In other words, the teacher-focused, market-based philosophy that dominates our public debate is not very well represented in the “no excuses” model, even though the latter is frequently held up as evidence supporting the former. Now, it’s certainly true that policies are most effective when you have good people implementing them, and that the impact of teachers and administrators permeates every facet of schools’ operation and culture. Nonetheless, most of the components that comprise the “no excuses” model in its actual policy manifestation are less focused on “doing things better” than on doing them more. They’re about more time in school, more instructional staff, more money and more testing. I’ve called this a “blunt force” approach to education, and that’s really what it is. It’s not particularly innovative, and it’s certainly not cheap.