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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 cultures; and Christopher Columbus and the Age of Discovery. Thanks to research interns Melissa Reynolds and Singer Crawford for their help in compiling these lists.

One of my greatest joys as a parent has been reading beloved, classic children’s books to my sons. (I highly recommend this set, for example.) I forgot how fun the stories were; my boys especially enjoy adventure books like Call of the Wild. (If you’re looking for great books for littler kids, check out my Kindergarten Canon.)

Such books are worthwhile in their own right, but they also serve an important educational purpose: They are touchstones in our culture and are referenced frequently by writers and speakers. (Think of phrases like “down the rabbit hole.”) So if our kids are going to be culturally literate (paging E.D. Hirsch), they need to be familiar with these stories.

So when you’re finished reading the books, why...

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 attacks by overselling, and underthinking, our own ideas.

Truth be told, there are parts of the school-reform agenda today that are easy pickings for our opponents. Chief among these is the move to create prescriptive, top-down, statewide teacher-evaluation systems based largely on classroom-level test-score gains. Akin to Obamacare, it’s an idea that seems appealing at first blush (let’s recognize our best teachers and fire our worst!) but quickly devolves into a Rube Goldberg nightmare, with state officials trying (for example) to figure out how to link gym teachers’ performance to reading scores.

Fixing schools, especially from afar, is difficult, treacherous...

Dear Deborah,

A healthy debate we've started indeed! I'm not sure we've bridged many differences, though; maybe we should change the blog's name to Bigging Differences.

In that spirit, let me float another provocative but commonsensical idea: We need to do everything we can—in our schools and in our larger social policies—to empower individuals who are working hard to climb the ladder to success. In other words, we need to spur on the strivers.

Let me explain some of...

As waves of reforms and would-be reforms have washed over American public education these past three decades, high schools have mostly stayed dry. Although test scores have risen slightly in the early grades, especially in math, National Assessment results for twelfth-graders have been flat or down a bit. SAT scores are also flat, and ACT averages much the same.

ACT, the organization that administers the college-entrance test of the same name, judges only one-quarter of its test-takers to be...

The introduction of the Common Core standards is shaking up the $7 billion textbook industry, according to this great piece by Sarah Garland. Traditionally monopolized by a few very large publishing Goliaths, such as Pearson and Houghton Mifflin Harcourt, the standards shift now favors small start-ups, which are nimbler and more eager to embrace change. Gadfly cheers the possibility that the Common Core could break up the behemoths’ oligopoly and pave the way for the little-but-fierce Davids, like Core Knowledge.

For the last few months, Pennsylvania governor Tom Corbett has steadfastly refused to release $45 million...

It’s well known that graduating from high school is generally insufficient preparation to be competitive in today’s economy. Reformers hope, however, that higher standards through the Common Core might, in time, improve the value of the diploma. But what about those who don’t even graduate? As a new radio documentary, Yesterday’s Dropouts, from D.C.’s WAMU radio station shows, a GED is far from sufficient to get America’s thirty million high school dropouts back on track. In fact, the piece cites research by James Heckman and Tim Kautz that found that only 1 percent of GED earners went on...

Across the pond, education wonks plug away at solving problems and enacting reforms that will sound both familiar and not to our U.S. readers. Not least among these English reformers is Andrew Adonis: former Minister of Schools, advisor in the No. 10 Policy Unit under Tony Blair, and the well-known architect of the country’s burgeoning “academy” sector (what we would call “conversion charters”), built in reaction to high failure rates among non-selective public schools (over 50 percent were deemed to be failing in the 1990s). By the time Adonis left office in 2008, 133 academies were open and...

Mirroring their favored baseball teams, Mike and Dara duke it out over Philly school reform,  “private placement” in special education, and the pros and cons of tracking. Amber makes old news fresh.

What (ed-reformer) parents want. Read What Parents Want: Education Preferences and Trade-offs and take the quiz to see if you fall into one of our parent categories.

Cardinals vs. Dodgers

Mirroring their favored baseball teams, Mike and Dara duke it out over Philly school reform,  “private placement” in special education, and the pros and cons of tracking. Amber makes old news fresh.

Amber's Research Minute

High School Benchmarks, National College Progression Rates for High Schools Participating in the National Student Clearinghouse StudentTracker Service (Herndon, VA: National Student Clearinghouse Research Center, October 2013).

Across the pond, education wonks plug away at solving problems and enacting reforms that will sound both familiar and not to our U.S. readers. Not least among these English reformers is Andrew Adonis: former Minister of Schools, advisor in the No. 10 Policy Unit under Tony Blair, and the well-known architect of the country’s burgeoning “academy” sector (what we would call “conversion charters”), built in reaction to high failure rates among non-selective public schools (over 50 percent were deemed to be failing in the 1990s). By the time Adonis left office in 2008, 133 academies were open and another 300 were in the pipeline. The book offers up both a history of England’s recent education-reform movement and a compelling personal account—followed by the author’s “Manifesto for Change,” a twelve-point plan for continued ed reform. Among these is a call for every underperforming public school to be replaced by an academy and for programs such as Teach First (the British counterpart of Teach For America) to be expanded.

SOURCE: Andrew Adonis, Education, Education, Education: Reforming England's Schools (London: Biteback, 2012)....

It’s well known that graduating from high school is generally insufficient preparation to be competitive in today’s economy. Reformers hope, however, that higher standards through the Common Core might, in time, improve the value of the diploma. But what about those who don’t even graduate? As a new radio documentary, Yesterday’s Dropouts, from D.C.’s WAMU radio station shows, a GED is far from sufficient to get America’s thirty million high school dropouts back on track. In fact, the piece cites research by James Heckman and Tim Kautz that found that only 1 percent of GED earners went on to complete a bachelor’s degree within six years! The piece is at its best when reminding us just how dire a situation we face, as students continue to drop out of high school and into an economy that simply isn’t creating good-paying jobs for low-skilled workers. Kavitha Cardoza does a fine job narrating the piece and provides some thought-provoking insights into Washington State’s I-BEST program, which helps adult learners earn job skills and is now being emulated elsewhere. Overall, though, the piece borders on outright advocacy at times—and while it is presented as a neutral exploration of the...

The introduction of the Common Core standards is shaking up the $7 billion textbook industry, according to this great piece by Sarah Garland. Traditionally monopolized by a few very large publishing Goliaths, such as Pearson and Houghton Mifflin Harcourt, the standards shift now favors small start-ups, which are nimbler and more eager to embrace change. Gadfly cheers the possibility that the Common Core could break up the behemoths’ oligopoly and pave the way for the little-but-fierce Davids, like Core Knowledge.

For the last few months, Pennsylvania governor Tom Corbett has steadfastly refused to release $45 million of federal funds earmarked for the Philly schools until the teacher union agreed to major concessions, including a pay cut. But on Wednesday afternoon—with the union unwavering and civil-rights groups beginning to circle (and after the tragic death of young girl from asthma at a school that, due to budget cuts, did not have a nurse)—Corbett relented, arguing that he was satisfied with the other reforms made by the district. Which was probably the right call.

We know this much: Moody’s investment analysts don’t much care for parental...

Over at Education Week’s Bridging Differences blog, our own Mike Petrilli and educator Deborah Meier have been engaged in a spirited back and forth about the role that poverty plays in education. Allow me to chime in, first by suggesting that while poverty matters, we are nowhere close to maximizing our educational potential, even given the current level of poverty.

I'm concerned that many of the same people who seem to be implying that few further gains can be made in educational outcomes without first solving the poverty problem also seem to have near-total faith in the power of the right government program to address any societal problem that comes our way. Education reformers and advocates for the poor ought not to allow for the creation of this sort of vacuum whereby the poverty conversation is dominated by those who believe the only answers to poverty lie in more safety-net programs that may indeed worsen the cycle of poverty and government dependency. Instead, those who believe that education is the primary path to economic opportunity must also fight to ensure that real opportunities exist.

It’s no secret that our current economic recovery is languishing, with cratering ...

Dear Deborah,

A healthy debate we've started indeed! I'm not sure we've bridged many differences, though; maybe we should change the blog's name to Bigging Differences.

In that spirit, let me float another provocative but commonsensical idea: We need to do everything we can—in our schools and in our larger social policies—to empower individuals who are working hard to climb the ladder to success. In other words, we need to spur on the strivers.

Let me explain some of my assumptions.

  1. As we've been discussing, I still believe in the promise of upward mobility. I don't buy into the dystopia of some on the left that pictures a future with an eviscerated middle class, opportunities only for the elite, and a vast dependent population. Times are tough now, but economic growth and jobs will return; the American Dream will be back.
  2. But I'm no utopian. Not all children born into poverty are going to make it out by adulthood. Most face powerful disadvantages—dysfunctional families, substance abuse, crime, segregation, broken economies, bad schools, etc.—and not everyone will be able
  3. ...

As waves of reforms and would-be reforms have washed over American public education these past three decades, high schools have mostly stayed dry. Although test scores have risen slightly in the early grades, especially in math, National Assessment results for twelfth-graders have been flat or down a bit. SAT scores are also flat, and ACT averages much the same.

ACT, the organization that administers the college-entrance test of the same name, judges only one-quarter of its test-takers to be fully ready for college-level academics, and the College Board is not much cheerier. In releasing SAT results for the 1.6 million members of the high school class of 2013 who took the test, the board estimated that just 43 percent met its benchmark for college and career readiness—a score of 1550 or better (out of 2400), which translates to a 65 percent chance of having a B-minus (or better) GPA during the freshman year in college.

And that’s among those who stick it out and graduate from high school. Millions of young people drop out. School discipline remains appalling,...

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