|Decision Makers:||Educators Local Government Grantmakers|
|Population Reach:||1-9% of WI's population|
|Impact on Disparities:|
Is this program or policy in use in your community? Tell us about it.
The Knowledge is Power Program (KIPP) is a network of public charter schools that emphasize high expectations for all students, parent and student commitment, empowered principals with flexibility in budgeting and personnel, and regular student assessments that inform continuous improvement. KIPP schools serve primarily low income students. Larger proportions of KIPP students are African-American, Latino, or low income than students in nearby traditional schools and smaller proportions of KIPP students have limited English proficiency or special needs (Mathematica-Tuttle 2013, Miron 2011). KIPP schools require approximately 9 hours per day, 192 days per year, including one Saturday per school month; traditional public schools require an average of 6.6 hours per day and 180 days per school year (Mathematica-Tuttle 2013). KIPP started as a middle school program and began expanding into elementary and high schools in 2004 (Mathematica-Tuttle 2015).
There is strong evidence middle schools that follow the Knowledge is Power Program (KIPP) model improve students’ academic outcomes more than traditional public schools (TPS). KIPP middle schools yield better student outcomes in reading and math (CRPE-Betts 2011, Mathematica-Tuttle 2013, Gleason 2014, Mathematica-Tuttle 2015), and can improve students’ achievement in science and social science (Mathematica-Tuttle 2013, Mathematica-Tuttle 2015) more than TPS. KIPP may yield the largest gains for minorities, low income and low performing students, and students with limited English skills (Angrist 2012).
"No Excuses" charter schools, such as KIPP, that offer frequent teacher feedback, use data to assess and modify instruction, intensively tutor students, offer more instructional time than traditional schools, and demand rigorous behavioral and academic performance can yield better academic outcomes than other charter schools (Dobbie 2013, Mathematica-Furgeson 2012). KIPP schools also appear to increase parents’ satisfaction with their child’s school. KIPP schools do not appear to affect student’s motivation, behavior, or aspirations (Mathematica-Tuttle 2015).
KIPP middle schools that enact more comprehensive school-wide behavioral systems or spend more time on academics have been linked with stronger academic effects than KIPP schools that do not. KIPP schools with days longer than nine hours may not improve academic outcomes more than schools with shorter days, perhaps because the additional hours are not typically spent on core academic activities (Mathematica-Tuttle 2013).
As the KIPP network has expanded, KIPP middle schools continue to demonstrate significant improvements in reading and math, although effect sizes vary. Early studies of KIPP elementary schools suggest attendees have greater academic outcomes than their peers; KIPP high schools appear to benefit students new to the KIPP model more than continuing KIPP students (Mathematica-Tuttle 2015). Some researchers caution that if the KIPP model were implemented more widely, finding enough teachers willing to work its longer hours would be challenging (Yeh 2013).
As of 2016, there are 183 KIPP schools in 20 states and Washington DC, 89 of which are middle schools. These schools serve over 70,000 students, most of whom are from low income families (KIPP).
As of 2016, there are not KIPP schools in Wisconsin (KIPP).
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