Author's Keywords: schools, success, achievement, testing, students	Convention All Academic Convention is the premier solution for your association's abstract management solutions needs. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p110498_index.html Direct Link: HTML Code:

Jones, Sarah. "Living Success, Achieving Success: How Success is Defined in One Highly 'Successful' School" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA,, Aug 14, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p110498_index.html>

Jones, S. E. , 2004-08-14 "Living Success, Achieving Success: How Success is Defined in One Highly 'Successful' School" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p110498_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: In this paper I set out to complicate the notion of success. In order to do so, I draw from the data collected during a yearlong ethnographic study of the KIPP Academy (Knowledge is Power Program: KIPP) in Houston, TX. I argue that success is not simply a static entity that schools and students do or do not have, but rather, a dynamic social construct that becomes visible in different social locations. Through my research I have located to categories of success. One category consists of definitions of success that are external to the school (i.e., held by agencies external to the school such as the state government) that I term, "frontstage success." The second consists of definitions that are internal to the school that I term "backstage success." Whereas frontstage definitions of success are indicated through "objective" measures such as testing that hold schools accountable to the public, backstage definitions are represented by situated, local understandings used by students (and their teachers) to render conduct accountable, achieve a sense of agency, and create a culture of success. In the past, analytic priority has been given to frontstage definitions of success, while backstage definitions have been overlooked. However, I demonstrate in this paper that it is crucial to understand backstage definitions of success to help students become active participants in their education.

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