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And no one thinks well I think that Night Shyamalan what did you do and that -- I'm glad this is your latest.
A project you know -- it's actually been something I've been really interest in for a for a five years in the book actually represents the four or five years of -- and time that I put in around the country and going around it's.
He has it's part of the extension in my foundation right my life and I have a foundation and the domestic I'm kind of -- in Philadelphia and I start doing work in Philly and I usually your time between Hollywood and Philadelphia which has -- he had lived in Philly so there.
Which helps your guess relate to people in a way you wouldn't if you're living in Beverly Hills yet you know I think you also really because -- write my stuff.
You know either staying close some meaning you have your home base in Steven king in Maine and sure and Woody Allen in new York and everybody has their places that -- from.
Woody Allen likely -- a nose -- Phillips and so so the education issue I was there one particular thing that happened to you that said you know this really -- wanna focus on.
You what is the book at G Dino details however I you know as an outsider came in started getting interested in all of this and it's and I tried to make it is as casual and a funny as a -- I did you save your eyes glaze over when you -- let's talk about educate -- ladies ever -- prisoners had to go to bed -- You know -- -- I think I can say without a doubt this is the funniest and reform book ever so that's that's how do you take it and make.
Get your -- and make it funny movie as I know nothing about it so -- -- me for four years walking to this and asking the questions and meeting people and your kids -- he had -- three Kansas this helps under the terms of what they need to do well it's really actually the book focuses on the achievement gap right focuses on how that how we can look at the inner city low income kids.
To achieve at the same level as their white suburban county -- another lot of misconceptions are allowed what do you came in with some misperceptions like for example let's just have smaller classrooms and everything will be fine yep for sure that was my first instinct is well I think.
Why was drawn to doing this then it was when I came into the field and asked what look what we do to help what works and what doesn't have you and had a different answer.
And even now we -- -- -- reform everybody is confused about what works and what -- did doesn't and I wanted to have on the table all the facts you boil that down to about five different things right that we can do yet they ultimately Yang a came down to a kind of thinking of it as a paradigm thinking well you know.
It really does a lot of information and how does it how does it stick together was that -- to see a few years to figure out and and ended up being this kind of five things that if there there is done to get there they work when they're done separately they kind of a false negative sentiment not smaller classrooms are smaller schools.
You what do I want one but nothing you also small classrooms like you know that's kind of like gap how bias that we all have their Wi it well as for the one on one work so closer to one on one must be better and in this situation was a triage situation of trying to.
Close each evening capping a way kids have to gain a year and a half two classes three great great levels in one year.
They have the amount of gains that one gets for reducing class -- size are so small.
They are not worth the cost in the and that they ramifications of finding the teachers and all those things I from the research.
They've closed the schools in the school systems that are closing the gap are not doing that.
Is there an ideological angle -- semi liberals think one thing conservatives think something else in a liberal conservatives say get rid of the teacher's union how horrible -- -- liberals say we got to pour more money to public education is yeah -- right one -- -- neither of those statements are correct from the recent check.
So -- -- really know what I try to do -- have no opinion in the book I wanted to say this is what I found by popular political personnel nodded off fact I think -- the great asset of the -- why people are responding to the buck.
Is because I'm not in the fields I was an outsider and saying did you know this disease is what all the results say about classroom sizes what they say about.
Ten -- this is what it said they -- -- on tenure.
So good or bad well from the researched it.
The ten -- situation if you wanted to have -- should be reversed it -- be you can't fire somebody for the first three years.
And the reason that that that the -- -- as achieving tenure then after -- -- geographic it's because for the first few years almost every one hurts their -- Almost everyone doesn't doesn't do well with their class that doesn't mean you're bad teacher you're learning your your footing you're getting your way.
And it takes many years to evaluate properly to three years to really get a sense of observation.
Student achievement and students -- and they put up for life is a good idea then -- -- woman once once you get to that place you can you can weed out at a -- -- the very bottom -- -- Korea and the -- -- -- keep because we need the majority of the reasons for -- -- -- teachers that they -- something controversial and they have a political but he not lead to go -- fired because of something.
That may be outside of your.
Purview as a teacher and that you have the freedom does have to speak without worrying that sums and inflict.
That kind of punishment on that may be the case you know what I tried to do with the -- look at the research and the research says you can't tell whether teachers get a bad until the -- yeah that's -- the recent sets.
And then from then on that teaches that things -- the unions that -- union has absolutely right is that teachers can do it by themselves they need these other tenants to be.
In place so it's really unfair to hold them.
When they don't have the other things in place other than that to scholarships for inner city kids don't know order some of the things that -- it can be done specifically to help.
Those who needed -- much.
Again the book is about closing that gap so I -- -- before I did this book I used to give scholarships to kids in inner city to go to college and I I found that ineffective and for me in terms of being able to move the needle in Philadelphia and really making a difference in how to -- the system.
So I spent -- the money actually researching get researchers and traveling around the country meeting the experience so some of the things resemble that would be in the book that one can be one can do as.
The research would say you need to extend the school year you need to extend extend the school day.
That you're not going to win if you don't do that you just can't win so more or not don't even -- -- you know one of the summertime -- can you can't people have no idea what -- -- what -- what what happens is during the summer.
A student who graduates in June and when they come back and inner city low income can't when he graduates in genie comes back in September he -- lost three months of learning.
He is behind where he was in -- now his white suburban counterpart has gained one month.
In learning because they're -- they have a different environment that they're going to they're going on trips to doing this to do now whatever the reasons for it.
That's the stats that that's just the reality -- in September their four months apart even if they were identical in June.
And so what happens is you need said.
Keep that school -- you're going that the culture that you created in school you have to shout that and doing the louder than the culture that they're getting outside of school.
When they walk outside that's -- -- -- Do the world that -- -- Is saying because African American because they're Hispanic because they're coming from low income families.
You that he what they're getting whispered as you don't count you don't have does that worry you should have a different school year for low income families and people who are not low income because they're gonna go hadn't experienced up and into that double standards and to absolutely that's the answer.
The most thrilling you need to have -- -- visit DF to close the gap.
And what happens is I have a friend that we fund and thought -- view does a summer program for six weeks and and that -- the program is called spring -- collaborative.
And 86 weeks work with the kids 800 kids in the inner city of Philadelphia low income kids.
When they're done those six weeks and those kids have a three month gain.
-- team and to gain so when they come back in September.
They aren't there two months ahead of their white suburban counterparts.
And -- more money is not necessary to do any of the things are suggests grab as a matter of putting more funds in the book you know this charter schools and I see these private schools that.
Would actually suck money out it's into the public -- well and it's actually not -- -- like that when you win.
The reality is that's it's not about more money it's about where the money is going so for example there is no research that supports.
Higher education for teachers actually affects achievement so.
There's billions and billions and billions of dollars being spent on -- -- and Ph.D.s for teacher has.
In the system and it has no -- those kind of things are.
You have to know what let's say you'd rather put it in extending the school year this which is what the research centers and not having an -- you go into this in the book that having a degree.
Doesn't this really make you better teachers shocking as that is not.
Where the imposition being correct it's at I was shocked when their recent still need out of me now and there's so many things that were against what I thought.
I mean I you know I I -- -- after show was to choose but it wasn't a wasn't title I got -- and I actually look what what inequity here next film venture.
I don't know I'm -- I'm -- a little small movie and -- mama little small movie tidy up Tyler the little micro movie a micro movie.
I'm -- -- invasion of Syria little micro and they can laugh at half.
God I'm very steady these smaller movies and I'm I'm ready script right now itself will be done that in the next couple on any of topic you -- mention errors and and telling us that this can't tell you my friend all right okay we'll have to -- losing.
Night Shyamalan thank you I got -- as -- -- thanks so much -- an invitation reading him and -- thank you very much.
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