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Supporting the needs of English learners (ELs) is highly complex and diverse
Assessment Opinion It's Time We Begin Using Assessments to Look Forward, Instead of Back
Schools do not get much value from high-stakes tests. Many are now allowing schools to use better assessments to guide student learning.
Assessment Opinion The U.S. Education System is Very Inefficient: Fact or Fiction?
Marc Tucker responds to critics of the comparative method of research and details the value that it brings to public policy analysis.
School & District Management Opinion A Stunning Report From the National Conference of State Legislatures
A new report from a bipartisan group of state legislators shows how U.S. states can learn from the world's top performers and build an education system to compete with the very best.
Accountability Opinion Measuring the Immeasurable: The Schools We Want and the Problem of Assessment
Marc Tucker discusses a recent trip to several Hong Kong schools and how they showed what is possible for delivering a rich and empowering education.
Assessment Opinion Top Performers Offer U.S. Much More Effective Models of Teacher PD
NCEE's groundbreaking research on teacher professional learning was the topic of conversation recently among some of the leading voices in education, including Lily Eskelsen García, Linda Darling-Hammond, and Joshua Starr.
Student Achievement Opinion The Iceberg Effect: A Reply to James Harvey and Charles Fowler
Marc Tucker responds to a recent criticism of international education comparisons.
Assessment Opinion 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.
International Opinion Shanghai: Teacher Quality Strategies
A look at how Shanghai is able to both produce high quality beginning teachers at low cost and continuously improve the skills of teachers already in the workforce, leading not only to impressive performance on PISA but better student outcomes overall.