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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 Ancient Asian Cultures; the early American civilizations; Ancient GreeceAncient RomeNative American culturesChristopher Columbus and the Age of DiscoveryColonial America and the Revolutionary Warthe American founders;  movie adaptations of classic children’s booksAmerican folk heroesdinosaursaquatic lifeinsectsfrogs and other amphibiansreptiles; and birds.

Over the course of this year’s exploration of educational videos available on Netflix and other streaming services, one fact has become clear: science is easier to cover than history. That’s surely true when it comes to videos on mammals; our cup runneth over. Maybe that shouldn’t be surprising, as mammals are fascinating—particularly since we are mammals, and we love to learn about ourselves. What follows barely scratches the surfaces of what’s available, but it’s some of the best. Enjoy!

Special thanks to research interns Andrew McDonnell, Elisabeth Hoyson, and Liz McInerney for helping to compile these lists.

Best videos on mammals

1. The Life of Mammals

Life of Mammals

David Attenborough hosts this in-depth examination of mammals, from the smallest shrew to the biggest whales and the...

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Findings from a fascinating new report on school boards are unintuitive for two big reasons. First, the study finds that, among other things, boards can have a meaningful influence on student performance, even enabling district kids’ ability to “beat the odds.” Second, the report is from Fordham(!)—a group that, like me, is generally skeptical of today’s current governance arrangements. The most interesting part is that board-member characteristics (political ideology, prior employment as an educator, level of professional development, when and how elected) can help predict the board’s effectiveness. Score one for interesting research and one for effective school boards.

Speaking of school boards, this proposed legislation in Louisiana would essentially do what Paul Hill recommended 20 years ago: stop school boards from operating schools and give schools lots of autonomy. Here, the district superintendent would function much like an authorizer. This is a step on the way to The Urban School System of the Future. But, in my humble opinion, its basic flaw is it tries to get what we want by changing what we have, instead of starting anew. I don’t trust that school boards, superintendents, and district central offices can fundamentally alter what they’ve done for 100 years. And are most of today’s principals ready to suddenly take control of just about everything the district used to do? I’ll admit to being too critical; if this legislation is adopted, have no doubt, it’ll advance systemic reform of urban school systems...

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Mike and Dara explain the de Blasio–Cuomo deal, the difficulties of studying high flyers, and what it takes to be cool in school. Amber thinks the new PISA data on creative problem solving are just a touch too creative. Amber's Research Minute PISA 2012 Results: Creative Problem Solving by OECD, (...

As in many states across America, too many young adults in Ohio are unemployed, disengaged, and on the road to nowhere. The U.S. Census Bureau reports that approximately 140,000 Ohioans aged twenty-five to thirty-four have not earned a high-school diploma. Within this same age bracket, the Bureau of Labor Statistics reports that 85,000 job-seeking young adults (or 7.6 percent of them) are unemployed in the Buckeye State.

Given these alarming statistics, the state’s efforts to support young adults in dire straits is admirable. But Ohio’s House Bill 343, which would extend access to a free and public education to young adults ages twenty-two to twenty-nine, doesn’t get the remedy right. In fact, the bill may provide an antidote more toxic than the ailment it intends to treat.

The legislation would allow up to 1,500 young adults to enroll in a dropout-recovery charter school or a school in a “challenged district” if the adult resides in the district. These students would be allowed to attend the school up to two cumulative years with the purpose of obtaining a high-school diploma. Public aid would fund the enrollment expansion at $5,800 per pupil for fiscal year 2015. The bill requires the State Board of Education to develop reporting and accountability standards for any school that enrolls young adults aged twenty-two to twenty-nine in a dropout-recovery program.

For three reasons, the legislature should think twice before enacting this bill or an omnibus bill that includes the provisions contained in House...

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The Massachusetts Business Alliance for Education was born in response to A Nation at Risk, and in a 1991 report, it pointed the way toward the Bay State's much-praised 1993 education-reform act. What happened thereafter is widely known: with an entire suite of reforms in place, the “Massachusetts Miracle” propelled that state to a level of educational performance that rivaled leading nations elsewhere on the globe. The past few years, however, have seen some stagnation and backsliding on the ed-reform front in the Bay State, and the MBAE recognized that the time has come for a new kick in the pants. So they engaged Sir Michael Barber and his Brightlines colleague, Simon Day, to prepare the present report, a status update and road map to the future. Even a jaded report reader might fairly term the result thrilling. It acknowledges the stagnation problem and depicts six gaps as the main challenges facing Massachusetts: the employability gap (the dearth of needed skills for success in the modern economy); the knowledge gap (a lack of crucial Hirsch-style content); the achievement gap (similar to NCLB concerns); the opportunity gap (i.e., poor kids don’t get a fair shake); the global gap (the state will lose its international ranking as countries with strong education systems forge ahead); and the top-talent gap (failure to address the education needs of gifted youngsters). For each of these gaps, an audacious but convincing set of remedies is proposed. I've no idea whether the Bay State has the will, the...

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All eyes are on the “extraordinary authority districts” in Louisiana (the RSD), Tennessee, (the ASD), and Michigan (the EAA). And for good reason, because as this excellent Hechinger Report article demonstrates, old-style state takeovers almost always disappoint. The article highlights cases in the Magnolia State where districts have improved modestly under state direction but have then fallen back down when returned to local control—a logical outcome when a suite of reforms does not accompany the takeover.

Over the weekend, the Times wrote up the Too Small the Fail initiative, which is working with low-income parents to encourage them to talk to their babies and toddlers more. Hillary Clinton is among its founders. Here’s hoping it works; anything that gets disadvantaged kids off to a stronger start is worth pursuing. But we’d be remiss if we didn’t note that initiatives such as these are explicitly working to change the culture and behavior of low-income communities; Paul Ryan would probably be called a racist if he proposed such an idea.

The headline “Indiana Drops Common Core” has splashed across the national media all week. A more accurate headline might read, “Indiana May or May Not Have Dropped Common Core—We’ll Find Out in a Few Months.” What is certain, though, is that Indiana is in a pickle. Not only are its new draft standards worse than the Common Core standards they replace—but they’re worse than the ...

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Mike and Michelle acknowledge that school board members, for better and sometimes worse, affect student outcomes in their districts. But they don’t have to accept the misleading headlines on Indiana’s standards debacle (a case study in the hazards of politicization if there ever was one), nor must...

In an Education Week commentary essay about school boards in 2009, I wrote, “[M]y sense of things, after two stints on my local school board…is that school boards have been overtaken by the ‘educatocracy,’ by powerful trade unions, certified specialists, certification agencies, state and federal rule-makers and legislators, grants with strings, billion-dollar-contractor lobbyists, textbook mega-companies, professional associations, and lawyers—the list could go on.”

I am quite gleeful, therefore, that the new report from Fordham entitled Does School Board Leadership Matter? asks most of the right questions about school boards—and provides some very interesting and helpful answers for progress moving forward.

Complaints about school boards are legion—and well known—and they carry on. A few titles in the new report’s endnotes spell it out: “School Boards: A Troubled American Institution” (by Jacqueline Danzberger), School Boards in America: A Flawed Exercise in Democracy (by Gene Maeroff), and Beseiged: School Boards and the Future of American Politics (William Howell). The dates of these publications range from 1992 to 2010. And, of course, Checker Finn beat them all, suggesting in a 1991 Education Week commentary that we should probably “declare local boards and superintendents to be archaic in the 1990s, living fossils of an earlier age…. Local school boards are not just superfluous. They are also dysfunctional.”

“Under these circumstances,” I wrote in my 2009 Ed Week commentary, “it doesn’t surprise me that many people think school boards are irrelevant. They are. Boards do a lot of moving the chairs around on...

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Peter Cunningham

In a provocative piece in Slate recently, Fordham’s executive vice president Mike Petrilli asked why Euro-style tracking isn’t a better strategy for high-school students who are significantly below grade level. Here’s one response.

I do some work with a nonprofit organization in Chicago called Manufacturing Renaissance, which trains high-school students and ex-offenders for manufacturing jobs in the area. Austin Polytech Academy (APA) was founded in 2007 as a small high school to replace a larger underperforming school. Of the student body, 95 percent are low income, 13 percent are homeless, and 30 percent have diagnosed learning needs. The school’s graduation rate is 60 percent, and the average ACT score is just 14.5 on a scale of 36, well below the level deemed “college ready.” The students are precisely the ones who would be tracked toward career programs in a European-style education system.

APA is also surrounded by hundreds of small and medium-sized manufacturing companies desperately in need of trained workers to replace an aging workforce. By some estimates, there are 20,000 unfilled manufacturing jobs in the Chicago region alone and 600,000 nationwide.

To meet this need, APA began offering a career-education program that offers students work-ready credentials from the National Institute of Metalworking Skills (NIMS). To date, more than 150 APA graduates have earned more than 250 work-ready NIMS credentials. More than half of the students get paid work experience while in high school, and about two-dozen APA graduates have gotten jobs upon graduation. Starting wages are between...

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