Marc Tucker details a recent visit to a school in a high-poverty Hong Kong neighborhood and asks: Could such a success story happen in the United States?


Hong Kong's high-performing education system faces new challenges, but if its history of successful reforms is continued, Marc Tucker argues it is more than capable of making the needed changes.


Following up on his previous piece on the potential pitfalls of a universal basic income, Marc Tucker explains the types of income and education supports that can help workers coping with the impacts of advancing automation and economic globalization.


Interest in creating a so-called universal basic income is gaining popularity from Switzerland to Silicon Valley. Marc Tucker explores the serious questions this raises about the type of society and economy we want.


Marc Tucker explains why apprenticeship rates in the U.S. have lagged those of other developed economies and what the world's best apprenticeship systems can teach us about how to build a system that works for our students.


Marc Tucker explains how the reauthorization of the Perkins Act presents an opportunity to address the urgent need to greatly improve our career and technical education system.


In the second part of a series on career and technical education, Marc Tucker argues that CTE should be both academically demanding and result in a meaningful credential for graduates.


Career and technical education is gaining much-needed attention, but are we building the kind of system that will deliver the skills our students need to compete?


Marc Tucker shares and discusses some of the books that have over the decades informed, shaped, challenged and broadened his thinking on education.


Marc Tucker explains that giving states more authority through ESSA is an invitation to think big, to reinvent state education systems to meet the enormous challenges states are facing. And he issues an invitation to states willing to meet that challenge.


The opinions expressed in Top Performers are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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