Here's the first quote that really grabbed my attention from the **study I'm reading on KIPP Schools**:

"*On average, KIPP middle schools have student bodies characterized by higher concentrations of poverty and racial minorities, but lower concentrations of special education and limited English proficiency LEP) students, than the public schools from which they draw.*" (Gleason et al. 2010, p14)

This suggests to me that KIPP schools are being selective. As soon as there is a statistically significant disparity in the enrollment policies of a school, one begins to suspect if the students are being chosen. The fact that the student population is poorer and more diverse than the typical public school is good but the fact that the KIPP population has fewer special needs and ESL students is worrisome. Common sense dictates that these students are more expensive to educate and will require more resources.

Here's another quote which drew my attention because the study fails to draw a really important conclusion from this inference they make.

"*By year three, half of the KIPP schools in our sample are producing math impacts of 0.48 standard deviations or more, equivalent to the effect of moving a student from the 30th percentile to the 48th percentile on a typical test distribution. Compared to national norms during this grade span, a 0.48 effect size after three years represents 1.2 years of accumulated extra growth in mathematics over the three year period (Bloom et al. 2008). For comparison, the black-white test core gap in math is typically estimated as approximately one standard deviation at fourth grade and eighth grade. (Bloom et al. 2008)*" (Gleason et al. 2010, p17)

What serious omission are they making at this point? Observing that KIPP students spend much more time in school than do their counterparts is pretty important here, particularly when comparing them on scales which are largely dependent on how much time learning the material students spend. In fact, given that the typical KIPP student spends **an extra 2 hours in study each day and 1 extra month in school** (1600 hours) compared to the typical public school student (1080 hours), we might hope to see a larger improvement than 1.2 times.

The study does point out that most KIPP schools are doing better than their local counterparts. This isn't too surprising to me if you look at the previous two quotes: **they are selective in their choice of students**, students spend way more time in their schools.

I wonder how KIPP schools would fare if students spent the same amount of time as a typical school, or if every student was equally likely to be accepted to their programs. I also wonder what would happen if we measured the success of schools on a broader set of standards than just their performance on some standardized test. What would the creativity index of a typical KIPP student be, I wonder?

**References:**

Bloom, H., Hill,C., Rebeck Black A., & Lipsey, M., (2008). Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions, MDRC Working Papers on Research Methodology.

Gill, B., Gleason, P., Nichols-Barrer, I., Teh, B., Tuttle, C. (2010) Student Characteristics and Achievement in 22 KIPP Middle Schools, Mathematica Policy Research, Inc., June 2010, retrieved from http://www.mathematica-mpr.com/publications/pdfs/education/kipp_fnlrpt.pdf on October 17th, 2010

David is a Formative Assessment Specialist for Mathematics at **New Visions for Public Schools** in NYC. He has been teaching since 2002, and has worked in Brooklyn, London, Bangkok, and Vancouver before moving back to the United States. He has his **Masters degree in Educational Technology from UBC**, and is the **co-author of a mathematics textbook**. He has been published in **ISTE's Leading and Learning**, **Educational Technology Solutions**, **The Software Developers Journal**, **The Bangkok Post** and **Edutopia**. He blogs with the **Cooperative Catalyst**, and is the **Assessment group facilitator for Edutopia**. He has also helped organize the first **Edcamp in Canada**, and **TEDxKIDS@BC**.

- Creating a WiiMote interactive white board at my school for under $50.
- 20 reasons not to use a one to one laptop program in your school (and some solutions)
- What is Edcamp?
- For whom are Interactive White boards Interactive?
- Forget the future: Here's the textbook I want now
- Mathematics education blogs
- There are no aha moments
- Why educators should blog: A helpful flowchart
- Eight Videos to Help Teachers Get Started Using Twitter
- 15 things kids can do instead of homework
- Paper use in schools
- Online Geogebra training
- The difference between instrumental and relational understanding
- What is The Effect of Technology Training for Teachers on Student Achievement?
- Using Google forms for a "Choose your own adventure" style story
- Why teach math?
- Ways to use technology in math class
- A Fundamental Flaw in Math Education
- A Restitution Guide to Classroom Management
- 25 Myths About Homework
- I don't know how to use a fax machine
- Migrating away from Google Reader
- Free tools for math education
- The Role of Immediacy of Feedback in Student Learning
- Reflection of our course discussion about the use of technology in the classroom

**Subscribe** to my blog

Theme by Danetsoft and Danang Probo Sayekti inspired by Maksimer

## Add new comment