Joanne W. Golann Libri

Silent, single-file lines and strict rules govern behavior in some of the most acclaimed urban schools today, all aimed at supporting student achievement. But what do these "scripts" truly accomplish? Immersing readers in a "no-excuses" charter school, the narrative provides insight into a growing model of urban education reform. Through interviews with students, teachers, administrators, and parents, along with document analysis, it reveals that these schools impose excessive social control on both teachers and their predominantly low-income Black and Latino students. Despite their good intentions, these scripts hinder the development of crucial interactional skills and perpetuate the very inequities they aim to address. The account highlights how no-excuses schools utilize scripts to regulate behavior, exploring the reasons for their adoption, their intended purposes, and their shortcomings. The narrative uncovers a complex story about the benefits and limitations of scripts in equipping students with essential skills for navigating college and complex social institutions—skills like flexibility, initiative, and comfort in adult interactions. By contrasting scripts with tools, it raises vital questions about cultural capital and effective teaching methods, illuminating the challenging realities of current education reform and reimagining what is necessary for long-term student success.