for redistribution in the community.
- Parent/Caregiver Involvement & Community Engagement: DPIL includes reading tips on the inside flap of soft cover books to encourage parents and caregivers to actively engage with their children during reading activities, promote a positive reading environment, and utilize books to expand children’s reading habits. The program fosters community engagement by organizing literacy events, workshops, and activities that involve families, caregivers, community agencies and residents.
- Data Management: Local affiliates must enter and manage family information in the DPIL Book Order System (BOS) database and facilitate any parent surveys or other evaluation measures.
- Monthly Invoices: Local affiliates manage monthly invoices and pay an average of $2.20 per child per month to cover wholesale books and mailing expenses.
- Dollywood Foundation Support: The Dollywood Foundation supports local affiliates by covering all overhead and admin expenses at no cost, providing BOS database and support, coordinating the Blue Ribbon Book Selection Committee, and coordinating monthly book orders and fulfillment.
Languages Materials are Available in
English, Spanish
Delivery Mode
Books are mailed directly to the registered child’s home in the child’s name.
Dosage
Children receive one high quality, age-appropriate book per month from birth to 5 years of age for a total of 60 books. It is recommended to participate for a minimum of 4 months.
Infrastructure for Implementation
Materials: Local affiliates secure funding and promote DPIL online and at events. DPIL implementation requires internet access.
Staffing Requirements
Local affiliates must designate at least one staff to assist with DPIL tasks.
Training for Model Fidelity
Four live, remote trainings are available monthly to all program partners. Staff and partners are encouraged to attend these trainings.
Additionally, the Regional Directors hired in 2023 underwent a two-week training covering the history of DPIL, all programs, strategies, and more.
Contact Information
https://imaginationlibrary.com/
Pam Hunsaker: Sr. Regional Director; phunsaker@imaginationlibrary.com
Kahla Williams: Regional Director; kwilliams@imaginationlibrary.com, 865-280-5039
Cost Estimates
Books are free to families. Beyond the NC state allocation, local affiliates cover the cost of books (over their county targets), mailing expenses (~$2.20 per child per month), and/or program support.
Purpose Service Code (PSC)
5526 - Dolly Parton’s Imagination Library
Program Identifier (PID)
Dolly Parton Imagination Library (DPIL)
Minimal Outputs for NCPC Reporting
FY 24-25:
- Number of children participating
Smart Start Local Partnerships implementing DPIL are exempt from reporting to NCPC because NCPC can access data directly through DPIL.
Minimal Outcomes for NCPC Reporting
FY 24-25:
- Increase in frequency of adult and child shared reading
- Increase in adult use of recommended reading strategies
Minimal Measures for NCPC Reporting
FY 24-25:
- NC DPIL Survey conducted by NCPC
NCPC Evidence Categorization
Evidence Informed- Industry Standard
Research Summary
Two of the most relevant evaluations on Dolly Parton’s Imagination Library (DPIL) include an evaluation based in Juneau, Alaska1 and a longitudinal evaluation in Tennessee.2 These reports compared academic achievement scores of DPIL alumni and their non-participating peers. Overall, these evaluations found that DPIL alumni scored higher on academic achievement measures such as the Tennessee Comprehensive Assessment Program (TCAP) exam and Measures of Academic Progress (MAP) assessment. These differences were maintained from kindergarten to third grade. The study based in Tennessee found different outcomes for students based on different demographic identifiers. For example, disaggregating the data revealed that English language learners who did not participate in DPIL outperformed their peers who were DPIL alumni.
- ^ See Dolly Parton Imagination Library (2011). This evaluation describes the kindergarten performance of Dolly Parton Imagination Library (DPIL) participants and their peers in the Juneau School District in Alaska. The sample population included 23 DPIL alumni and 316 of their peers. The DPIL group was not representative of the overall kindergarten population. Fewer children in the DPIL group identified as Alaska Native and American Indian (9% versus 27%), English language learners (9% versus 14%), and economically disadvantaged (4% versus 37%) than the overall population. More children in the DPIL group identified as White (74% versus 48%) and as students with disabilities (22% versus 16%). Statistical significance for these differences was not reported. Measures included the Measures of Academic Progress (MAP) assessments completed three times per year (Fall 2010 and Winter 2011 scores used for this study) and the Rasch Unit (RIT) scale to demonstrate academic achievement and progress, respectively. Results indicated that DPIL alumni scored higher in Fall 2010 assessments and demonstrated greater growth on the Winter 2011 assessments. About a quarter of DPIL alumni met or exceeded end-of-year proficiency benchmarks on the MAP for reading (25%) and mathematics (26%) in Fall 2010. When assessed in Winter 2011, the majority of DPIL alumni met proficiency benchmarks for reading (71%, 47 percentage point increase) and mathematics (67%, 38 percentage point increase). The overall kindergarten population was less likely to meet proficiency benchmarks with MAP reading scores of 11% in Fall 2010 and 33% in Winter 2011 (22 percentage point increase) and MAP mathematics scores of 10% in Fall 2010 and 33% (23 percentage point increase) in Winter 2011. Statistical significance for these differences was not reported. Study limitations include the overall informal structure of the study, limited descriptions of study methods, and exclusion of indicators of statistical significance (p-values), among others.
- ^ See Beckett (n.d.). This longitudinal evaluation compares the third-grade achievement scores of former Dolly Parton Imagination Library (DPIL) recipients with the scores of their peers who did participate in DPIL. The measure used in this report was the Tennessee Comprehensive Assessment Program (TCAP) exam, with a focus on the Normal Curve Equivalent (NCE) scores. An NCE score ranges from 1 to 99 with 50 serving as the state median. Students also received a proficiency level of Advanced, Proficient, Basic, or Below Basic, where a score of Proficient or higher indicates passing. The sample population included a total of 3,352 third graders in Tennessee, with 1,778 having participated in DPIL prior to kindergarten. Results indicated that, overall, students who participated in DPIL scored significantly higher on the TCAP than their peers, with mean NCE scores of 57.62 and 62.69, respectively (p = 0.000). Data was disaggregated for student gender (male and female), ethnicity (American Indian or Alaska Native, Asian, Black, Hispanic, White, and Black, Hispanic, or Native American), lunch status (free/reduced or paid), children with disabilities, English language learners, and attending the same school as in kindergarten. DPIL alumni significantly outperformed their peers on all conditions, except for students receiving special education services (p = 0.097), Black students (p = 0.314), and American Indian or Alaska Native students (p = 0.096). Additionally, English language learners who did not participate in DPIL scored higher than DPIL alumni with mean NCE scores of 40.50 and 38.22 respectively (p = 0.565). DPIL alumni were more likely to receive passing proficiency scores for reading/language arts (55%), compared with their peers (48%). Study limitations include the overall informal structure of the study and limited descriptions of study methods and participant demographics, among others.
Researched Population
- Third graders in Tennessee
- Kindergarteners in Juneau, AK
- Diverse student populations, including children who identified as American Indian or Alaska Native, Asian, Black, Hispanic, White, and Black, Hispanic, or Native American, children with disabilities, English language learners, and low-income (indicated by free/reduced lunch status)
Beckett, J. (n.d.). THE IMAGINATION LIBRARY PROGRAM AND THE KINDERGARTEN COHORT OF 2008-2009.
Dolly Parton Imagination Library. (2011).
H.B. 401, Funds for Dolly Parton’s Imagination Library, 2023 Gen. Assem. (N.C. 2023).
S.B. 413, Funds/Dolly Parton Imagination Lib./Childcare, 2023 Gen. Assem. (N.C. 2023).
Local Partnerships Currently Implementing
Local Partnerships in purple have adopted Dolly Parton’s Imagination Library. Local Partnership contact information can be found here.