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Surpassing Shanghai: An Agenda for American Education Built on the World's Leading Systems
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With a growing number of countries outperforming the United States on the most respected comparisons of student achievement—and spending less on education per student—this question is critical.
Surpassing Shanghai looks in depth at the education systems that are leading the world in student performance to find out what strategies are working and how they might apply to the United States. Developed from the work of the National Center on Education and the Economy, which has been researching the education systems of countries with the highest student performance for more than twenty years, this book provides a series of answers to the question of how the United States can compete with the world’s best.
- ISBN-101612501036
- ISBN-13978-1612501031
- PublisherHarvard Education Press
- Publication dateNovember 1, 2011
- LanguageEnglish
- Dimensions6 x 0.3 x 8.9 inches
- Print length288 pages
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Editorial Reviews
Review
This extraordinary book could not be more timely or more important . . . This collection makes clear that, if we actually want to create high-quality schools for all children in the United States, our strategies must emulate the best of what has been accomplished in public education both here and abroad. --From the Foreword by Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University
This book shines because it offers what is central to school reform: a commitment to having wonderful teachers through the intentional elevation of the status of this career, selective recruiting, smart preparation and ongoing support of professional autonomy. Marc and company offer those of us in colleges of education a lot to think about and a lot to do. --Mari Koerner, dean, Mary Lou Fulton Teachers College, Arizona State University
From the Inside Flap
In this groundbreaking book, Marc S. Tucker and his colleagues offer a close examination of five high-performing education systems--Shanghai, Finland, Japan, Singapore, and Canada--and synthesize their findings into an action plan for the United States.
"This extraordinary book could not be more timely or more important . . . This collection makes clear that, if we actually want to create high-quality schools for all children in the United States, our strategies must emulate the best of what has been accomplished in public education both here and abroad." --From the Foreword by Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University
"Surpassing Shanghai should be on the reading list of everyone who aspires to improve American education. The message is clear: If we are serious, we have to stop simply comparing California to Connecticut to Kansas. It's time to swim in deeper water with Singapore, Ontario, Japan, and others who are eating our lunch." -- John Merrow, education correspondent, PBS NewsHour and president, Learning Matters
"This book shines because it offers what is central to school reform: a commitment to wonderful teachers. It offers those of us in colleges of education a lot to think about--and a lot to do." -- Mari Koerner, Dean, Mary Lou Fulton Teachers College, Arizona State University
"Tucker and his colleagues challenge us to ask why the U.S. is pursuing a reform agenda that differs markedly from what other advanced countries have found essential for creating good schools--high quality teachers, fair funding, and coherence in the system of education. After reading this book, one is left with the question: Is the U.S. so unique that an agenda so different from that of other countries can improve our schools?" -- Jack Jennings, president and CEO, Center on Education Policy
"Marc Tucker has assembled revealing descriptions of the ascent of Shanghai, Finland, Japan, Singapore, and Canada to the highest levels of international achievement in education. The book crystallizes the successful practices and patterns emerging from these top performers and then 'takes the gloves off' to contrast the efforts of high-achieving countries with current reform thinking in the U.S. . . . My big takeaway from Surpassing Shanghai is that success will come down to our collective will and our sustained commitment to thoughtful systems reform." -- Gene Wilhoit, executive director, Council of Chief State School Officers
Marc S. Tucker is president of the National Center on Education and the Economy, where he created the National Institute for School Leadership, America's Choice, and the Commission on the Skills of the American Workforce.
From the Back Cover
In this groundbreaking book, Marc S. Tucker and his colleagues offer a close examination of five high-performing education systems—Shanghai, Finland, Japan, Singapore, and Canada—and synthesize their findings into an action plan for the United States.
“This extraordinary book could not be more timely or more important . . . This collection makes clear that, if we actually want to create high-quality schools for all children in the United States, our strategies must emulate the best of what has been accomplished in public education both here and abroad.” —From the Foreword by Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University
“Surpassing Shanghai should be on the reading list of everyone who aspires to improve American education. The message is clear: If we are serious, we have to stop simply comparing California to Connecticut to Kansas. It’s time to swim in deeper water with Singapore, Ontario, Japan, and others who are eating our lunch.” — John Merrow, education correspondent, PBS NewsHour and president, Learning Matters
“This book shines because it offers what is central to school reform: a commitment to wonderful teachers. It offers those of us in colleges of education a lot to think about—and a lot to do.” — Mari Koerner, Dean, Mary Lou Fulton Teachers College, Arizona State University
“Tucker and his colleagues challenge us to ask why the U.S. is pursuing a reform agenda that differs markedly from what other advanced countries have found essential for creating good schools—high quality teachers, fair funding, and coherence in the system of education. After reading this book, one is left with the question: Is the U.S. so unique that an agenda so different from that of other countries can improve our schools?” — Jack Jennings, president and CEO, Center on Education Policy
“Marc Tucker has assembled revealing descriptions of the ascent of Shanghai, Finland, Japan, Singapore, and Canada to the highest levels of international achievement in education. The book crystallizes the successful practices and patterns emerging from these top performers and then ‘takes the gloves off’ to contrast the efforts of high-achieving countries with current reform thinking in the U.S. . . . My big takeaway from Surpassing Shanghai is that success will come down to our collective will and our sustained commitment to thoughtful systems reform.” — Gene Wilhoit, executive director, Council of Chief State School Officers
Marc S. Tucker is president of the National Center on Education and the Economy, where he created the National Institute for School Leadership, America’s Choice, and the Commission on the Skills of the American Workforce.
About the Author
Product details
- Publisher : Harvard Education Press (November 1, 2011)
- Language : English
- Paperback : 288 pages
- ISBN-10 : 1612501036
- ISBN-13 : 978-1612501031
- Item Weight : 12 ounces
- Dimensions : 6 x 0.3 x 8.9 inches
- Best Sellers Rank: #216,794 in Books (See Top 100 in Books)
- #19 in Charter Schools
- #73 in Experimental Education Methods (Books)
- #496 in Education Administration (Books)
- Customer Reviews:
About the author
Tucker is the founder of the National Center on Education and the Economy and has been a leader of the standards-driven education reform movement for many years. He created New Standards, a 23-state consortium designed to develop internationally benchmarked student performance standards and matching student examinations. He authored the 1986 Carnegie Report, A Nation Prepared: Teachers for the 21st Century, which called for a restructuring of America’s schools based on standards; created the National Board for Professional Teaching Standards; created the Commission on the Skills of the American Workforce and co-authored its report, America’s Choice: high skills or low wages!, which called for a new high school leaving certificate based on standards; and was instrumental in creating the National Skill Standards Board and served as the chairman of its committee on standards and assessment policy. Tucker also created the National Institute of School Leadership, the largest executive development program for school leaders in the United States.
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In 2002 I observed an 8th grade class in Hartford, CT , that made me wonder how the teacher came back every day. No respect for her or for the male principal who stood at the door. There was no learning going on. Students were moving desks around and taking things off the teacher's desk. Unreal. I can't think Hartford is atypical of inner-city schools. At that time the state had taken it over.
Another hole - when educators and parents are skeptical of comparing U.S. student test scores to other countries' scores, they know in their gut that the data is flawed and here is why it is: Looking at the five highlighted countries (Shanghai, Japan, Canada, Singapore and Finland), none have failed their minority or immigrant students as abysmally as the U.S. has. Japan has few immigrants so not a focus for them. In the other four countries there are specific, robust programs to keep all students learning at a high level: These four countries keep all the balls in the air. They assimilate and take education seriously.
Not to pick on Hartford, they did have a second language teacher but he was always filling in as a sub in a classroom, so was no help with students who didn't understand English well enough to learn anything.
There's a whole lot more wrong with our schools than the schools. Our whole culture needs to wake up. We need professional teachers, not people who can't cut it elsewhere. By a hair's breadth, future students were saved because I know someone (who thankfully couldn't pass the certification test after 3 tries) who after 4 yrs of education courses in college still thought the sun and moon were the same object. Saints preserve us. We need a better caliber of teacher pool.
We need to not make our high school graduation rate tied to our real estate. All communities with great schools shout that out when advertising a house for sale. Don't you think that we short-change students just for a number? I know we do.
I have always thought teaching was like throwing darts -- we had no board/marker to know if we were hitting the real target, except fabricated ones in our little high school world. I've read in Surpassing Shanghai that the final test for a high school in one of the countries is the admittance test to the university. Imagine that. At the least I would have liked our seniors after a year of college to come back and tell us first hand what we did right or wrong.
I believe our best bench mark country would be Canada. They encourage immigrants because they need them for their workforce, as least in 2012 when the book was published. We don't generally encourage immigrants, we just get them, but none the less, we need to see how Canada manages to make them an asset.
One country forecasts with the help of their industries what workers they will need and dovetails the school curriculum to that goal. The U.S. education system couldn't devise a more helter-skelter system. We are not serious about enriching our students. It is just put in your time, do enough to get by and get out -- and that's just the teachers! We shall pay the price one day.