"Marc S. Tucker" (born 1939) is the president and CEO of the National Center on Education and the Economy. He is an internationally recognized expert on education reform and a leader in benchmarking the policies and practices of the countries with the best education systems in the world.

Tucker recently published a report on international education benchmarking entitled Standing on the Shoulders of Giants: An American Agenda for Education Reform. His latest book, Surpassing Shanghai, was published by Harvard Education Press in November 2011. According to the publisher, Surpassing Shanghai aims to answer a simple question: How would one redesign the American education system if the aim was to take advantage of everything that has been learned by countries with the world’s best education systems? [http://www.hepg.org/hep/book/142 [1]] Jay Greene has argued, however, that the "best practice" methodology is flawed and is likely to lead to poor policies.

More Marc Tucker on Wikipedia.

It starts with our seniors. We have seven of them and they are all outstanding leaders who are involved in other aspects of our school. This team is determined and has an unyielding desire to win. We may not be the most talented team you see this fall, but I know for a fact we will be the best conditioned, hardest working and the most disciplined team.

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I feel like the strength of our football team is what we have up front, ... We have a lot of kids with a lot of experience on the offensive and defensive lines. I believe that's where the game of football starts.

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One word to describe the guys on this team would be character.

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I had a five-year plan when I took over as head coach in 2001, ... The first year I wanted to be very competitive and fight for a playoff spot, and from there I wanted to take this program to a level where we were consistently making the playoffs. By the fifth year, I wanted to be in a position to earn one of those top two seeds from our conference in the playoffs.

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She brings a distinguished track record for turning around low-performing urban schools and an ability to address crucial state policy changes that are needed to help schools and districts raise achievement.

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