Concerned that young people were increasingly disconnected from the real (read: natural) world, actress and teacher Barbara Sarbin turned a county farm into a hands-on Earth School. Here’s a look at how she did it.

I had a few hours to read, so I pulled out the folder into which I cram all of the things that catch my eye and might make good material for a column. Here’s what I read recently:

America is in the midst of a "drop-out" crisis. Nationally, only about two-thirds of all students who enter 9th grade graduate with regular high school diplomas four years later. Rates vary widely across states, but on average, 72 percent of female students and 64 percent of male students graduated in 2001; the numbers for African American students is as low as 50 percent. Contrary to popular opinion, several studies show that young people who have dropped out do want to finish their degree. This new report from the American Youth Policy Forum looks at efforts across the country to reconnect out-of-school youth with educational and work opportunities. The report focuses on specific approaches in 12 communities, and looks at national models for reconnection.

2006 estimates put the number of youth who are not in school, do not have a diploma, and not working at 3.8 million. For these young people, labor market prospects are often gloomy. This Urban Institute report looks at policies and funding streams that could help states and communities replicate and expand alternative learning opportunities for out-of-school youth.

The rapid growth of virtual schools is seen by some as the beginning of a fundamental change in the relationship between schools and students. We spoke to Tom Clark, author of Virtual Schools: Status and Trends and co-editor of a new book, Virtual Schools: Planning for Success, for some insight into this new educational frontier.

Over the past seven years, a handful of schools in Fairfax County, Virginia have served as test cases for modified school year calendars. What are the pros and cons for teachers, students and parents? Rob Capriccioso reports.

For students at Minnesota's School of Environmental Studies, it's all happening at the zoo. Andrea Grazzini Walstrom looks at an unusual high school that makes the most of its unique location at the Minnesota Zoo.

What are the choices under No Child Left Behind and other federal legislation? The U.S. Department of Education has the basics.

Basic questions about career and technical education are a big part of the policy debate on how to reform K-12 education, particularly high schools. This Jobs for the Future report summarizes what we know (and don't know) about the value of high school career-focused education—and it proposes a reform agenda for high school career and technical education. (Free registration required).

Significant racial and ethnic disparities in student reading, writing, science, and math performance exist today. Most interventions focus on school-age students—but gaps appear to exist even as children enter kindergarten. The newest issue of The Future of Children looks at children's pre-school lives, with articles examining parenting and early child care, controversial school-entry testing, and the effects that health, genetic differences and birth weight may have on school readiness. The article, Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps? concludes that boosting the family incomes of preschool children may help reduce school readiness gaps, but more research is needed—and policies that directly target children may be the most efficient approach.