ERIC Number: EJ1016285
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
Do KIPP Schools Boost Student Achievement?
Gleason, Philip M.; Tuttle, Christina Clark; Gill, Brian; Nichols-Barrer, Ira; Teh, Bing-ru
Education Finance and Policy, v9 n1 p36-58 Win 2014
The Knowledge Is Power Program (KIPP) is an influential and rapidly growing nationwide network of charter schools serving primarily disadvantaged minority students. Prominent elements of KIPP's educational model include high expectations for student achievement and behavior, and a substantial increase in time in school. KIPP is being watched closely by policy makers and educators as a possible model for urban education, but existing studies of KIPP's effects on students have been subject to methodological limitations, making them less than conclusive. We measure the achievement impacts of forty-one KIPP middle schools across the country, using propensity-score matching to identify traditional public school students with similar characteristics and prior-achievement histories as students who enter KIPP. We find consistently positive and statistically significant impacts of KIPP on student achievement, with larger impacts in math than reading. These impacts persist over four years following admission, and are not driven by attrition of low performers from KIPP schools.
Descriptors: Charter Schools, Disadvantaged Youth, Academic Achievement, Student Behavior, Attendance Patterns, Urban Education, Models, Middle Schools, Educational Research, Comparative Analysis, Middle School Students, Student Characteristics, Mathematics Achievement, Reading Achievement, Probability
MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: firstname.lastname@example.org; Web site: http://www.mitpressjournals.org/loi/edfp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Authoring Institution: N/A