To Diane Ravitch and Anthony Cody: Really?

Marc Tucker responds to Diane Ravitch and Anthony Cody and their critique of the report "Fixing Our National Accountability System."


Dylan Wiliam on the Shanghai Model for Improving the Practice of Teachers

Dylan Wiliam on creating a school environment in which teachers are both motivated to continuously improve their practice and supported as they do so.


For the Common Core, A Different Sort of Benchmark

The Concord Review, a journal of high school student history essays, makes a powerful argument for using student work in explaining academic standards.


Teachers as Researchers: Another Mark of Professionalism

An argument for training U.S. teachers to be skilled researchers in the classrooms.


Educator Accountability for Education Professionals -- A New Idea

A new report from NCEE calls for replacing the current system of test-based accountability with a system much more likely to result in improvements in student performance.


Education Research: Reflections on the 'Gold Standard'

Continuing his series on education research, Marc Tucker argues that the United States should use industrial benchmarking to learn about the characteristics of effective education systems.


Education Research Comes Up Short

How is it possible that America has the largest educational research establishment in the world yet mediocre student achievement compared to the top performing countries?


California Rising: An Interview With Mike Kirst

Marc Tucker interviews Mike Kirst, President of the California State Board of Education, on the state's transformation of their education policymaking system and school finance legislation.


An Interview With Dennis Van Roekel

Marc Tucker interviews outgoing NEA President Dennis Van Roekel about his career and how teaching and teachers' unions have changed.


The (Il)logic of Teacher Evaluation

Why the current incentive structure for school leaders does not support the goal of substantially improving student performance.


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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