Who Benefits from KIPP?

Autor/inn/en	Angrist, Joshua D.; Dynarski, Susan M.; Kane, Thomas J.; Pathak, Parag A.; Walters, Christopher R.
Titel	Who Benefits from KIPP?
Quelle	In: Journal of Policy Analysis and Management, 31 (2012) 4, S.837-860 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.21647
Schlagwörter	Charter Schools; School Effectiveness; Special Needs Students; Limited English Speaking; Low Achievement; Reading Achievement; Mathematics Achievement; Achievement Gains; Middle School Students; Massachusetts + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schuleffizienz; Sonderpädagogischer Förderbedarf; Unterdurchschnittliche Leistung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Master-Studiengang
Abstract	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.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10