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Note: This post is part of our series, "Netflix Academy: The best educational videos available for streaming." Be sure to check out our previous Netflix Academy posts on dinosaurs; the American foundersaquatic life; the Maya, Inca, and AztecNative American culturesChristopher Columbus and the Age of Discovery; and movie adaptations of classic children’s books. Thanks to research interns Melissa Reynolds and Singer Crawford for their help in compiling these lists.

One reason I love the Core Knowledge Sequence is because of its commitment to building a common American culture. Even pop culture isn’t so common anymore, what with our ever-splintering media environment. But surely all American kids, no matter their backgrounds or zip codes, should learn about our country’s folk heroes: Daniel Boone, Davy Crockett, Annie Oakley, and many more. Here are some videos and movies to get you started.

The best streaming videos on Daniel Boone, Annie Oakley, and other American folk heroes

1. Daniel Boone, Trail Blazer

Daniel Boone, Trail Blazer

Daniel Boone leads settlers into Kentucky, but he must battle Shawnee Indians who have been persuaded by a French renegade that Boone and the settlers are there to kill them and steal their land.

Length: 85 minutes

Rating: PG

2. Daniel Boone & The Wilderness

...

Dear Deborah,

Thanks for the opportunity to debate the critical issues in education and social policy with you. You are an icon and a hero, and it's been a true honor.

Someday I'd like to write a book on anti-poverty efforts, and I hope it might have the title above. Understanding that my knowledge about this vast topic is still limited, here's a first cut at the basic outline. I think you'll agree that there are quite a few items on the list about which we can agree.

Introduction: A smart anti-poverty strategy starts with three principles:

1. Think intergenerationally.

We'd all like to see greater social mobility in America, but we need to be realistic about what's achievable. It's never been the case that many of the poorest Americans have gone from rags to riches over the course of their own lives. More common has been an intergenerational story: The penniless, uneducated immigrant arrives through Ellis Island and lands in an urban slum. But then, via hard work and sacrifice (and, in some cases, help from the government or from trade unions), he gets a foothold in the economy, makes sure his own children learn English and do well in school, and ensures they make it into the great American middle class. And the third generation climbs even higher.

Poverty, by this telling, isn't such a problem if it's temporary....

Taiwan (a.k.a. the Republic of China or Chinese Taipei) has much going for it in the education realm, particularly its sky-high results on international assessments, but it also has plenty of problems in this sphere. Some came as no great surprise when I visited. The country has too many universities, for example, especially as the population shrinks, plus a fixation on everybody attending them even if their life plans don’t require it. That government schools charge tuition, however modest, for compulsory education, strikes an American visitor as peculiar and slightly unfair. I surely don’t love the practice of letting teachers select their schools with the principal having almost no say in the process. Even worse: It’s all but impossible to redeploy, reassign, or dismiss teachers, however inefficient or ineffectual (or just plain unnecessary) their present roles. It also struck me as questionable to lump gifted students into special education—but then give nearly all the dedicated resources to the disabled kids who share that overarching designation. Gifted education ends up getting short shrift.

All worrying, yes, and definitely worth reforming, but not mind-bendingly unexpected. Here’s what was: Besides its influential teacher union, Taiwan has a powerful parent union that now appears to cause at least as much harm as it does good. (In private, the educators I met all agreed with this judgment.)

Walk through the front door of a Taiwanese public school—the door I first walked through belongs to one of the most respected high schools in the land—and one...

Claim: Rolling back education reform will improve outcomes for students, especially poor students.

Reality: There is no evidence for this claim.

The most frustrating thing about Diane Ravitch’s new book, Reign of Error, isn’t the way she twists the evidence on school choice and testing, her condescending tone toward leaders trying to improve educational outcomes, or her clever but disingenuous rhetorical arguments. No, what’s most frustrating is that we education reformers have left ourselves exposed and vulnerable to her...

I’ve been in Asia for other reasons (looking into the education of gifted students), but while on the ground in Tokyo, I learned of a fascinating policy dispute that, in the U.S., would be even more controversial.

Compulsory education in Japan runs through ninth grade, but nearly everyone goes to, and graduates from, high school (twelfth grade). Admission to individual high schools, whether public or private, is competitive, and the competition is intense to get into the best and highest-status of...

After a week of insider chatter predicting that L.A. schools chief John Deasy would resign in February, the L.A. Unified Board of Education issued him a satisfactory evaluation—and his contract has been extended through 2016. It’s no secret that L.A.’s teacher union has no love of Deasy, due in part to his support for the parent trigger, his push for student-performance-based teacher evaluations, and his Breakfast in the Classroom program. Most recently, he has been criticized for his handling of the district’s $1 billion iPad rollout. For Dara’s analysis of what’s...

In the next school year, field testing of new Common Core assessments will be complete, and states will be faced with the weighty decision about which tests they will use to measure student learning going forward. Two state consortia, the Partnership for Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SBAC), are currently developing the leading options for Common Core–aligned assessments. But states in which anti–Common Core sentiment runs deepest have begun to back away from the consortia (to date, four states—Alabama, Georgia, Oklahoma, and Utah—have officially withdrawn), leading to consternation among Common Core supporters and joy...

The “fifty-state review” of educational policies has proliferated into a literary genre of its own. Extant are fifty-state reviews of academic standards, charter school laws, a whole plethora of ed-reform policies, teacher-union strength, and even bullying laws. Add to this growing body of literature the National Council on Teacher Quality’s (NCTQ) recent fifty-state review of teacher evaluation policies. For NCTQ analysts, it’s not merely the teacher-evaluation tool per se that is important—it is also about how schools use evaluations in staffing decisions. The following are the three key takeaways from this study: First, teacher-evaluation policies...

The latest study by IES attempts to document how American eighth graders compare to their peers around the globe. Using NAEP scores to predict performance on TIMSS, an international test that examines what students know about math and science, analysts included thirty-eight countries and nine other educational systems in their inquiry. And the results? Not terrible. Eighth-grade students in thirty-six states outperformed the international TIMSS average in math, and those in forty-seven states did so in science. In the interest of naming names, the states that performed below that average in math included Oklahoma, Tennessee, West Virginia, Alabama, and the...

New from a workgroup of the National Association of Charter School Authorizers (NACSA), this report maps an oft-overlooked space in the charter-accountability world: How charters that serve special populations, such as students who have dropped out, are held accountable for performance. Two key points emerge (which are really applicable to all charters): (1) Make the charter contract the central instrument of accountability and (2) be open to different yet detailed and rigorous approaches to evaluating academic success or failure. Interestingly, the report recommends not making significant changes to operational and financial indicators or methods of oversight for alternative schools. Approaches...

Dara attempts to understand why Brickman hates Halloween. In the meantime, they tackle Michigan’s legislative strategy for keeping the Common Core, John Deasy’s job status, and the cost of high-quality tests. The TIMSS-NAEP linking study isn’t all bad news for U.S. eighth graders, says Amber.

Many proponents of private school choice take for granted that schools won't participate if government asks too much of them, especially if it demands that they be publicly accountable for student achievement. Were such school refusals to be widespread, the programs themselves could not serve many kids. But is this assumption justified?

A new Fordham Institute study provides empirical answers. Do regulations and accountability requirements deter private schools from participating in choice programs? How important are such requirements compared to other factors, such as voucher amounts? Are certain types of regulations stronger deterrents than others? Do certain types schools shy away from regulation more than others?

These are just some of the questions that David Stuit, author of the Fordham study, will discuss with a panel featuring John Kirtley of Step Up for Students (Florida), Larry Keough of the Catholic Conference of Ohio, and Paul Miller of the National Association of Independent Schools.

The latest study by IES attempts to document how American eighth graders compare to their peers around the globe. Using NAEP scores to predict performance on TIMSS, an international test that examines what students know about math and science, analysts included thirty-eight countries and nine other educational systems in their inquiry. And the results? Not terrible. Eighth-grade students in thirty-six states outperformed the international TIMSS average in math, and those in forty-seven states did so in science. In the interest of naming names, the states that performed below that average in math included Oklahoma, Tennessee, West Virginia, Alabama, and the District of Columbia, while four systems—South Korea, Singapore, Hong Kong, and Taiwan—bested every U.S. state in math. Massachusetts did well in math compared to other systems, but when matched against the top performers, its scores weren’t anything to write home about: For instance, 19 percent of its eighth graders scored at the “advanced” level—compared to roughly 50 percent in Taiwan, Korea, and Singapore. As for science, forty-seven states scored higher than the TIMSS average, while three states’ scores—Mississippi, Alabama, and D.C.—scored lower. Six out of ten of the top scorers in science were in the U.S., including a decent chunk of the northeast states: Massachusetts, Vermont, New Hampshire, and Maine. In general, the U.S. fared better in science than it did in math. That said, we ought to keep in mind a few caveats: (1) NAEP and TIMSS measure different things [link to podcast segment], even if the scores on...

After a week of insider chatter predicting that L.A. schools chief John Deasy would resign in February, the L.A. Unified Board of Education issued him a satisfactory evaluation—and his contract has been extended through 2016. It’s no secret that L.A.’s teacher union has no love of Deasy, due in part to his support for the parent trigger, his push for student-performance-based teacher evaluations, and his Breakfast in the Classroom program. Most recently, he has been criticized for his handling of the district’s $1 billion iPad rollout. For Dara’s analysis of what’s next for Deasy and LAUSD, check out this week’s Education Gadfly Show podcast. [Link to podcast]

On Tuesday, the Department of Justice filed a motion asking a Louisiana district court for more time to produce documents requested by the state’s attorneys—including the federal desegregation orders upon which the DOJ based its lawsuit against the Bayou State’s school-voucher program in the first place. Governor Jindal promptly responded, pointing to this as yet another example of the Obama administration’s incompetence. “Were these documents lost in the Obamacare website? Or did the Department of Justice just ignore the documents and file a lawsuit against the state without having all of the information available?” Whatever the case, Holder’s certainly made a hash of it. Here’s hoping he cancels the lawsuit entirely....

Dara and the Halloween Grinch

Dara attempts to understand why Brickman hates Halloween. In the meantime, they tackle Michigan’s legislative strategy for keeping the Common Core, John Deasy’s job status, and the cost of high-quality tests. The TIMSS-NAEP linking study isn’t all bad news for U.S. eighth graders, says Amber.

Amber's Research Minute

U.S. States in a Global Context: Results From the 2011 NAEP-TIMSS Linking Study by National Center for Education Statistics, (Washington, D.C.: Institute of Education Sciences, October 2013).

David M. Steiner

Given the highly favorable reviews and rave blurbs from such diverse figures as former New York City Schools Chancellor Joel Klein and American Federation of Teachers President Randi Weingarten, one might expect Amanda Ripley's new book on international educational practices, The Smartest Kids in the World, to offer arresting revelations about how to improve America's education system.

Currently, at least as measured by the Program for Student International Assessment (PISA), America's students from each level of family income perform more poorly than students in the most educationally successful countries. Ripley thus sets out to draw lessons from Finland, South Korea, and Poland, which have achieved strong educational gains for their students. Certainly, as we digest—year after year—data on our own students that attests to their middling performance on international comparisons, tragic and persistent learning gaps among different segments of the population, and depressingly high college remediation rates, lessons from the best-performing countries in the world could not be more welcome.

What is thus surprising about Ripley's book is how little it contains that is really news; instead, it serves to remind us in powerful terms that we simply haven't acted on what we already know. Education systems work when

  • Students are challenged with demanding and coherent curricula;
  • Teachers are recruited from the top echelon of college graduates;
  • We tell the truth to students about their performance; and
  • Teachers, students, and parents are all committed to the difficult work of constant educational progress.

I over-simplify, but...

I’ve been in Asia for other reasons (looking into the education of gifted students), but while on the ground in Tokyo, I learned of a fascinating policy dispute that, in the U.S., would be even more controversial.

Compulsory education in Japan runs through ninth grade, but nearly everyone goes to, and graduates from, high school (twelfth grade). Admission to individual high schools, whether public or private, is competitive, and the competition is intense to get into the best and highest-status of them. (At the one I visited the other day, 90 percent of successful entrants had attended juku—cram school—for multiple years to prep for the school’s demanding three-part entrance exam. Yet only 160 of 1000 applicants made it across the threshold.)

Though private schools play a smallish role at the elementary and junior high levels, they’re a big deal for Japanese high school students. A remarkable 30 percent of pupils nationwide attend them, and in the sprawling Tokyo prefecture, it’s as many as 60 percent.

During the postwar years, total enrollments were soaring, and the government determined that encouraging private schools was a bargain. They absorbed a goodly share of the added students at a low price for taxpayers, because parents and other private sources covered most of the cost of facilities and operation.

Along the way, each prefecture negotiated with its private schools a division of the total enrollment such...

Dear Deborah,

Over the course of our dialogue, we've written a lot about children living in poverty and about inequality. But you've been practically daring me to engage on the question of the other end of the spectrum: the children of the rich. OK, fine, I see that resistance is futile!

In your most recent post, for instance, you argued,

Children are born into whatever they are born into.  That some start the six-mile foot "race" at a mile behind the starting line and others a few miles ahead is not fair, not a level playing field. A few in the bottom quintile (3 percent?) overcome the odds.  But it would be a lot easier for the message of hope to reach the other 97 percent if they were closer to the starting line, and the rich weren't so incredibly far ahead, looking back at them with disdain.  If my childless, working-age grandchildren aren't too proud to take a "hand-out" from their parents, why should the adult children of families who have experienced a lifetime of poverty and racism feel otherwise about taking a helping hand from a society they didn't ask to be born into poor?  Alas, many do feel shame.

This reminds me of the old joke about people who were born on third base and thought they'd hit a triple.

If you recall, we started our discussion last spring with a debate about Sean Reardon's finding that, in recent decades, affluent children...

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