Marc Tucker offers recommendations for redesigning not only our accountability scheme but our entire education system in order to provide all students the kind and quality of education formerly reserved for the elite.
All Blog Posts With accountability Tag or Category
March 29, 2014
March 27, 2014
Lindsey Childers, a 2013-14 Hope Street Group Fellow from Christian County, Kentucky talks about funding as it relates to improved student learning.
March 21, 2014
In his fifth blog post on accountability, Marc Tucker addresses the question: How can we move to a professional model of teaching when we have unions that are based on a blue-collar model of teaching?
March 17, 2014
Test use has consequences. What we need is more formal training, discussion, and cross-learning among key constituent groups to improve understandings of how common validity issues arise, with a view towards pre-empting unintended and adverse consequences in future.
March 17, 2014
Today test-makers, public officials, and business and foundation leaders, not educators, dominate that discourse. A better balance is badly needed; front-line educators must be brought into the discussion.
March 14, 2014
Marc Tucker continues the discussion on accountability and describes how the top-performing education systems use assessments and the results to help students and schools improve.
March 13, 2014
Top students aren't necessarily hurt academically by a school's focus on low-performers, finds a new study at the Association for Education Finance and Policy conference.
March 12, 2014
Virginia Superintendent of Public Instruction Patricia Wright will leave the department in May, as Virginia's education policy landscape undergoes key shifts.
March 11, 2014
Pondiscio: Fair-minded readers might applaud the mindset that asks not simply, "What does this test measure?" but also, "What kind of classroom practice does this test encourage?"
March 07, 2014
The state's newly granted testing waiver means California is not likely to have data it can use to hold schools accountable for the performance of the nation's largest population of English-language learners.