The Knowledge is Power Program (KIPP): An Analysis of One Model's Efforts to Promote Achievement in Underserved Communities

Macey, Erin; Eckes, Suzanne E.

doi:10.1080/15582150903280656

Cited by 13 publications

(14 citation statements)

References 11 publications

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“…This reality underlines the urgency of extending our understanding of no-excuses schools beyond the quantitative studies of test scores that dominate the literature on this model (e.g., Angrist, Pathak, & Walters, 2013;Macey, Decker, & Eckes, 2009). In this ethnographic study, I explore what life inside a no-excuses charter school is like for middle-school-aged…”

Section: Grahammentioning

confidence: 99%

“…Whatever the reason, these schools carefully regulate students’ speech, actions, and even body language. Students walk from class to class in silent, single-file lines (Macey et al, 2009; Seider, 2012; Whitman, 2008). In the classroom, acronyms such as SLANT ( sit up, listen, ask and answer questions, nod your head, track the speaker with your eyes ) remind students of the specific expectations for what they should do, how they should sit, and even where they should direct their eyes (Goodman, 2013; Lemov, 2010; Tough, 2006).…”

Section: Situating the Studymentioning

confidence: 99%

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“In Real Life, You Have to Speak Up”: Civic Implications of No-Excuses Classroom Management Practices

Graham

2019

American Educational Research Journal

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Conceptualizing educational inequality as equivalent to the “achievement gap” has fueled the expansion of no-excuses charters, which purport to raise test scores and thereby equalize opportunities for low-income students of color. In contrast, I argue that the individual provision of opportunity is inadequate to address the structural inequalities that create differential achievement, and thus that no-excuses schools cannot be assessed using test scores alone. This ethnographic study examines how no-excuses classroom management shapes students’ development as citizens. My findings suggest that no-excuses classroom management is not a supportive structure that enables academic achievement, but a restrictive and often unfair system that reinforces compliance to institutional authority. I contend that the consequences of this system are more likely to perpetuate than to ameliorate inequality.

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Section: Grahammentioning

confidence: 99%

Section: Situating the Studymentioning

confidence: 99%

“In Real Life, You Have to Speak Up”: Civic Implications of No-Excuses Classroom Management Practices

Graham

2019

American Educational Research Journal

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“…KIPP seems to have considerable academic success, with numerous studies of individual campuses (Macey, Decker, and Eckes, ) and student‐level, lottery‐based studies (Tuttle et al, ) finding that KIPP students are as, or somewhat more, disadvantaged than peers at nearby traditional public schools (with the notable exceptions of fewer English as a second language (ESL) and special education (IEP) students), but make significantly greater academic progress. Nationally, 95 percent of KIPP students are African American or Hispanic, with 84 percent eligible for free or reduced‐price lunch (Knowledge is Power Program, ).…”

Section: Teacher Recruitment In High Need Schoolsmentioning

confidence: 99%

Show Them the Mission: A Comparison of Teacher Recruitment Incentives in High Need Communities

Shuls

Maranto

2013

Social Science Quarterly

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Objective. Most public organizations use both materialistic and idealistic appeals to attract valued employees, with the latter being particularly important for difficult jobs. Teaching in high poverty communities is one such job, though none have studied whether successful high poverty schools such as the Knowledge Is Power Program (KIPP) schools make relatively greater use of public service appeals in teacher recruitment. In education, we identify these materialistic and idealistic appeals as teachercentered and student-centered incentives. Teacher-centered incentives are those that appeal to a teacher's desire for higher compensation or advancement opportunities, whereas student-centered appeals attempt to attract teachers with a public service mission. Method. We compare the use of teacher-centered and student-centered appeals in teacher recruitment by the universe of KIPP networks (n = 33) and neighboring traditional public school districts (n = 34), each serving disadvantaged populations. Coders record personnel website use of four teacher-centered appeals (including salary and benefits) and four student-centered appeals. Results. Chi-square tests show that KIPP schools make less use of teacher-centered appeals, especially monetary compensation, and more use of student-centered appeals in teacher recruitment. Conclusion. Supplemented by fieldwork, findings suggest that appeals to mission may work better than merit pay in recruiting effective teachers for high poverty schools. Teacher Recruitment in High Need SchoolsSalary, benefits, and other individualistic incentives are thought to be the primary inducements for college graduates to apply for many jobs, reflecting the largely materialistic reasons why most young people choose to attend college in the first place (Arum and Roksa, 2011). Yet altruism rather than salary (and other material incentives) is often noted as the key motive enticing teachers to enter their profession. This relative altruism is undoubtedly *

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“…The Knowledge is Power Programme is a network connecting some 80 public schools across almost 20 states (Henig, 2008;Macey et al, 2009;Angrist et al, 2010). Although KIPP calls itself a network, others call it a non-profit Educational Management Organization (e.g.…”

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confidence: 99%

Markets in Education

Waslander

Pater²,

Weide³

2010

OECD Education Working Papers

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JT03290846 OECD DIRECTORATE FOR EDUCATION OECD Education Working Paper SeriesThis series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.Comment on the series is welcome, and should be sent to either edu.contact@oecd.org or the Directorate for Education, 2, rue André Pascal, 75775 Paris CEDEX 16, France.The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries. ABSTRACTIn the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools. RÉSUMÉAu cours des trois dernières décennies, de nombreux gouvernements dans le monde entier ont introduit des mécanismes de marché au sein de leur système éducatif. Ils ont procédé ainsi en valorisant le choix des parents d'élèves et en encourageant la compétition scolaire à travers des politiques telles que l'abolition des zones scolaires, la création de programmes accessibles à l'aide de chèques scolaires, et mise en place des écoles à charte. Ces mécanismes de marché ont donné naissance à des débats passionnés dans les milieux politiques et scientifiques. Cependant, les toutes premières recherches dans ce secteur ont conclu que les effets des mécanismes de marché dans le secteur éducatif sont mineurs, lorsqu'ils sont déterminés. Cette étude essaie de comprendre pourquoi il en est ainsi en analysant la chaîne causale qui lie les mécanismes de marché aux résultats dans le secteur éducatif, en passant en revue les données empiriques à chaque étape du processus. Les résultats de cette étude soulignent le besoin d'un débat nuancé et modéré sur les mécanismes de marché dans l'éducation. Ce que mécanismes de marché signifie en pratique dépend fo...

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The Knowledge is Power Program (KIPP): An Analysis of One Model's Efforts to Promote Achievement in Underserved Communities

Cited by 13 publications

References 11 publications

“In Real Life, You Have to Speak Up”: Civic Implications of No-Excuses Classroom Management Practices

“In Real Life, You Have to Speak Up”: Civic Implications of No-Excuses Classroom Management Practices

Show Them the Mission: A Comparison of Teacher Recruitment Incentives in High Need Communities

Markets in Education

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