In this blog, Marc Tucker responds to two critics of his earlier blog on the question of whether annual testing helps or hurts poor and minority children.
How the widespread use of cheap, multiple-choice tests in the United States prevents teachers from benefiting from one of the best forms of professional development in the field.
Why are civil rights groups fighting so hard for annual accountability testing when there is no evidence that it helps poor and minority students?
As other nations have before, the U.S. faces a stark choice between transforming its education system to deliver broadly-shared prosperity or continuing on its current path of growing income inequality, poverty and political instability.
In the search for answers and understanding in the wake of the death of Freddie Gray and the resulting riots, how can educators and school leaders foster hope and give students in challenged communities a better future?
The U.S. high school diploma is too often little more than an attendance certificate. Creating a real qualifications system would empower students, give them the skills to compete in the global economy and make our education system more equitable.
High achievement in reading, writing, mathematics, science and problem solving is essential. But our goals for educating young people should include much, much more than just raising test scores in these areas.
How a broad range of factors have led to an across-the-board decline of standards in American education over the last 45 years.
The United States once led the world in educational attainment, but that is no longer the case. So, how did we get here?
Do high PISA scores mask a serious threat to Estonia's education progress?