The pursuit of college for all: Ends and means in ‘no excuses’ charter schools

In recent years, ‘No Excuses’ charter schools have been hailed as a promising solution to closing the ‘achievement gap’ between low-income students of color and their high-income White peers. These schools, which have the explicit goal of college completion for all, measure success in terms of standardized test performance and college acceptance rates. Schools use rigid instructional and disciplinary practices to achieve success along these dimensions. And they are broadly successful, boasting test scores and college acceptance rates that are higher than average for the students they serve. For this reason, No Excuses schools are proliferating rapidly, dominating the educational landscape in low-income minority-serving urban districts. In this article, we argue that a focus on these standardized test performance and college acceptance drives schools to participate in practices that may impede other essential aspects of student learning and development. We outline a research agenda for social scientists, philosophers, and policymakers interested in evaluating the holistic success of these schools. We focus on four key components: the goal of college-for-all itself and its effects on student outcomes, instructional practices geared toward success on standardized exams, disciplinary practices that demand rigid physical and psychological conformity and punish minor infractions, and teacher practices that traumatize students and/or fail to meet the needs of students who encounter significant trauma in their homes and neighborhoods. We conclude that more information is needed before reformers can embrace No Excuses schools as a mechanism for eradicating inequality and promoting educational and psychosocial growth for students in poor communities of color. This research agenda is urgent as No Excuses charter networks are growing rapidly, and we urge policymakers and social scientists to take this task seriously before continuing to charter these schools wholesale.

Parents' Conceptions of Academic Success: Internal and External Standards

The ways in which parents get involved and advocate for their children's education rely upon parents' conceptions of academic success. Mothers (n = 547) and fathers (n = 547) of sixth-grade, academically talented students (62% males) completed a questionnaire assessing parents' definitions of academic success. Definitions were classified as Internal (i.e., emphasized behaviors relative to the student, had individual importance, or were self-satisfying), External (i.e., emphasized behaviors recognized as eminent by others or superior to peers), Both, or Neither. Conceptions were related to parents' education level, gender, and ethnic group. Parents likely to emphasize internal standards were those without a doctorate or medical degree, mothers, and White parents, which suggests that these groups are supportive of programs catering to individual needs and abilities. Fathers were more likely than mothers to measure academic success by external standards including high grades, college acceptance, and employment in a good career, which suggests that they support programs fostering the attainment of eminent achievements and may exert more pressure on their children.