ERIC Number: EJ988158
Record Type: Journal
Publication Date: 2012-Sep
Abstractor: As Provided
Who Benefits from KIPP?
Angrist, Joshua D.; Dynarski, Susan M.; Kane, Thomas J.; Pathak, Parag A.; Walters, Christopher R.
Journal of Policy Analysis and Management, v31 n4 p837-860 Fall 2012
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. (Contains 12 tables, 1 figure and 24 footnotes.)
Descriptors: Charter Schools, School Effectiveness, Special Needs Students, Limited English Speaking, Low Achievement, Reading Achievement, Mathematics Achievement, Achievement Gains, Middle School Students
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Intermediate Grades; Junior High Schools; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Massachusetts
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/81471