The prevalence of racial and income-based educational achievement gaps is one of the most critical current issues in U.S. education and contributes significantly to racial and economic inequality. Despite periods of progres, these gaps remain substantial. They begin early in life, and, given the rapidly growing population among the lowest-achieving groups, these gaps will only become more critical in the future. Charter schools in urban communities across the United States have begun employing a "No Excuses" philosophy, which focuses intensely on improving the math and literacy achievement of students who come primarily from low-income and minority backgrounds. The No Excuses philosophy is centered around raising awareness of the idea that there is no excuse for the academic failure of schools serving low-income children and is aimed to embolden educators to develop school-based interventions and schooling models aimed at improving academic outcomes for this population. Given the expanded recent interest in No Excuses charter schools as an instrument of education reform for low-income and minority students, now more than ever, there is need for critically evaluated information about their performance. In this review, the authors intend to evaluate the efficacy of use of the No Excuses charter schools with respect to their impact on students' achievement in math and literacy. To do so, a comprehensive systematic review must be conducted including studies investigating a variety of charter networks implementing the No Excuses charter school model. A systematic review that evaluates the efficacy of the model will advance the evidence base and provide researchers, educators, and policymakers with a means by which to make informed decisions about the use of the model in the field.