Who Benefits from KIPP? NBER Working Paper No. 15740

Autor/inn/en	Angrist, Joshua D.; Dynarski, Susan M.; Kane, Thomas J.; Pathak, Parag A.; Walters, Christopher R.
Institution	National Bureau of Economic Research
Titel	Who Benefits from KIPP? NBER Working Paper No. 15740
Quelle	(2010) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Extended School Year; Charter Schools; Mathematics Skills; Limited English Speaking; Public Education; Reading Skills; Achievement Gains; Reading Improvement; Mathematics Achievement; Extended School Day; Teacher Selection; Student Behavior; Program Effectiveness; Program Evaluation; Hispanic American Students; Special Needs Students; Improvement Programs + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Öffentliche Erziehung; Reading skill; Lesefertigkeit; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathematical ability; Ganztagsunterricht; Student behaviour; Schülerverhalten; Programme evaluation; Programmevaluation; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Sonderpädagogischer Förderbedarf; Effizienzsteigerung
Abstract	Charter schools affiliated with the Knowledge is Power Program (KIPP) are emblematic of the No Excuses approach to public education. These schools feature a long school day, an extended school year, selective teacher hiring, strict behavior norms and a focus on traditional reading and math skills. We use applicant lotteries to evaluate the impact of KIPP Academy Lynn, a KIPP charter school that is mostly Hispanic and has a high concentration of limited English proficiency (LEP) and special-need students, groups that charter critics have argued are typically under-served. The results show overall gains of 0.35 standard deviations in math and 0.12 standard deviations in reading for each year spent at KIPP Lynn. LEP students, special education students, and those with low baseline scores benefit more from time spent at KIPP than do other students, with reading gains coming almost entirely from the LEP group. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10