KIPP (Knowledge is Power Program) Schools

We exploit information about parental preference and a randomized component in the assignment of students to schools within a deferred acceptance (DA) mechanism to estimate the causal effect of enrolling in a charter school in Newark, New Jersey, on student test scores. The estimates incorporate variation from students attending about 70% of the city’s charter schools, accounting for about 85% of charter school enrollment. Enrolling in a Newark charter school that participated in the DA assignment process leads to a large and statistically significant increase in math and English Language Arts (ELA) scores. Enrolling in a charter school that is operated by either the Knowledge Is Power Program (KIPP) or Uncommon charter school networks has an especially large effect.

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Partial identification of the distribution of treatment effects with an application to the Knowledge is Power Program (KIPP)

Quantitative Economics ◽

10.3982/qe1273 ◽

2021 ◽

Vol 12 (1) ◽

pp. 143-171 ◽

Cited By ~ 1

Author(s):

Brigham R. Frandsen ◽

Lars J. Lefgren

Keyword(s):

Student Achievement ◽

Charter School ◽

Joint Distribution ◽

Treatment Effects ◽

Math Achievement ◽

Partial Identification ◽

Traditional Classroom ◽

Potential Outcomes ◽

Knowledge Is Power Program

We bound the distribution of treatment effects under plausible and testable assumptions on the joint distribution of potential outcomes, namely that potential outcomes are mutually stochastically increasing. We show how to test the empirical restrictions implied by those assumptions. The resulting bounds substantially sharpen bounds based on classical inequalities. We apply our method to estimate bounds on the distribution of effects of attending a Knowledge is Power Program (KIPP) charter school on student achievement, and find that a substantial majority of students' math achievement benefited from attendance, especially those who would have fared poorly in a traditional classroom.

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Knowledge is Power Program (KIPP)

Encyclopedia of Educational Reform and Dissent ◽

10.4135/9781412957403.n236 ◽

2013 ◽

Author(s):

Thomas J. Lasley

Keyword(s):

Knowledge Is Power Program

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Achievement and Climate Outcomes for the Knowledge is Power Program in an Inner-City Middle School

Journal of Education for Students Placed at Risk (JESPAR) ◽

10.1080/01900690701261114 ◽

2007 ◽

Vol 12 (2) ◽

pp. 137-165 ◽

Cited By ~ 17

Author(s):

Steven M. Ross ◽

Aaron J. McDonald ◽

Marty Alberg ◽

Brenda McSparrin-Gallagher

Keyword(s):

Middle School ◽

Inner City ◽

Knowledge Is Power Program

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Do KIPP Schools Boost Student Achievement?

Education Finance and Policy ◽

10.1162/edfp_a_00119 ◽

2014 ◽

Vol 9 (1) ◽

pp. 36-58 ◽

Cited By ~ 9

Author(s):

Philip M. Gleason ◽

Christina Clark Tuttle ◽

Brian Gill ◽

Ira Nichols-Barrer ◽

Bing-ru Teh

Keyword(s):

Student Achievement ◽

School Students ◽

Policy Makers ◽

High Expectations ◽

Public School Students ◽

Traditional Public School ◽

Knowledge Is Power Program ◽

Prior Achievement ◽

And Behavior ◽

Kipp Schools

The Knowledge Is Power Program (KIPP) is an influential and rapidly growing nationwide network of charter schools serving primarily disadvantaged minority students. Prominent elements of KIPP's educational model include high expectations for student achievement and behavior, and a substantial increase in time in school. KIPP is being watched closely by policy makers and educators as a possible model for urban education, but existing studies of KIPP's effects on students have been subject to methodological limitations, making them less than conclusive. We measure the achievement impacts of forty-one KIPP middle schools across the country, using propensity-score matching to identify traditional public school students with similar characteristics and prior-achievement histories as students who enter KIPP. We find consistently positive and statistically significant impacts of KIPP on student achievement, with larger impacts in math than reading. These impacts persist over four years following admission, and are not driven by attrition of low performers from KIPP schools.

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