The urban education reform landscape is being transformed by the rapid spread of charter schools. Leading the way is a group of high-performing, no-excuses charter schools, represented by networks like KIPP, Achievement First, and Uncommon Schools. Although critics have raised concerns over these schools’ highly structured disciplinary practices, these schools have justified these practices on the basis that they increase student achievement. In this article, we provide the first review of literature on the impact of no-excuses disciplinary practices on various measures of student and organizational success. We find little evidence to support the connection between no-excuses disciplinary methods and students’ academic performance on standardized tests—and some evidence that these methods may undermine non-academic outcomes, such as students’ social and behavioral skills.
Conformers
In the past, sociologists have provided keen insights into the work of teaching, but classic studies by scholars like Dan Lortie and Willard Waller are now decades old. With the current emphasis on teacher evaluation and accountability, the field is ripe for new sociological studies of teaching. How do we understand the work of teaching in this new context of control? In this article, I use the case of an urban, “no-excuses” charter school to examine how teachers responded to the school’s intensive effort to socialize them into a uniform set of disciplinary practices. Drawing from 15 months of fieldwork at a no-excuses middle school, I find that teachers varied in their responses to school control based on their cultural toolkits—their preferences and their capacities. Based on teachers’ adaptation strategies, I introduce four ideal types: conformers, imitators, adaptors, and rejecters. This article makes the following contributions. First, I extend classic theories of teacher self-socialization to a new context of control. Second, I offer new ways, beyond sensemaking theories, to analyze how and why teachers adopt (or fail to adopt) new teaching practices. Finally, I provide timely insight into teacher experiences in no-excuses schools—and into these schools’ efforts to redirect teacher education towards a more prescriptive, skills-based approach.
Paradox
No recent reform has had so profound an effect as no-excuses schools in increasing the achievement of low-income, black and Hispanic students. In the past decade, no-excuses schools—whose practices include extended instructional time, data-driven instruction, ongoing professional development, and a highly structured disciplinary system—have emerged as one of the most influential urban school-reform models. Yet almost no research has been conducted on the everyday experiences of students and teachers inside these schools. Drawing from 18 months of ethnographic fieldwork inside one no-excuses school and interviews with 92 school administrators, teachers, and students, I argue that even in a school promoting social mobility, teachers still reinforce class-based skills and behaviors. Because of these schools’ emphasis on order as a prerequisite to raising test scores, teachers stress behaviors that undermine success for middle-class children. As a consequence, these schools develop worker-learners—children who monitor themselves, hold back their opinions, and defer to authority—rather than lifelong learners. I discuss the implications of these findings for market-based educational reform, inequality, and research on noncognitive skills.