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…

How one sample of teachers who were uncommonly successful with at-risk students achieved their results was studied. Six minority (African American and Asian American) and six nonminority successful teachers in a large urban school district were interviewed about their practices. Implications of the variety of strategies used are discussed. (SLD)