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Author(s):Ross, S., McDonald, A., Alberg, M., McSparrin-Gallagher, B., and Calloway, F
Title:Urban school reform: Achievement and school climate outcomes for the Knowledge is Power Program (KIPP)
Source:http://crep.memphis.edu/web/research/pub/AERA 0...
Date:2005
Organization:Center for Research in Educational Policy
Short Description:This study was designed to examine the effects of a whole-school reform, the Knowledge is Power Program (KIPP), specifically designed to raise academic achievement of at-risk urban middle school students via interventions such as extended school day and year, rigorous curriculum, after-school access to teachers, and increased family-school connections.
Annotation:This study was designed to examine the effects of a whole-school reform, the Knowledge is Power Program (KIPP), specifically designed to raise academic achievement of at-risk urban middle school students via interventions such as extended school day and year, rigorous curriculum, after-school access to teachers, and increased family-school connections. Findings reflect positive first-year attainments for the KIPP school studied with regard to the implementation of curricula, instructional, and organizational programs, and particularly buy-in and support by faculty, parents, and students. These process outcomes, in turn, were associated with some advantages in achievement by the KIPP students relative to their matched control counterparts.
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Associated Keywords:
Achievement Gap
African Americans
Documents
Evaluation
Low-Income Students
Middle School
Minority/Race/Ethnicity
Preparation/College Readiness
School Reform

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