Education Reform in the Twenty-First Century: The Marketization of Teaching and Learning at a No-Excuses Charter School

Acknowledgments
Contents
List of Figures
List of Tables
1 Market-Centered Mania and Network Charter Schools
	1.1 A Brief History of Charter Schools
		1.1.1 Types of Charter Schools
		1.1.2 The No-Excuses Model
		1.1.3 The No-Excuses Network Niche
	1.2 Market-Centered Reform
		1.2.1 Accountability
		1.2.2 Accountability Among Charter Networks
		1.2.3 Competition
		1.2.4 Competition Among Charter Networks
		1.2.5 Scale
		1.2.6 Scale Among Charter Networks
	1.3 Market Mania Meets the New Paternalism
	1.4 Overview of the Book
	References
2 Going Undercover at Eclipse
	2.1 The AAG Network
		2.1.1 Building the Brand
	2.2 Eclipse Prep
		2.2.1 Student Characteristics
		2.2.2 Staff Characteristics
	2.3 Data Collection
		2.3.1 Data
	References
3 AAG’s Frontstage
	3.1 AAG’s Frontstage
		3.1.1 Achieving Measurable Results
		3.1.2 Marketing the AAG Brand
		3.1.3 Recruiting and Retaining Customers
	3.2 Marketization and Paternalism at Work
		3.2.1 Staffing AAG Schools
		3.2.2 Standardizing the Labor Process
		3.2.3 Surveilling the Labor Process
	3.3 Front and Center
	References
4 Eclipse’s Backstage
	4.1 Eclipse’s Backstage
		4.1.1 Managing Student Behavior
		4.1.2 Policing the Details
		4.1.3 Inciting Fear Instead of Feeling Afraid
	4.2 Discussion and Conclusion
	References
5 Competing on AAG’s Career Ladder
	5.1 Tracking the Teachers
	5.2 Re-Conceptualizing the Teaching Profession
		5.2.1 Promotion Track
		5.2.2 Plateau Track
		5.2.3 Turnover Track
	5.3 Communicating Track Membership
		5.3.1 Formal Methods
		5.3.2 Informal Methods
	5.4 Cultivating Track Investment
		5.4.1 Resisting and Reinforcing Track Boundaries
	5.5 Eliminating Nonperformers
	5.6 The Consequences of Competition
	References
6 Complying Creatively with AAG’s Blueprint
	6.1 Navigating Formal Policy on the Ground
		6.1.1 Formal Policy: Keeping Kids in the Room
		6.1.2 The Challenge of Keeping Kids in the Room
	6.2 Complying Creatively
		6.2.1 Creative Compliance: Matthews Sending Students Out—For Pullouts
		6.2.2 Failed Creative Compliance: Crosby Sending Students Out—For Pullouts
		6.2.3 Contested Creative Compliance: Neal Sending Students Out—To Other Classrooms
		6.2.4 Resigned Compliance: Daniels Sending Students Out—To a VP
		6.2.5 Noncompliance: Flynn Sending Students Out—To the Hallway
	6.3 Discussion and Conclusion
	References
7 Covering AAG’s Tracks
	7.1 Introducing Student Success Coaches
		7.1.1 Classroom Coverage
		7.1.2 Mutual Surveillance
	7.2 TA Resistance
		7.2.1 Claiming Hours and Protecting Time
		7.2.2 Outsiders Within
	7.3 Carrots and Sticks
	References
8 AAG Dreams and Eclipse Realities
	8.1 Implications
		8.1.1 Re-Conceptualizing the Teaching Profession
		8.1.2 Consequences
	8.2 The Quality of Schooling Under Marketization
		8.2.1 Organizational Instability
		8.2.2 Social Reproduction
		8.2.3 Equity-Conscious Discourse
	8.3 Conclusion
	References
Appendices
Appendix A/Participant Table
Appendix B/Methodological Reflections
Gaining Access
Data Analysis
On Covert Research
References
Index