Marc Tucker looks at how the federal role in education has changed over the past few decades and suggests that before the federal role grows even larger, the nation should have a major conversation about the direction of education reform.
In response to Yong Zhao's arguments against the Common Core State Standards, Marc Tucker explains that far from diminishing students' creativity and entrepreneurial spirit, well developed and internationally benchmarked standards can and should foster the critical thinking and analytical skills our students will find vital to competing in an increasingly global market.
Marc Tucker examines the federal role in education today and argues, that in principal, there is very little distinguishing it from the state role in education.
Marc Tucker responds to the Council of Chief State School Officers' call to action on teacher quality and argues that, while the proposal is a step in the right direction, the chief state school officers need to take a more systematic view of creating a world-class teaching force.
A guest blog by Jal Mehta, Assistant Professor at Harvard Graduate School of Education, on how the AFT can build upon its bar exam proposal.
Marc Tucker takes a look at the AFT's report on improving teacher quality, explaining that more rigorous teacher licensure standards, coupled with improved teacher compensation and professional environments, could dramatically improve the teaching force.
Marc Tucker explains that at the root of the skills gap challenge, there is a failure to provide the kind and quality of basic education that is the foundation of good vocational training.
Returning from a trip abroad, Marc Tucker explains how Australia has successfully automated almost all of the jobs in its biggest industry and how Singapore has developed a basic education system and a vocational education and training system that will sustain its future economy and workforce.
Marc Tucker discusses the politics around raising entrance requirements at teacher colleges and improving teacher pay.
Good teaching is not just about conveying the material well, but about helping students make that connection to something they think they can be good at, something they really want to work hard at, something they want to put the time into.