| 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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