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February 05, 2015

Fixing NCLB: The Right Federal Role With Improved Accountability

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

ESEA Reauthorization: A Broken NCLB and Its Unintended Consequences

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

NCLB, California and Accountability in All Its Guises

Marc Tucker explains that there is no evidence that test-based accountability, for schools or for teachers, actually improves student achievement.

February 07, 2014

What Now? Federal Education Policy Adrift

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

Testing and ESEA Reauthorization: The Moment of Truth

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

David Driscoll: Implementing the Common Core and the Consortia's Tests

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

Teacher Quality and Teacher Accountability

Marc Tucker argues for converting teaching from a blue collar occupation into a high status profession that offers profound satisfaction and reasonable compensation.

January 12, 2012

NCLB and the Issue of Accountability

Marc Tucker reflects on how ESEA and NCLB treated the issue of accountability.

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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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