The task of this article is to interrogate the Knowledge Is Power Program (KIPP) model to develop a more robust understanding of a prominent trend in the charter school movement and education policy more generally. To accomplish this task, this article details the findings of a synthetic analysis that examines the KIPP model as a Hegelian whole concept operative in a specific mode of social reality. The guidance for this analysis is grounded in a rather straightforward research question. Given the prominence that the KIPP model has achieved in the charter school movement in the United States, what can a synthetic analysis tell us about not only KIPP, but also the larger charter school movement? (Contains 10 notes.)