In order to meet the demands of our workforce, the United States must build a strong vocational education and training system and provide students who want to pursue this path with much stronger academic skills then they currently have now.


Success in improving teacher quality should be measured by our country's ability to transform teaching from a blue-collar occupation to a high-status profession, not by our ability to implement teacher evaluation systems.


A look at a recent report from the Fordham Institute which advocates weakening state education agencies. Marc Tucker explains that to the contrary, a better education system in the United States will come through stronger, better equipped state education agencies, not weaker ones.


How to balance the federal government's interest in making sure that federal education funds are well spent with the states' interest in retaining their constitutional right to enact their own education policies.


A call for changing the culture of schools so that teachers are accountable to their professional colleagues and have more time during school hours to collaborate.


Marc Tucker describes the professional role of teachers in his proposed state accountability plan.


Marc Tucker lays out his vision for an effective state accountability program including strategies to address low-performing schools.


Marc Tucker offers recommendations for redesigning not only our accountability scheme but our entire education system in order to provide all students the kind and quality of education formerly reserved for the elite.


In his fifth blog post on accountability, Marc Tucker addresses the question: How can we move to a professional model of teaching when we have unions that are based on a blue-collar model of teaching?


Marc Tucker continues the discussion on accountability and describes how the top-performing education systems use assessments and the results to help students and schools improve.


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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