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.
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.