Nuance in “No Excuses”
Unexpected Progressive Pedagogy and Policy
Bibliographic Data
| ID | 9729228 |
|---|---|
| Authors | Monique Harrison (0000-0002-2181-130X, Stanford University, CA, USA, corresponding author) |
| Year | 2023 |
| Volume | 55 |
| Issue | 3 |
| Pages | 342-370 |
| Publication date | 2023-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00131245221076096 |
| OpenAlex | W4214921788 |
| Language | EN |
| Citations received | 1 |
| References cited | 25 |
“No Excuses” charter schools are at the center of many debates in education policy. First, what accounts for their test success, excellent learning environments or merely test preparation? Second, are strict behavior policies necessary to create efficient learning environments or are they harmful to students and their ability to navigate authority? This study uses classroom observations, student surveys, and interviews of administrators, teachers and students to understand the dynamics of pedagogy and discipline in two high-performing charter schools in New York City. Surprisingly, what makes these top “no excuses” schools successful is what distances them from the “no excuses” standard definitions. The schools displayed progressive mathematics pedagogy, reflective and abridged discipline practices, and strong school cultures that retained both students and teachers. These findings suggest that there are more nuances in the “no excuses” model than previously known and which need to be understood before continued replication
Charter · Charter school · Mathematics education · Pedagogy · Political science · Sociology · Test (biology · Education Discipline and Inequality · Law · Parental Involvement in Education · Psychology · School Choice and Performance
Subtractive Schooling
Negotiating Opportunities
Bad Boys
Are High-Quality Schools Enough to Increase Achievement Among the Poor? Evidence from the Harlem Children's Zone
Title unavailable
The Sage Handbook of Gender and Education
Do no-excuses disciplinary practices promote success
Despite the Best Intentions
Raising Citizens or Raising Test Scores? Teach For America, “No Excuses” Charters, and the Development of the Neoliberal Citizen
Scripted and Narrowed Curriculum Reform in Urban Schools
Warm Demander Pedagogy
Current patterns of parental authority
Charter Management Organizations and the Regulated Environment
Making Mathematics Work for All Children
Authoritative Classroom Management
How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement
Judging School Discipline
(No) Harm in Asking
The Paradox of Success at a No-Excuses School
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |