In discussing a recent book on remaking U.S. schools by David Osborne, Marc Tucker explores how his own views on school choice, competition and accountability have evolved over the years.
Recently in NCLB Category
October 25, 2018
November 24, 2015
With ESEA reauthorization close at hand, Marc Tucker provides suggestions to state leaders as responsibility for standards and accountability systems moves their way.
October 27, 2015
A new report from the Council of the Great City Schools shows over testing is rampant in U.S. schools. The Obama administration says it recognizes its role in the flood of tests, but will this acknowledgment of responsibility result in real change?
July 16, 2015
Those anxious to reverse the aggressive federal role in education resulting from No Child Left Behind should not rush to simply push the pendulum as hard as possible in the other direction.
June 25, 2015
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.
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.