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We seek to understand how the 'no excuses' model, particularly its emphasis on high behavior and academic expectations through a rigid system of rewards and punishments, impacts the opportunities, experiences, and engagement of low-income and minority youth as political and civic actors. The study asks: How does the 'no excuses' context—as compared to other school culture contexts—influence civic and political opportunities for engagement in a school community? and How do the civic and political practices and self-perceptions of students attending 'no excuses' charter schools compare with those of students attending other school types? To answer these questions, we conducted a comparative case study of two high schools—one of which has elements of a no excuses model.