"Raw Intelligence Does Not Help You": Exploring Teachers' Conceptualizations of Success at One "No-Excuses" Charter School. (September 2021)

• Record Type: Journal Article
• Authors: Marsh, L. Trenton S.
• Is Part Of: Urban education. Volume 56:Number 7(2021)
• Page Start: 1106
• Page End: 1136
• Publication Date: 2021-09
• Subjects: success -- Black and Latinx students -- ethnography -- subjects -- charter school -- programs -- "no-excuses" charters -- teacher beliefs -- scale construction; Education, Urban -- Periodicals; Enseignement en milieu urbain -- Périodiques; Éducation; Milieu urbain; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.91732
• DOI: 10.1177/0042085920979677
• Languages: English
• ISSNs: 0042-0859

Abstract

This paper explores the ways in which success in school is constructed by a majority White teaching staff during day-to-day classroom practices and schoolwide policies, such as the disciplinary systems at a "no-excuses" charter school in one of the largest urban districts in the U.S. Stakeholders were assessed by interviews and observations during a year-long situated ethnography with an analysis of teachers' dispositions and actions. As "no-excuses" public charters are proliferated across the country due to purported students' success, it is important to understand how success in school is conceptualized and measured by teachers.