Strong statistically significant results for KIPP students that are better than their peers


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 enrol and succeed in college.

KIPPs approach is different. It is particularly keen on  structured,  ‘meaningful’  approaches to character development in its schools This is rooted in the research of Dr. Martin Seligman (Universityof Pennsylvania) and  Dr. Chris Peterson (University of Michigan) that identifies 24 character strengths as leading to engaged, meaningful, and purposeful lives. Its not just about academic attainment. Resilience  and character matter even more, if students are to succeed in education and life.

There is a research partnership between KIPP NYC and Dr. Angela Duckworth (University of Pennsylvania), KIPP which informs the focus on seven highly predictive strengths: zest, grit, self-control, optimism, gratitude, social intelligence, and curiosity. They have integrated their own experiences as teachers with the research of Seligman, Peterson, and Duckworth to create a road map for the development of each strength.  So KIPP schools seek to see how they  can integrate a more structured and measurable approach to character development.

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 maths and reading for the 22 KIPP middle schools for which data were available at the time.  This most recent  study, conducted by Mathematica,  is  the most rigorous research yet on KIPP schools  and  shows that the Knowledge Is Power Program, provides a significant learning boost to middle school students in multiple subjects. It also found that while KIPP serves more low-income students than public school peers, it serves fewer special education students and English language learners. The report states ‘The average impact of KIPP on student achievement is positive, statistically significant, and educationally substantial. KIPP impact estimates are consistently positive across the four academic subjects examined, in each of the first four years after enrolment in a KIPP school, and  for all measurable student subgroups’.   Three years after students enroll in KIPP schools, they had 11 more months of maths knowledge than their peers, according to the study. The research showed KIPP students had eight more months of reading knowledge, 14 more months of science knowledge, and 11 more months of social studies knowledge.  Charter schools are publicly funded, but can be privately run. KIPP is one of the best known chains. KIPP schools often feature a longer school day, carefully selected teachers, a strict discipline code, parental contract, and teachers available to parents after school hours.  The Mathematica study accounted for the common critique that KIPP’s results are skewed because the school attracts the kids of highly-motivated parents, said Philip Gleason, who directed the research. In 13 of the 43 schools Mathematica investigated, the firm compared KIPP students with children who entered the KIPP lottery, but did not receive slots in KIPP schools. The researchers said the positive results held steady for the KIPP students. The study did find though that KIPP’s ‘behavioural’ modifications contributed to academic performance. KIPP schools that reported a “comprehensive” approach toward behaviour saw greater positive effects than schools that did not.  But ‘KIPP has no statistically significant effect on a variety of measures of student attitudes  that may be related to long-run academic success. The estimated KIPP impacts on  indices of student-reported self-control, academic self-concept, school engagement,  effort/persistence in school, and educational aspirations are not statistically significant.’  KIPP schools that had a longer than average school day had smaller positive effects on student performance. The report says this might be because the KIPP schools with longer days than others often focused their extended hours on non-academic areas.  KIPP students do from 35 minutes to 53 minutes more nightly homework than their peers, yet reported they were more satisfied with school than peers, according to the study.

KIPP Middle Schools:  Impacts on Achievement and Other Outcomes  Final Report- February 27, 2013- Christina Clark Tuttle Brian Gill Philip Gleason Virginia Knechtel Ira Nichols-Barrer Alexandra Resch


Charter schools are the fastest-growing sector of public education, taking root in most U.S. states, thanks to a big push by the education reform lobby and the federal government’s  ‘Race to the Top’ competition.  One of the defining features of  Charter schools is that they operate on the basis of a  ‘charter’, i.e. a performance contract granted for three to five years, defining the school’s mission and goals,  as well as the type of students it aims to attract. Charter schools are then held accountable to their  sponsor (for example a local school board), which assesses whether these stated aims have been  achieved and – if not – eventually revokes the charter.


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