KIPP Middle Schools: Impacts on Achievement and Other Outcomes

The Knowledge Is Power Program (KIPP) is a rapidly expanding network of public charter schools whose mission is to improve the education of low-income children. As of the 2012 -- 2013 school year, 125 KIPP schools are in operation in 20 different states and the District of Columbia (DC). Ultimately, KIPP's goal is to prepare students to enroll and succeed in college.Prior research has suggested that KIPP schools have positive impacts on student achievement, but most of the studies have included only a few KIPP schools or have had methodological limitations. This is the second report of a national evaluation of KIPP middle schools being conducted by Mathematica Policy Research. The evaluation uses experimental and quasi-experimental methods to produce rigorous and comprehensive evidence on the effects of KIPP middle schools across the country.The study's first report, released in 2010, described strong positive achievement impacts in math and reading for the 22 KIPP middle schools for which data were available at the time. For this phase of the study, we nearly doubled the size of the sample, to 43 KIPP middle schools, including all KIPP middle schools that were open at the start of the study in 2010 for which we were able to acquire relevant data from local districts or states. This report estimates achievement impacts for these 43 KIPP middle schools, and includes science and social studies in addition to math and reading. This report also examines additional student outcomes beyond state test scores, including student performance on a nationally norm-referenced test and survey-based measures of student attitudes and behavior

Kids Through College: How Helena-West Helena and KIPP Delta are Serving ALL Students

Two years ago, KIPP Through College advisors from KIPP Delta Collegiate High School started working at Central High in Helena. What’s happened since reveals the power of collaboration and suggests best practices for all schools

Who Benefits from KIPP?

The nation's largest charter management organization is the Knowledge is Power Program (KIPP). KIPP schools are emblematic of the No Excuses approach to public education, a highly standardized and widely replicated charter model that features a long school day, an extended school year, selective teacher hiring, strict behavior norms, and a focus on traditional reading and math skills. No Excuses charter schools are sometimes said to focus on relatively motivated high achievers at the expense of students who are most diffiult to teach, including limited English proficiency (LEP) and special education (SPED) students, as well as students with low baseline achievement levels. We use applicant lotteries to evaluate the impact of KIPP Academy Lynn, a KIPP school in Lynn, Massachusetts that typifies the KIPP approach. Our analysis focuses on special needs students that may be underserved. The results show average achievement gains of 0.36 standard deviations in math and 0.12 standard deviations in reading for each year spent at KIPP Lynn, with the largest gains coming from the LEP, SPED, and low-achievement groups. The average reading gains are driven almost completely by SPED and LEP students, whose reading scores rise by roughly 0.35 standard deviations for each year spent at KIPP Lynn.human capital, charter schools, achievement

Snapshot of KIPP Leadership Practices through 2010 -- 2011

As part of the U.S. Department of Education's Investing in Innovation (i3) grant, the Knowledge Is Power Program (KIPP) Foundation commissioned Mathematica to document leadership practices at KIPP schools. This issue brief summarizes notable findings from the study, which focused on identifying leadership practices across diverse areas: leadership structure and transitions, and the selection, development, and evaluation of leaders. Among other notable findings, KIPP combines a tiered sequence of leadership roles at the local level with national staff development programs to generate a pipeline of school leaders. The study also found that KIPP's Leadership Competency Model defines the skills school leaders need and guides development and evaluation

The Academic Impacts of Attending a KIPP Charter School in Arkansas

KIPP Delta College Preparatory School (KIPP: DCPS), an open-enrollment charter school, opened in 2002 in Helena, Arkansas. Since its opening, KIPP: DCPS students have consistently outperformed their peers in the Helena/West Helena School district, and moreover, recent test scores suggest that white students and minority students are achieving at the same rate, essentially eliminating the achievement gap that persists between whites and minorities elsewhere in the state. In fact, KIPP\u27s achievement record was so influential that when Arkansas lawmakers instituted a cap on the number of open-enrollment charter schools in the state, they made an exception for KIPP, essentially allowing for an unlimited number of KIPP schools to operate in Arkansas. Yet, despite the national reputation of this charter school network that led lawmakers in Arkansas to exempt KIPP network from the charter school cap in the state, there has been no single evaluation of KIPP performance that compares KIPP students to traditional public school peers on matched observable academic and demographic variables present prior to the KIPP student\u27s eventual enrollment at the charter school. Thus, the purpose of this study is to evaluate KIPP student academic performance to determine whether this policy has been a success. Further, the extent to which students enroll and then remain - or leave - KIPP (attrition) is also examined. In summary, with regard to student attrition and achievement at KIPP: DCPS as compared to their traditional public school (TPS) feeder district peers: * KIPP student attrition rates are statistically significantly higher than the set of academically and demographically matched peers from the TPS feeder districts, with the largest differences observed at the grade 5 to grade 6 transition year. However, when KIPP attrition is compared to the aggregated TPS attrition rates from grades 5 through 8, only the grade 5 to 6 transition year attrition rates are statistically significantly higher at KIPP. * Students who enroll in KIPP during grade 5 and spend at least one year in the charter school from grade 5 through grade 8 outperform their traditional public school peers on the Arkansas Benchmark Exams in math and literacy. * Of first time grade 5 KIPP entrants who are binned together by the number of years they stay in KIPP, only those students who remain enrolled through grade 8 show positive differences in math and literacy achievement as measured by the Arkansas Benchmark Exam when compared to their matched TPS peers. * A subset of first time grade 5 KIPP entrants that remained enrolled in the charter school through grade 8 outperformed their matched TPS peers on the Arkansas Benchmark Exams in math and literacy

Who Benefits from KIPP?

The nation's largest charter management organization is the Knowledge is Power Program (KIPP). KIPP schools are emblematic of the No Excuses approach to public education, a highly standardized and widely replicated charter model that features a long school day, an extended school year, selective teacher hiring, strict behavior norms, and emphasizes traditional reading and math skills. No Excuses charter schools are sometimes said to target relatively motivated high achievers at the expense of students who are more difficult to teach, including limited English proficiency (LEP) and special education (SPED) students, as well as students with low baseline achievement levels. We use applicant lotteries to evaluate the impact of KIPP Academy Lynn, a KIPP school in Lynn, Massachusetts that typifies the KIPP approach. Our analysis focuses on special needs students that may be underserved. The results show average achievement gains of 0.36 standard deviations in math and 0.12 standard deviations in reading for each year spent at KIPP Lynn, with the largest gains coming from the LEP, SPED, and low-achievement groups. Average reading gains are driven almost entirely by SPED and LEP students, whose reading scores rise by roughly 0.35 standard deviations for each year spent at KIPP Lynn

Does KIPP Grow Advantaged? Analyzing KIPP Campuses Over Time

Knowledge Is Power Program (KIPP) charter schools are regarded as among the most academically successful schools serving high poverty populations. KIPP schools serve students that are more likely to be poor and from racial minorities than their peers in nearby traditional public schools. Nevertheless, it is possible that, as parents become aware of KIPP’s seemingly successful track record, the student population at KIPP might become less disadvantaged over time. Using Common Core data, we examined demographic changes in 81 KIPP schools that opened between 1995 and 2011, finding no quantitative evidence that KIPP students are growing more advantaged over time. Interviews with KIPP leaders suggest that such stability may reflect purposeful marketing aimed at attracting the most disadvantaged students, though more research is needed

San Francisco Bay Area KIPP Schools: A Study of Early Implementation and Achievement: Final Report

Examines the achievement results and operations of five Knowledge Is Power Program middle schools to assess the program's effectiveness, the role of leadership, implementation of the KIPP culture, design of curricula and instruction, and lessons learned

Sejauh manakah model Stufflebeam (KIPP) boleh membantu dalam penilaian program pembelajaran?

Penilaian adalah satu proses untuk menentukan masalah, memilih maklumat berkaitan, dan memungut dan menganalisis maklumat untuk melaporkan rumusan yang berguna kepada pembuat keputusan. Model penilaian yang dibincangkan dalam topik ini ialah model KIPP Stufflebeam. Model penilaian KIPP dipilih kerana keberkesanan nya bagi mendapatkan hasil formatif dan sumatif dan bagi mencari keputusan, dan keupayaan penyelesaian masalah. Model penilaian KIPP boleh dibuat penilaian sama ada sebelum, semasa atau selepas projek itu berjalan. Ini amat berbeza dengan pendekatan Stake’s yang mengandaikan bahawa penyelidik boleh membuat kajian semasa peringkat implementasi ataupun semasa program itu sedang berjalan. Model penilaian KIPP juga dibentuk untuk memenuhi kehendak perancang dan pentadbiran program bukan sekadar memenuhi kehendak individu. Akhir sekali KIPP direka bentuk bukan setakat untuk membukti sesuatu keputusan tetapi bertindak sebagai untuk memperbaiki di mana maklumat-maklumat yang diperoleh nanti boleh dijadikan panduan untuk merancang sesuatu program

KIPP-notizing : How the transfer of Scholastic Capital Aids Underserved Students in Climbing the Mountain to College at KIPP Charter Schools

This research project investigates the presence and effect of scholastic capital at KIPP (Knowledge Is Power Program) charter schools, taking up issues concerning how scholastic capital is “fleshed out” and communicated at KIPP Scholar Academy, and to what effect on its underserved students. Through classroom observation and interviews, I analyzed the explicit transfer of scholastic capital in KIPP Scholar Academy classrooms, focusing specifically on KIPP’s schooling ideology and classroom culture. My findings suggest that KIPP students successfully matriculate to college because they are explicitly instructed in the ways of scholastic capital via intentional use of language, comportment, and expectations. The end result of the transfer of scholastic capital at Scholar Academy is that these KIPP students’ “native culture” lends itself to a rapport and cultural heritage that is closely related to all necessary indicators of academic success found in higher education