Most studies of No-Excuses charter schools are distributive in nature. They answer a question of distributive justice: do these schools adequately close the academic achievement gap that exists in America between white and Black or Hispanic students? When discussion of No-Excuses schools is limited to their distributive worth, critics of No-Excuses schools are trapped. Are they really against high academic achievement, supporters of No-Excuses schools might say. This analysis seeks to escape thi…
Read moreMost studies of No-Excuses charter schools are distributive in nature. They answer a question of distributive justice: do these schools adequately close the academic achievement gap that exists in America between white and Black or Hispanic students? When discussion of No-Excuses schools is limited to their distributive worth, critics of No-Excuses schools are trapped. Are they really against high academic achievement, supporters of No-Excuses schools might say. This analysis seeks to escape this trap by proposing and doing an analysis of No-Excuses schools using relational justice. A turn to relational justice recognizes other educational goods schools might deliver to their students. By focusing on relational justice, the author moves the debate over No-Excuses schools into a register in which both their supporters and their opponents can work toward common aims. The author uses Anthony Laden’s relational justice to analyze No-Excuses discourse and practice and then offers recommendations to both No-Excuses schools and education theorists.
