Marc Tucker examines the meaning behind consumer resistance to mandated school testing.

Marc Tucker takes a look at the rise of MOOCs from the perspective of social mobility.

Marc Tucker explains why our education system fails to offset social inequities.

Marc Tucker finds parallels between the education reform strategies used in the U.S. school districts featured in David Kirp's new book, "Improbable Scholars", and the strategies used in the top-performing education systems. He also explains why American education policy is at war with itself.

Marc Tucker argues that in order to greatly improve U.S. student achievement we need to do more than reducing the levels of student poverty and also focus on instituting a fairer finance system and improving teacher quality.

In response to a commentary to Diane Ravitch, Marc Tucker explores the debate around whether or not the common core state standards are developmentally appropriate for the early grades.

In response to Diane Ravitch coming out against the Common Core State Standards, Marc Tucker argues that the Common Core is needed in order to establish clear expectations of what our children need to know and be able to do when they graduate from high school and at key points along the way.

Marc Tucker explores three leading strategies to improve teacher quality in the United States.

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.

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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