Thesis advisor: Karen D. Arnold / No-excuses charter schools are arguably the most successful and controversial school-choice model of the last quarter century (Cheng et al., 2017). Typically following a college-for-all ethos, they demonstrate sizable gains in test scores and college acceptance rates for marginalized student populations (Davis & Heller, 2019). However, concerns regarding how these schools achieve these short-term outcomes using strict practices warrants further qualitative investigation (Golann, 2015). A paucity of research explores the influence of no-excuses practices on long-term college success outcomes extending beyond graduation and persistence rates to include well-being, career preparation, academic growth, and satisfaction (Mehta, 2020). This three-article dissertation investigates the perceived influence of a no-excuses charter high school on four-year college success from multiple perspectives. Following a qualitative case study approach (Merriam, 1998) grounded in a conceptual model of college success (Perna & Thomas, 2006), the study utilizes observations, document review, and semi-structured interviews––some including photo-elicitation (Harper, 2002). Article One explores the four-year college experiences of no-excuses charter high school alumni. Article Two examines institutional agents’ roles in implementing college-for-all practices within a no-excuses charter high school. Article Three draws on this case study to propose a process for merging qualitative research and program theory development for school improvement (Funnell & Rogers, 2011; Joyce & Cartwright, 2021). These articles identify and expound upon certain no-excuses components that positively and negatively contribute to students’ college success. Aspirational college talk, comprehensive college and financial aid application support, and a caring environment contributed to four-year college matriculation. However, pressure institutional agents experienced to meet short-term outcomes associated with normative definitions of college success resulted in one-size-fits-all approaches to teaching, behavior management, and college preparation that minimized opportunities for students’ identity formation, noncognitive skill development, social-emotional learning, and discovery of intrinsic college-going motivation. This study offers recommendations for (re)envisioning college-for-all policies and school-based practices to be more flexible, student-centered, and culturally responsive in ways that honor a student’s personhood while helping them go to college, thrive, and graduate. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_109678 |
| Date | January 2023 |
| Creators | Rohn, Kathy Chau |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
Page generated in 0.0018 seconds