>> roger goodell promises changes in how the nfl league handles domestic violence. wildfires are burning through more of california every day. we take you to the front lines of the dangerous fights to save homes and lives. reaction from across the bond after scotland decides to remain part of the united kingdom. those stories and more coming up tonight at 6:00 on al jazeera america. [ ♪ music ] [ ♪ music ]%% >> the united states has had >> the united states has had education apartheid. education apartheid. our white kids are taught at the our white kids are taught at the best public school education on best public school education on the planet. the planet. >> closing america's education >> closing america's education gap - what works and why, in "i gap - what works and why, in "i got schooled" director m. night got schooled" director m. night shyamalan says there are five shyamalan says there are five things that make the difference. things that make the difference. >> no robot teachers, >> no robot teachers, leadership, feedback, small leadership, feedback, small

schools, extended time. schools, extended time. >> plus, director m. night >> plus, director m. night shyamalan talks to us about his shyamalan talks to us about his latest project and the directors latest project and the directors he most admires. he most admires. >> they are three of my gods. >> they are three of my gods. >> when people here that m. >> when people here that m. night shyamalan wrote a book, i night shyamalan wrote a book, i bet they think it's about how to bet they think it's about how to make a suspense film or how to make a suspense film or how to be a director or your life as a be a director or your life as a director. director. then they pick it up and it's then they pick it up and it's about public education. about public education. that's got to get people's that's got to get people's mouths again when they find out mouths again when they find out about this. about this. >> i tried hard in the book to >> i tried hard in the book to explain that this is from explain that this is from someone that knows nothing about someone that knows nothing about education and that is what the education and that is what the journey was about, can someone journey was about, can someone who knows nothing about who knows nothing about education learn what does and education learn what does and education. education. >> i remember a few years ago >> i remember a few years ago talking to you casual aoutside a talking to you casual aoutside a news environment and you talked news environment and you talked about this. about this. >> yes >> yes >> that was the genesis. >> that was the genesis. you had small conversations with you had small conversations with different groups of people and different groups of people and they were more formalised, to they were more formalised, to understand that public education

understand that public education and fixing it is and fixing it is remarkably remarkably politicized and your first politicized and your first experiences with trying to experiences with trying to figure this out is when you figure this out is when you tried to do a site survey for a tried to do a site survey for a movie. movie. as you as you know it's contentious know it's contentious arena to get into, this arena to get into, this education. education. what we are talking about is the what we are talking about is the gap in education between lower gap in education between lower income, inner city kids, who are income, inner city kids, who are almost always african american almost always african american and and hispanic, versus their white hispanic, versus their white suburban counterparts, suburban counterparts, and why and why there's a huge gap in learning. there's a huge gap in learning. when i talked to people about when i talked to people about it, they get so heated. it, they get so heated. everyone is so heated, and they everyone is so heated, and they have opinions. have opinions. and it the started to get very and it the started to get very confusing for me. confusing for me. i let it go. i let it go. i thought maybe this is not the i thought maybe this is not the field to ask questions about it. field to ask questions about it. i went back to my selfish ways i went back to my selfish ways of making a movie, and of making a movie, and we went we went on a location scout in philly. on a location scout in philly.

>> you and i share a city. >> you and i share a city. we are filly we are filly boys. boys. >> i went for "the happening." >> i went for "the happening." we are looking for a high we are looking for a high school. school. it was a mark wohlberg movie. it was a mark wohlberg movie. we went to a high school in we went to a high school in philadelphia. philadelphia. it was beautiful, the kids were it was beautiful, the kids were in the hallways in backpacks and in the hallways in backpacks and they noticed that i was there they noticed that i was there and the crew is with me and they and the crew is with me and they run out of the classrooms run out of the classrooms saying, "you're making a movie, saying, "you're making a movie, can i die in the movie?" can i die in the movie?" and the teachers were coming and the teachers were coming out. out. they had a great relationship. they had a great relationship. we were toured and the we were toured and the classrooms were full of light classrooms were full of light and sayings and this. and sayings and this. the facilities are wonderful. the facilities are wonderful. there's hope there everywhere. there's hope there everywhere. we were like, "this is a we were like, "this is a beautiful school." we get in the beautiful school." we get in the van and went to the next van and went to the next school. school. four more minutes in philly. four more minutes in philly. we go to another school. we go to another school. it was like a prison.

it was like a prison. it was incredibly dark. it was incredibly dark. we go in there, there's a guard we go in there, there's a guard and you have to take your stuff, and you have to take your stuff, and there's a metal detector, and there's a metal detector, and he never looks at you and and he never looks at you and you have to get to the metal you have to get to the metal detector. detector. the hall ways the hall ways are dimly lit. are dimly lit. kids are moving slowly. kids are moving slowly. a kid stopped in front of me, a kid stopped in front of me, kind of recognising me and kind of recognising me and decided that's not possible and decided that's not possible and he just... he just... >> you couldn't be in his >> you couldn't be in his school. school. >> yes, i couldn't be here. >> yes, i couldn't be here. i went to look at the classroom. i went to look at the classroom. there are bars on the door. there are bars on the door. that's the way they do things. that's the way they do things. you have to unlock the bars, you have to unlock the bars, creep open and you go in and creep open and you go in and look at the costumes and they look at the costumes and they are functional. are functional. one one out of 10 you see burst of out of 10 you see burst of creativity, a school teacher creativity, a school teacher with a little oasis of with a little oasis of creativity. creativity. >> four minutes from a school >> four minutes from a school you thought was idyllic.

you thought was idyllic. >> yes. >> yes. this was philadelphia. this was philadelphia. being in that environment and me being in that environment and me thinking about going to school thinking about going to school and the hopelessness that and the hopelessness that pervaded that situation. pervaded that situation. from there i was, "that's it, from there i was, "that's it, i'm getting serious. i'm getting serious. we'll find out what works and we'll find out what works and what doesn't." what doesn't." >> you gathered a bunch of >> you gathered a bunch of people together. people together. >> yes >> yes >> that would know. >> that would know. it was obvious. it was obvious. you describe this dinner party. you describe this dinner party. it was obvious everyone knew it it was obvious everyone knew it was smaller class sizes, get rid was smaller class sizes, get rid of the unions. of the unions. you know, it's belligerent you know, it's belligerent teachers. teachers. obvious thing. obvious thing. >> yes. >> yes. notes. notes. >> yes. >> yes. >> thinking >> thinking solutions. solutions. >> the first thing i did was >> the first thing i did was gather a lot of people that did gather a lot of people that did a lot of work and they got a lot of work and they got together in philadelphia. together in philadelphia. they threw out - i said, "this they threw out - i said, "this is my goal. is my goal. i want to make a list for me and i want to make a list for me and everyone else, a novice that everyone else, a novice that comes in, so we know better." i comes in, so we know better." i come from the medical people. come from the medical people.

you know certain things about you know certain things about everyone. everyone. bad. bad. >> your parents are doctors. >> your parents are doctors. >> yes. >> yes. >> your wife... >> your wife... >> a ph.d. >> a ph.d. we have a lot of smart people. we have a lot of smart people. i was listening to them. i was listening to them. they were so they were so vociferous saying vociferous saying small classrooms. small classrooms. >> that is each, i'll put that >> that is each, i'll put that down. down. and one was charter schools. and one was charter schools. this particular meeting - i was this particular meeting - i was click click -- like, charter schools. -- like, charter schools. there is evidence to back what there is evidence to back what was said. was said. i said, "send it i said, "send it tomorrow and tomorrow and i'll read it at the office." i'll read it at the office." >> tomorrow nothing arrived. >> tomorrow nothing arrived. no evidence in support of strong no evidence in support of strong views about what would change views about what would change education for the better education for the better appeared bore r before you. appeared bore r before you. >> that was interesting, the >> that was interesting, the lack of lack of emails. emails.

i said this is what i want to i said this is what i want to do, spend the resources, spend do, spend the resources, spend our foundations time to gather our foundations time to gather all of this in one place for the all of this in one place for the first time. first time. we spent two years gathering the we spent two years gathering the information on the one tail. information on the one tail. >> the point is to get a survey >> the point is to get a survey and see what is out there. and see what is out there. thing. thing. >> you made great movies, were >> you made great movies, were you doing this. you doing this. >> i had a team of people. >> i had a team of people. why it works is i'm not in the why it works is i'm not in the field. field. my wife is a ph.d. and she my wife is a ph.d. and she spearheaded the research, and spearheaded the research, and ahead of our foundation is also ahead of our foundation is also an an demem -- academia, and they demem -- academia, and they are rich in the field of are rich in the field of analysis. analysis. they bring it together we'd have they bring it together we'd have meetings and they conveyed meetings and they conveyed what what these things next and i said, "i these things next and i said, "i don't understand what you are don't understand what you are saying, say it again. saying, say it again. this study says it's working this study says it's working

this says it not. this says it not. okay. okay. we did that for two years, and we did that for two years, and it was just a big mess. it was just a big mess. >> you needed to apply a rigor >> you needed to apply a rigor to all to all yes. yes. >> in the book, if you don't >> in the book, if you don't understand a research understand a research methodology or trials, you methodology or trials, you explain how it is done. explain how it is done. you had to arrive at a way to you had to arrive at a way to give adequate weight to all the give adequate weight to all the studies studies thesis. thesis. >> we won't accept >> we won't accept every study. every study. we had an academic standard. we had an academic standard. we an effect size. we an effect size. something that said if it made something that said if it made this much difference in a study, this much difference in a study, in the real world how much in the real world how much difference does it make. difference does it make. it makes that much difference it makes that much difference when when you apply it because of the you apply it because of the affect. affect. that is the affect size. that is the affect size. a certain amount of studies ply, a certain amount of studies ply, the rest can be dismissed. the rest can be dismissed. >> an important conclusion that >> an important conclusion that you came to is that of the five

you came to is that of the five things that you think work, that things that you think work, that your studies found worked to your studies found worked to improve public education, many improve public education, many schools and department and schools and department and cities employed some of them. cities employed some of them. ultimately, and you used another ultimately, and you used another medical medical analogy to say some analogy to say some don't work. don't work. you have to do all of them. you have to do all of them. >> here is the thing. >> here is the thing. you are pointing to the moment you are pointing to the moment that it changed, which was - we that it changed, which was - we had a table of information. had a table of information. it didn't make sense, we were it didn't make sense, we were stuck there, again, the stuck there, again, the advantage of if i bring any advantage of if i bring any advantage to this conversation, advantage to this conversation, it's that i spent my life it's that i spent my life thinking about theements and thinking about theements and thinking about structure which thinking about structure which are complex and how you can see are complex and how you can see how to organise everything. how to organise everything. when you figure out the theme. when you figure out the theme. we went to dinner with friends we went to dinner with friends who are doctors and they are who are doctors and they are really brilliant people. really brilliant people. kevin used to be the head of the

kevin used to be the head of the hospital, pennsylvania, hospital, pennsylvania, university of pennsylvania, and university of pennsylvania, and taught the residents. taught the residents. they are there. they are there. they think they know everything. they think they know everything. on their first days he says, "i on their first days he says, "i need you to under this. need you to under this. if you tell your patients if if you tell your patients if they do these five things, sleep they do these five things, sleep eight hours a day, eat a eight hours a day, eat a balanced diet. balanced diet. chers three times a week and do chers three times a week and do not smoke, pay attention to not smoke, pay attention to mental health, you honour that, mental health, you honour that, if you do the five things if you do the five things chances of chances of getting all diseases getting all diseases drop below every medicine, every drop below every medicine, every pill ever inveented. pill ever inveented. everyone goes down because the everyone goes down because the human body is a system. human body is a system. they didn't believe him. they didn't believe him. here is the most important here is the most important thing. thing. if your pairnts don't do one of if your pairnts don't do one of these things their chances of these things their chances of getting diseases go back to the getting diseases go back to the norm. norm. they rise. they rise. >> do all the things but you >> do all the things but you smoke. smoke.

sleep. sleep. >> and then you get false >> and then you get false negatives. negatives. i went oh, my gosh. i went oh, my gosh. i literalry i literalry -- literally -- literally remember a flush. remember a flush. when a movie is not right, it's when a movie is not right, it's not working, it bothers not working, it bothers you you until it goes click and you get until it goes click and you get release. release. this is that moment. this is that moment. this is how we need to look at this is how we need to look at the table of information. the table of information. there are things when done there are things when done together that work. together that work. when you do them separately you when you do them separately you get false negatives. get false negatives. let's look at the data, "when let's look at the data, "when they did this with this does it they did this with this does it always work, is that a pattern always work, is that a pattern and can you find the pattern." and can you find the pattern." that's what we found. that's what we found. >> we'll hold on there. >> we'll hold on there. when we come back we'll discuss when we come back we'll discuss what you found after you had the what you found after you had the epiphany, the things that can epiphany, the things that can change the education system for change the education system for the future. the future. i'm interviewing m. night i'm interviewing m. night shyamalan, we'll be right back. shyamalan, we'll be right back. this is "talk to al jazeera". this is "talk to al jazeera".

>> a new episode of >> a new episode of the ground breaking series, the ground breaking series, edge of eighteen edge of eighteen growing up fast... growing up fast... >> my quest is to find me, >> my quest is to find me, and me is not here... and me is not here... >> fighting for a better future >> fighting for a better future >> if you gonna go to college, >> if you gonna go to college, you gonna end up dead on you gonna end up dead on the streets... the streets... >> life changing moments >> life changing moments >> i had never been bullied, >> i had never been bullied, everyone hates me... everyone hates me... >> from oscar winning director, >> from oscar winning director, alex gibney, alex gibney, a hard hitting look a hard hitting look at the real issues facing at the real issues facing american teens. american teens. the incredible journey the incredible journey continues... continues... on the edge of eighteen on the edge of eighteen only on all jazeera america only on all jazeera america >> welcome back to "talk to al >> welcome back to "talk to al jazeera". jazeera". i'm with i'm with m. night shyamalan, on m. night shyamalan, on the famed director, but we are the famed director, but we are not talking about movies yet. not talking about movies yet. we are talking about your book we are talking about your book "i got schooled." "i got schooled." i want to talk about public i want to talk about public education and fixing it. education and fixing it. why to you care? why to you care? >> you know, i believe >> you know, i believe ultimately what we are ultimately what we are talking talking about here is racism. about here is racism.

at the core of everything what at the core of everything what we are talking about, what you we are talking about, what you find when you look at the data find when you look at the data and everything is racism. and everything is racism. the fact that this country was the fact that this country was built on slavery. built on slavery. >> you are taking on the fight >> you are taking on the fight about how to change things in about how to change things in the schools so everyone is on the schools so everyone is on the level playing field, and the the level playing field, and the gap between inner city schools gap between inner city schools as black and as black and hispanic versus hispanic versus suburban mostly white schools, suburban mostly white schools, the achievement gap there. the achievement gap there. >> yes. >> yes. you know how everyone says you know how everyone says america is behind if education. america is behind if education. technically we are a little technically we are a little behind poland and ahead of lip behind poland and ahead of lip ten ten s stin.tin. that's not the truth. that's not the truth. the truth is black and white. the truth is black and white. if you pull out the inner city if you pull out the inner city low income low income pulls. pulls. pulled them out and take every pulled them out and take every other school, we lead the world other school, we lead the world

in public school education by a in public school education by a lot. lot. what is interesting is we think what is interesting is we think about finland. about finland. well, finland is mainly white well, finland is mainly white kids, right, and they teach them kids, right, and they teach them well. well. we teach our white kids better. we teach our white kids better. we beat everywhere. we beat everywhere. our white kids are taught the our white kids are taught the best public school education on best public school education on the planet. the planet. those are the facts. those are the facts. >> if you take the suburban >> if you take the suburban well-off-white kids out of the well-off-white kids out of the picture and now take the inner picture and now take the inner city mostly minority schools. city mostly minority schools. >> we are at the bare bottom, i >> we are at the bare bottom, i imagine. imagine. you can see the united states you can see the united states has education has education apart hide. apart hide. that's the facts. that's the facts. that's it. that's it. >> come up with five fixes. >> come up with five fixes. areas that you study. areas that you study. you narrowed the list to five you narrowed the list to five problems that if aapplied problems that if aapplied properly you can create properly you can create solutions. solutions. the first is the first is teachers. teachers. >> now, the continuant, the >> now, the continuant, the thing that we are saying is no thing that we are saying is no roadblock teachers. roadblock teachers. what i mean by that is the what i mean by that is the

research supports that the research supports that the bottom percentage of teachers, bottom percentage of teachers, the 1%, 2%, 3%, the bottom are the 1%, 2%, 3%, the bottom are pulling a drag on the system pulling a drag on the system that it's hard for the other that it's hard for the other teachers to compensate for. teachers to compensate for. for example, a child that has for example, a child that has had one of these teachers, the had one of these teachers, the bot on 1, 2, 3%. bot on 1, 2, 3%. you can't make up that loss with you can't make up that loss with four above average teachers. four above average teachers. if they get four teachers in a if they get four teachers in a row which they are not going to, row which they are not going to, slightly alove average. slightly alove average. they can't make up for the one they can't make up for the one teacher. teacher. you talk about leadership, you talk about leadership, principles. principles. explain this. explain this. in the schools that close the in the schools that close the gap. gap. it's a very consistent it's a very consistent architecture to what the architecture to what the leadership looks like. leadership looks like. by that i mean leadership. by that i mean leadership. so there's a principle and so there's a principle and there's another group that takes there's another group that takes care of kind of paper work and care of kind of paper work and fundraising and facilities and fundraising and facilities and all of that. all of that. they bifewer kate that they bifewer kate that responsibility, and they have responsibility, and they have principles. principles. that is the chief academic. that is the chief academic.

>> they are the coach. >> they are the coach. they are spending 80% of their they are spending 80% of their time teaching teachers. time teaching teachers. if you are the coach you can't if you are the coach you can't be in the office while the be in the office while the players are hitting each other. players are hitting each other. the coach is going to be down the coach is going to be down with the players. with the players. no matter how talented the no matter how talented the players are they need a basket players are they need a basket coach to tell them, "why you do coach to tell them, "why you do this, you do this?" this, you do this?" it's the same way. it's the same way. classroom doors are open the the classroom doors are open the the principle comes in and out of principle comes in and out of the classroom, you didn't point the classroom, you didn't point out sally, get sally. out sally, get sally. and they give them and they give them feedback. feedback. feedback. feedback. >> yes. >> yes. >> this is really about >> this is really about spreading best practices. spreading best practices. and you give a nice analogy and you give a nice analogy about heart surgery. about heart surgery. people come up with new ideas. people come up with new ideas. generally speaking you want a generally speaking you want a efforts. efforts. >> you don't see a lot of >> you don't see a lot of out. out. i'll cut this here. i'll cut this here. >> that's not how it works, and >> that's not how it works, and it shouldn't be that way.

it shouldn't be that way. a thing that the leader does a thing that the leader does that is critical is create a that is critical is create a culture that is consistent and culture that is consistent and specific and loud in their specific and loud in their schools. schools. that is every school that is that is every school that is closing the gap is screaming. closing the gap is screaming. it doesn't have to be the same it doesn't have to be the same culture. culture. nature is positive and powerful. nature is positive and powerful. we'll see it in every school we'll see it in every school closing the gaps. closing the gaps. they are consistent. they are consistent. the jan ter, the secretly. the jan ter, the secretly. everyone is in on it. everyone is in on it. the reason is the world is a the reason is the world is a racist place. racist place. when the kids leave the school, when the kids leave the school, they are worthless, no value, they are worthless, no value, they have no place and we don't they have no place and we don't believe in you. believe in you. the kids are being told that. the kids are being told that. the schools need to say the the schools need to say the other version of it. other version of it. the principals - how do they do the principals - how do they do this? with consistency, this? with consistency, feedback. feedback. that is the third. that is the third. i use that term in the research i use that term in the research to describe a few things to describe a few things including best practices, right. including best practices, right. that's the principal's job, that's the principal's job, feeding back best practices.

feeding back best practices. >> let's talk about class size. >> let's talk about class size. the solution comes around to the solution comes around to discussing school size. discussing school size. there's a general feeling that there's a general feeling that smaller classes are better for smaller classes are better for kids. kids. you have seen research that says you have seen research that says that's not necessarily true but that's not necessarily true but 1345u8 1345u8 -- but small schools are -- but small schools are better. better. >> that's a thing where you go >> that's a thing where you go by your gut. by your gut. the smaller the class size the the smaller the class size the better the teacher and the kids better the teacher and the kids will be. will be. that's what your gut says. that's what your gut says. that must be one of the things that must be one of the things you do to close the gap. you do to close the gap. that's so strong in everybody that's so strong in everybody that politicians can be elected that politicians can be elected from saying they'll reduce class from saying they'll reduce class size. size. in fact, the study that sent the in fact, the study that sent the country that way was in country that way was in 1984, 1984, called the tennessee star study. called the tennessee star study. it has great results. it has great results. if you lower the size everybody if you lower the size everybody wins. wins. that's never been duplicated, that's never been duplicated, that study. that study.

and that was not done with the and that was not done with the rigor that we would say is rigor that we would say is acceptable. acceptable. here is what the end result here is what the end result is is when you look at when you look at studies. studies. >> it's not negative. >> it's not negative. >> not negative, no. >> not negative, no. >> >> smaller classroom sizes smaller classroom sizes aren't bad. aren't bad. >> here is where it's negative. >> here is where it's negative. to close the achievement fact it to close the achievement fact it has so many ramifications that has so many ramifications that are negative that you can't do are negative that you can't do the others. the others. it's like if i's, "the only way it's like if i's, "the only way you can be healthy is if you you can be healthy is if you swim in an olympic sized swim in an olympic sized pool." pool." right. now, you don't have right. now, you don't have access to it so it's access to it so it's unrealistic. unrealistic. by the time he gets by the time he gets transportation, he can't do transportation, he can't do studies or homework. studies or homework. it's an impractical part of it's an impractical part of anything. anything. none of the schools closing the none of the schools closing the gap use smaller classrooms. gap use smaller classrooms. it puts a burden on everything

it puts a burden on everything else that you can't do it. else that you can't do it. it's not a triage thing you do. it's not a triage thing you do. >> one of the things you found, >> one of the things you found, relating to the leadership and relating to the leadership and feedback, if so much goes on to feedback, if so much goes on to the administration to provide the administration to provide feedback and feedback and leadership and leadership and visit the students and do a visit the students and do a right job, the principal can't right job, the principal can't do that in a big schoolism. do that in a big schoolism. >> that's right. >> that's right. the school schools, having a the school schools, having a small school turbo charges small school turbo charges everything else, making everything else, making everything else possible. everything else possible. if i need the principal to go in if i need the principal to go in and out of every classroom and and out of every classroom and know every teacher, if i double know every teacher, if i double the classrooms, that's not the classrooms, that's not physically possible and not physically possible and not possibly for the principal to possibly for the principal to give the data on the kids to go give the data on the kids to go what we need to do and create an what we need to do and create an intense culture, to intense that intense culture, to intense that it outsheets the racism from it outsheets the racism from outside of the school. outside of the school. they are not possible until you they are not possible until you keep the keep the

school at a certain school at a certain size, making sure a principal size, making sure a principal can do that. can do that. >> >> this one is interesting. this one is interesting. instructional time. instructional time. the amount of time a kid spends the amount of time a kid spends in school. in school. >> if you's to me with a gun to >> if you's to me with a gun to my head, and you said only do my head, and you said only do one, it would be this - extended one, it would be this - extended time any way you can do it. time any way you can do it. the challenge that the inner the challenge that the inner city low-income schools have is city low-income schools have is very different than the ones the very different than the ones the white suburban schools have, white suburban schools have, it's not about the kids can't it's not about the kids can't learn and it's not about the learn and it's not about the teachers are bad. teachers are bad. it really isn't. it really isn't. the schools are bad. the schools are bad. it isn't. it isn't. the challenge is crushing them. the challenge is crushing them. they need a how-to. they need a how-to. it's not about motivation. it's not about motivation. so the interesting thing is if so the interesting thing is if you keep the kids in the school you keep the kids in the school longer, no matter how you do it, longer, no matter how you do it, early childhood, extend the day early childhood, extend the day and in the summer you should do and in the summer you should do all. all. they actually close the gap. they actually close the gap. here is the interesting thing. here is the interesting thing.

everyone talks about the summer everyone talks about the summer slide - that is two kids and slide - that is two kids and let's imagine there's an african let's imagine there's an african american inner city kid in a american inner city kid in a low-income school, low-income low-income school, low-income kid and a white suburban kid and a white suburban counterpart and they graduate in counterpart and they graduate in june. they are at the same june. they are at the same level. level. when they return the low-income when they return the low-income african kid is three months african kid is three months behind where he was in june and behind where he was in june and the white suburban kid is one the white suburban kid is one month ahead. month ahead. they look like different species they look like different species of chin at the moment. of chin at the moment. you can imagine what the burden you can imagine what the burden is on the teacher in the inner is on the teacher in the inner city school that city school that teaches third teaches third grade in the same time period. grade in the same time period. you can imagine how nice it is, you can imagine how nice it is, teaching a one-year thing. teaching a one-year thing. she's ahead. she's ahead. those are different skill sets those are different skill sets needed and different approaches. needed and different approaches. that summer slide accounts for that summer slide accounts for two-thirds of the gap. two-thirds of the gap. is. is. if i was talking to the if i was talking to the

president and arnie duncan, and president and arnie duncan, and i go, "you are not going to win, i go, "you are not going to win, you are not going to win unless you are not going to win unless you take care of the gap." you take care of the gap." >> in a moment my conversation >> in a moment my conversation continues. continues. this is "talk to al jazeera". this is "talk to al jazeera". >> consider this: the news of >> consider this: the news of the day plus so much more. the day plus so much more. >> we begin with the growing >> we begin with the growing controversy. controversy. >> answers to the questions no >> answers to the questions no one else will ask. one else will ask. >> real perspective, >> real perspective, consider this consider this on al jazeera america on al jazeera america >> it's a chilling and draconian >> it's a chilling and draconian sentence... sentence... it simply cannot stand. it simply cannot stand. >> this trial was a sham... >> this trial was a sham... >> they are truth seekers... >> they are truth seekers... >> all they really wanna do is find out what's >> all they really wanna do is find out what's happening, so they can tell happening, so they can tell people... people... >> governments around >> governments around the world all united to condemn the world all united to condemn this... this... >> as you can see, it's >> as you can see, it's still a very much volatile still a very much volatile situation... situation... >> the government >> the government is prepared to carry out mass is prepared to carry out mass array... array... >> if you want free >> if you want free press in the new democracy, press in the new democracy,

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development... >> we have an exclusive story >> we have an exclusive story tonight, and we go live... tonight, and we go live... >> welcome back to "talk to al >> welcome back to "talk to al jazeera". jazeera". i'm ali velshi, joined by i'm ali velshi, joined by director and author m. night director and author m. night shyamalan.

shyamalan. we talked about your book "i got we talked about your book "i got schooled," but your history as a schooled," but your history as a film maker, you had your first film maker, you had your first maimer success while you were in maimer success while you were in your 20s. your 20s. you had a string of movies. you had a string of movies. you had a love-hate relationship you had a love-hate relationship with critics, they love you, with critics, they love you, hate you, love you. hate you, love you. reviews. reviews. >> i should write nonfiction >> i should write nonfiction books from now on. books from now on. >> that may be the solution. >> that may be the solution. you are who you are, you are you are who you are, you are young and people want to know young and people want to know life? life? >> it's been - i feel like i've >> it's been - i feel like i've been making movies forever. been making movies forever. it's 20 years, which is a long it's 20 years, which is a long time. time. even before, you know, "the even before, you know, "the sixth sense," i was 27, when i sixth sense," i was 27, when i directed "the sixth sense." directed "the sixth sense." before that there was six years before that there was six years of making movies that failed. of making movies that failed. those six years did not go away. those six years did not go away. you came on the scene out of you came on the scene out of nowhere. nowhere. not really, it was six years of not really, it was six years of failure. failure. i made two movies, two two years

i made two movies, two two years to make them both and they fail. to make them both and they fail. dark times, my friend. dark times, my friend. >> i feel like you are happiest >> i feel like you are happiest with real horo? with real horo? >> i enjoy it. >> i enjoy it. >> you are doing something in >> you are doing something in that genre now. that genre now. >> i am. >> i am. i'm making a real tinny movie. i'm making a real tinny movie. i'm excited i'm so happy. i'm excited i'm so happy. i've been making big, big i've been making big, big movies, they are super movies, they are super complicated. complicated. ultimately i really just like to ultimately i really just like to write and direct small movies. write and direct small movies. i'm making a small scary movie i'm making a small scary movie in february. in february. into what will it be about? into what will it be about? >> i can't tell you. >> i can't tell you. >> will it have a twist? . >> will it have a twist? . >> i can't tell you. >> i can't tell you. >> what is your favourite movie? >> what is your favourite movie? >> from all time. >> from all time. the favourite. the favourite. when you use the word when you use the word "favourite", it's probably "favourite", it's probably "raiders of the lost ark", what "raiders of the lost ark", what i think is the best movie is the i think is the best movie is the first godfather. first godfather. >> and your favourite >> and your favourite director? director? >> gosh, that's hard. >> gosh, that's hard.

i love - there's so many i love. i love - there's so many i love. carasara, hitchcock, kubr. carasara, hitchcock, kubr. >> >> -- -- kubrich. kubrich. >> great to have you here. >> great to have you here. look forward to what you are look forward to what you are back next. back next. m. night shyamalan on his book m. night shyamalan on his book and movie career, i'll ali and movie career, i'll ali velshi, thanks for joining velshi, thanks for joining >> this is news news live from new york city. i'm tony harris with a look at today's top stories. >> i got it wrong in the handling of the ray rice matter, and i'm sorry for that. >> the nfl commissioner apologizes for what he calls the wrong call and it won't happen again. scotland