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.
Recently in NCLB Category
June 25, 2015
May 28, 2015
Why are civil rights groups fighting so hard for annual accountability testing when there is no evidence that it helps poor and minority students?
March 05, 2015
In remarks from a Stanford Center for Opportunity Policy in Education (SCOPE) panel discussion, I explain why NCLB was the result of a federal government too consumed with demanding accountablity for its investment and not sufficiently focused on improving student achievement.
February 05, 2015
How a new architecture for accountability would reset the state/federal balance, improve outcomes for all students, including the most disadvantaged, and avoid the unintended consequences of NCLB.
January 29, 2015
Why the record of achievement for test-based accountability in No Child Left Behind has been dismal and rife with unintended consequences.
February 21, 2014
Marc Tucker explains that there is no evidence that test-based accountability, for schools or for teachers, actually improves student achievement.
February 07, 2014
How the federal education agenda with an emphasis on on charters, federally imposing the Common Core initiative, teacher evaluation, and test based accountability is seeking solutions in all the wrong places and pushing policies that are not backed by evidence.
October 10, 2013
Marc Tucker argues that the next version of ESEA should require tests that actually measure higher order thinking skills and, at the same time, require accountability testing no more than three times in a student's career.
September 06, 2013
Marc Tucker interviews David Driscoll,former commissioner of education for the Commonwealth of Massachusetts, on the nation's current struggles with standards, exams and accountability.
May 08, 2012
Marc Tucker argues for converting teaching from a blue collar occupation into a high status profession that offers profound satisfaction and reasonable compensation.