In this final post in his series on annual accountability testing and students' civil rights, Marc Tucker turns his attention to the way this issue has divided the civil rights community and advocates for teachers and calls it destructive and unnecessary.


In this blog Marc explains why strong technical skills alone are not enough for students who will enter today's rapidly changing workforce. Now, more than ever, students need a solid education in the liberal arts.


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 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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