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The Knowledge is Power Program (KIPP) is a network of tuition-free, open-enrollment college-preparatory public charter schools serving students in historically underserved communities across the United States. Founded in 1994 by Mike Feinberg and Dave Levin, both former Teach For America corps members, KIPP has grown into one of the largest public charter school networks in the country.[2] The organization's instructional model was influenced by educator Harriett Ball.[3]

Key Information

As of 2009, KIPP was the largest network of public charter schools in North America.[4] The organization operates regional offices in San Francisco, Chicago, New York City, and Washington, D.C.[5]

KIPP has been involved in teacher training initiatives and was among the charter school organizations that helped establish the Relay Graduate School of Education.[6]

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History

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KIPP was established in 1994 by Dave Levin and Mike Feinberg after completing their two-year commitment with Teach For America. The program began as an initiative for fifth-grade students in a public school in Houston, Texas. The following year, Feinberg developed KIPP Academy Houston into a charter school, while Levin founded KIPP Academy New York in the South Bronx.[7]

Philanthropist and hedge fund manager Whitney Tilson served on the board of KIPP Academy New York for two decades.[8]

Two books have been written about KIPP: Work Hard. Be Nice.: How Two Inspired Teachers Created the Most Promising Schools in America by Jay Mathews in 2009,[9] and How Children Succeed: Grit, Curiosity, and the Hidden Power of Character by Paul Tough in 2012.[10]

KIPP Foundation

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Doris and Donald Fisher, co-founders of Gap Inc., formed a partnership with Feinberg and Levin to replicate KIPP's operations nationwide.[11]

Operations

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Application process

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KIPP Gulfton in Greater Sharpstown, Houston, Texas, serving Gulfton
KIPP teachers in 2017 Capital Pride parade

If there are more applicants than seats available, KIPP students are admitted through a lottery system.[12] After a student is selected from the lottery and the student decides that he or she would like to attend a KIPP school, a home visit is set up with a teacher or the principal of the school, who meets with the family and students to discuss expectations of all students, teachers and the parents in KIPP. Students, parents, and teachers are then all required to sign a KIPP commitment of excellence, agreeing to fulfill specific responsibilities, promising that they will do everything in their power to help the student succeed and go to college.[13]

School structure

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KIPP has extended school days to offer extra-curricular activities, and some schools add three extra weeks of school in July. Most KIPP schools run from 7:30 a.m. to 4:00 p.m.[14] Students spend that time in the classroom—up to 50 percent more time than in traditional public schools, depending on the region—and doing activities like sports, performing arts, and visual arts. Many of the activities KIPP offers might otherwise be inaccessible to students because of cost or scheduling issues. Because of this, the extended day offers students and families opportunities they might not get elsewhere.

Labor unions

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In 2011, KIPP made a 10 year agreement with Baltimore Teachers Union following contentious negotiations around teacher work hours. Prior to reaching a contract, the charter network had advanced legislation to bypass collective bargaining and had threatened to close two schools in the city.[15]

In 2018, United Federation of Teachers won the right to represent teachers at a KIPP school in the South Bronx.[16] In 2022, educators at KIPP High School in St. Louis voted to join a union within the American Federation of Teachers.[17] In May 2023, educators at four KIPP schools in Columbus, Ohio formed a union with representation by Ohio Federation of Teachers.[18]

Controversy

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In February 2018, Feinberg was removed from his position at KIPP due to sexual misconduct allegations involving a KIPP middle school student in the late 1990s and two KIPP employees in the early 2000s.[19] Feinberg denied the accusation by the middle school student, and reached a financial settlement with one of the two KIPP employees.

In 2022, it was revealed the KIPP's director of technology had embezzled $2.2 million which he spent on cars and sports memorabilia which was intended for laptops and other equipment. The official killed himself as the investigation was underway.[20] KIPP claimed that the fraud was an isolated incident.[20]

At a KIPP middle school in New York, a teacher was arrested after accusations of grooming and sexually abusing a student for years starting when she was in fourth grade. According to the complaint, the teacher had also made other students uncomfortable with inappropriate touching.[21]

KIPP's Houston charter schools were found to have charged parents unallowable and impermissible fees. Parents said they felt they were duped into what they understood would be a free education. [22] KIPP claimed that the fraud was an isolated incident.[22]

Peer group

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KIPP and similar operators of multiple charter schools are known as charter management organizations (CMOs). KIPP is the largest, with 270 schools.[23]

Some for-profit rivals have shied away from managing any brick-and-mortar schools and offer online curricula and other services. These companies, including Stride, Inc. and EdisonLearning, are known as education management organizations (EMOs). Stride was the largest in the US in 2011–2012.[24]

Outside comments

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In June 2010, Mathematica Inc. produced the first findings[25] from a multi-year evaluation of KIPP: "Using a matched comparison group design, results show that for the vast majority of KIPP schools in the evaluation, impacts on students' state assessment scores in math and reading are positive, statistically significant, and educationally substantial."

A February 2007 strategy paper[26] for the Brookings Institution think tank commented favorably on the accomplishment of KIPP.

At the vanguard of experimentation with educational methods and techniques are charter schools: public schools that operate outside the normal governance structure of the public school system. In recent years, charter schools such as the Knowledge Is Power Program (KIPP) and Achievement First have upended the way Americans think about educating disadvantaged children, eliminating the sense of impossibility and hopelessness and suggesting a set of highly promising methods.

A research report published in March 2005 by the Economic Policy Institute in book form as The Charter School Dust-Up: Examining the Evidence on Enrollment and Achievement,[27] however, described the degree to which KIPP's admission process selects for likely high achievers:

KIPP students, as a group, enter KIPP with substantially higher achievement than the typical achievement of schools from which they came. ... [T]eachers told us either that they referred students who were more able than their peers, or that the most motivated and educationally sophisticated parents were those likely to take the initiative to pull children out of the public school and enroll in KIPP at the end of fourth grade. Today, KIPP Schools have added Pre-K through 12th grade schools. A clear pattern to emerge from these interviews was that almost always it was students with unusually supportive parents or intact families who were referred to KIPP and completed the enrollment process.

The authors of The Charter School Dust-Up said that KIPP's admission process self-screens for students who are motivated, compliant, and come from similarly motivated, compliant and supportive families. The 2010 Mathematica Policy Research study found that KIPP schools had a "lower concentration of special education and limited English proficiency students than the public schools from which they draw".[28]

Some KIPP schools show high rates of attrition, especially for those students entering the schools with the lowest test scores. A 2008 study by SRI International found that while KIPP fifth-grade students who enter with below-average scores significantly outperform peers in public schools by the end of year one, "60 percent of students who entered fifth grade at four Bay Area KIPP schools in 2003–04 left before completing eighth grade",[29] although research on attrition at one KIPP school in Massachusetts differs.[30] The SRI report also discusses student mobility due to changing economic situations for student's families, but does not directly link this factor into student attrition. Figures for schools in all states are not readily available.

While KIPP's goal is that 75% of KIPP students graduate from college, a report they released in April 2011 stated that the college graduation rate for students who completed the first middle school program in 1999 and 2000 was about 33%.[31][32][33] The report states that 95% of the students completed high school, 89% of the students went to college, and 33% of the students earned a degree. For comparison, for students in a similar economic background to that which KIPP draws from. only 70% complete high school, 41% go to college, and 8% earn a four-year degree.[34] Overall in the United States 83% of students complete high school, 62% enroll in college, and 31% complete a four-year degree.[34]

For the overall graduation rate for students entering college in the United States one study found a 56% result (Pathways to Prosperity Study),[35] and another study found 54% graduated (American Dream 2.0 Report).[36]

KIPP's goal of a 75% college graduation rate is close to the 82% college graduation rate for students coming from the highest income quartile.[37]

Jay Mathews, writing for The Washington Post, was encouraged by the results from the KIPP report, although he pointed out that the sample size was only 200 students, and that after graduating from the KIPP middle school the students were no longer attending a KIPP school.[31] Both Matthews and Kay S. Hymowitz writing for City Journal found the 75% goal to be ambitious.

See also

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References

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KIPP

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KIPP, the Knowledge Is Power Program, is a national network of tuition-free public s in the United States dedicated to educating primarily low-income students through an extended school year, longer instructional days, and a focus on academic rigor and character traits such as grit and perseverance. Founded in 1994 by Mike Feinberg and David Levin, two former corps members, the program began as a fifth-grade class of 47 students in a public middle school and has since grown to serve over 120,000 students across more than 270 schools in 20 states and the District of Columbia. KIPP schools employ the "KIPP model," which includes high expectations, frequent assessments, and practices like the SLANT method (Sit up, Listen, Ask questions, Nod, Track the speaker) to foster discipline and engagement, aiming to prepare students for and career success. Empirical evaluations, including randomized controlled trials, have demonstrated that attendance at KIPP middle schools boosts student achievement, particularly in , with effects equivalent to 0.35 standard deviations in some studies, and increases four-year enrollment by approximately 7 percentage points. Students progressing through KIPP middle and high schools show even stronger outcomes, with 39% earning a four-year degree compared to 20% of peers, alongside higher persistence rates. Despite these gains, KIPP has faced scrutiny over higher student attrition rates in some schools, with early analyses reporting annual losses of about 15% from cohorts versus 3% in comparison districts, potentially due to the demanding environment or selective retention of higher-performing students, though more recent lottery-based studies indicate attrition patterns comparable to local public schools and no systematic creaming of advantaged students at entry. KIPP's expansion and results underscore its role in innovation, but sustaining long-term impacts amid scaling challenges remains a key focus of ongoing research.

History

Founding and Early Years

The Knowledge Is Power Program (KIPP) was founded in 1994 by Mike Feinberg and Dave Levin, both recent alumni of who had taught in under-resourced urban public schools. Inspired by their experiences and the teaching methods of educator Harriet Ball, they launched an intensive fifth-grade program at Ryan Middle School, a public school in Houston's inner-city neighborhoods, enrolling 47 students—referred to as "KIPPsters"—in August of that year. The program emphasized rigorous academics, character development, and extended learning time, including after-school sessions until 5 p.m., Saturday classes, and summer programs, with students and families committing to high behavioral and performance standards. In 1995, Levin relocated to New York City to replicate the model, establishing the first KIPP program there with 52 fifth graders at P.S. 111 in , while Feinberg continued leading the Houston effort. These early initiatives operated as in-school or after-school enrichments within existing public schools rather than independent charters, focusing on underserved, predominantly low-income and minority students to prepare them for college through disciplined routines and parental involvement contracts. Initial outcomes showed promise, with the Houston cohort achieving significantly higher scores than district averages by the end of the year. By the late 1990s, the programs had transitioned toward standalone status amid growing demand and evidence of student persistence; for instance, the group formed KIPP Academy in 1999 as Texas's first middle school, serving grades 5-8 with enrollment expanding to over 200 students. Levin's New York efforts similarly evolved, culminating in KIPP Academy opening in the in 2000, which admitted students via lottery and maintained the core "no shortcuts" ethos of extended school days (up to 9.5 hours) and year-round instruction. Early evaluations, including tracking of the inaugural classes, indicated that nearly all graduates advanced to competitive high schools, with rates exceeding 80% for cohorts followed into the early 2000s—outcomes attributed to the model's causal emphasis on sustained effort over innate ability.

National Expansion

Following the initial success of the Houston pilot program in 1994, which served 47 fifth-grade students, KIPP expanded nationally by establishing its first out-of-state school in 1995 with the opening of KIPP Academy in , New York, while simultaneously launching a in . This marked the beginning of a replication model, where co-founders Mike Feinberg and David Levin trained leaders—often alumni—to adapt the KIPP approach in new urban areas with high concentrations of low-income students. Philanthropic support, notably from founders Don and Doris Fisher starting in the late , enabled the creation of the KIPP Foundation in 2000 to provide centralized training, curriculum development, and funding for regional teams, facilitating openings in cities like Washington, D.C., , and by the early 2000s. By 2002, the network had grown to include multiple middle schools, with further diversification in when KIPP opened its first elementary and high schools, extending the model to full PreK-12 pipelines in select regions. Enrollment scaled from approximately 6,000 students across a handful of schools in the early to nearly 27,000 by 2010, supported by federal and private grants emphasizing evidence-based replication. Evaluations during this period confirmed sustained academic gains amid growth, prompting further investment; for instance, the network reached about 60,000 students by 2015 and 80,000 across 200 schools by 2016. Into the late , KIPP operated 242 schools serving over 100,000 students in 20 states and the District of Columbia as of 2019, with an $88 million federal grant that year funding dozens more schools over five years to deepen PreK-12 presence in existing regions rather than entering entirely new states. This strategic focus on consolidation and , informed by longitudinal studies showing positive impacts on math and reading proficiency even as the network scaled, prioritized urban districts with demonstrated demand via lotteries over broad geographic sprawl. By 2023, the network educated nearly 120,000 students, reflecting a measured expansion emphasizing operational autonomy for regional offices while maintaining core instructional standards.

Recent Developments

In 2023, a Mathematica Research study evaluated the long-term effects of KIPP middle and high schools, finding positive but statistically insignificant impacts on four-year enrollment, persistence, and attainment compared to similar non-KIPP students. The analysis, based on data from multiple KIPP regions, highlighted sustained benefits in high school completion but diminishing returns in postsecondary outcomes, attributing variability to factors like student attrition and regional differences. KIPP's national staff retention rates for the 2023-2024 school year showed 65% of teachers returning to their positions, with 70% of school leaders retained, reflecting ongoing challenges in educator stability amid competitive urban labor markets. Concurrently, a analysis of KIPP's fiscal year 2023 IRS filings across U.S. schools identified over $52 million in expenses lacking detailed explanations, prompting questions about financial transparency in the network's decentralized structure. Expansion efforts faced significant hurdles in 2024-2025. In , KIPP Academy Lynn sought to add 1,300 seats, but local opposition from the teachers' union and city officials cited potential annual budget losses of up to $24 million for Lynn Public Schools—equivalent to 20% of the district's —due to per-pupil tuition transfers. The Board of Elementary and Secondary Education rejected the proposal on February 25, 2025, marking the second denial in seven years, amid broader debates over impacts on traditional districts. In contrast, KIPP Sol Academy in East secured renewal in April 2025 via a narrow Los Angeles County vote, averting closure despite performance concerns. Some regions reported academic gains, such as KIPP Schools' increases in 2024-2025 Georgia Milestones proficiency rates across grades, attributed to targeted interventions. In , KIPP Charlotte, Durham, and Halifax adopted new K-5 and K-8 math curricula in 2024-2025, alongside a three-week Summer Boost Academy to address learning loss. However, in New Orleans, post-2015 academic progress in KIPP-operated schools plateaued through 2023, with critics linking stagnation to high turnover and selective enrollment practices rather than systemic reform efficacy.

Organizational Structure

KIPP Foundation and Governance

The KIPP Foundation functions as the national overseeing strategic support for the KIPP network of public charter schools, emphasizing , , legal and , and equity initiatives to promote educational outcomes and network expansion. As a 501(c)(3) entity, it establishes performance benchmarks, fosters capacity-building across regions, and enforces accountability mechanisms to maintain operational standards. Governance of the Foundation is directed by a responsible for providing oversight, strategic direction on growth, , and long-term . In July 2020, the board approved structural enhancements to bolster its effectiveness, including the formation of five standing committees—, , , Development & Outreach, and Equity—to incorporate diverse network perspectives and elevate decision-making processes. These committees, chaired by board members such as Maria Anguiano for Audit and Jessica Cunningham Akoto co-chairing Equity, aim to integrate regional input while centralizing national priorities. Executive leadership reports to the board and drives day-to-day operations, with Shavar Jeffries serving as CEO since January 2023. Jeffries, a civil rights attorney with prior experience advocating for , oversees efforts to scale the network and address equity gaps. Supporting roles include President Kinnari Patel-Smyth, who joined in 2021, and specialized chiefs for areas like operations (Michael Ambriz), finance (Leanne Hernandez), and equity (Benny Vásquez). This structure balances centralized guidance from the Foundation with regional autonomy in school management, though the board retains authority over network-wide policies and resource allocation.

Regional Schools and Autonomy

KIPP's network comprises 279 public schools across the , organized under 28 regional support organizations that manage clusters of schools in specific geographic areas, such as KIPP New York, , and . Each regional organization operates as a governed by a local and led by an or superintendent, who oversees , , and partnerships with local communities and districts. These regional offices handle centralized functions like principal training, , and operational support, including compliance with agreements and state regulations, while individual schools within the region function as autonomous entities. The model's decentralized structure emphasizes "power to lead," granting school principals substantial over daily operations, including budget management, hiring decisions, and adaptations to local needs, in exchange for adherence to KIPP's core educational philosophy and performance accountability. This allows principals to tailor instructional strategies and culture to regional demographics, such as extending programs for learners in diverse urban areas, while regional offices ensure consistency in branding and like back-office functions. Schools pay a licensing fee to the national KIPP Foundation, which provides national-level resources, curriculum guidelines, and but refrains from micromanaging local decisions, fostering amid the network's standardized "no-excuses" approach. Examples of regional variations include mergers within states, such as the 2018 consolidation of four KIPP networks into a single statewide nonprofit, which preserved campus-level to leverage expertise and scale operations without centralizing control over individual leadership. In regions like KIPP Delta, enables flexibility in waivers and adjustments, though constrained by network-wide commitments to extended instructional time and rigorous discipline. This balance supports scalability—KIPP expanded from two founding schools in 1994 to over 280 by 2023—while mitigating risks of uniformity, as evidenced by sustained enrollment and performance gains in autonomous models compared to more rigid district structures.

Educational Model

Core Philosophy and No-Excuses Approach

KIPP's core philosophy asserts that any student, regardless of background, can achieve college readiness and long-term success through a demanding, knowledge-intensive that prioritizes effort, , and measurable results over socioeconomic . Founded in 1994 by alumni of , Mike Feinberg and David Levin, the program embodies the motto "Work hard; go to college; change the world," rejecting the notion that or demographics predestine underperformance. This belief drives an unrelenting focus on building academic skills and habits of perseverance, with schools designed to serve primarily low-income students of color in urban areas. Central to this philosophy is the no-excuses approach, which demands absolute accountability for behavior and achievement, eschewing attributions of failure to external barriers like family instability or limited prior schooling. In KIPP classrooms, students follow precise protocols—such as the SLANT technique (Sit up straight, Listen attentively, Ask and answer questions, Nod to show engagement, Track the speaker with eyes)—to cultivate focus and respect, with deviations addressed through swift, consistent disciplinary measures like demerits or loss of privileges. This model, shared with other high-performing urban charters, extends school days to 7.5–10 hours and years by 25–60%, maximizing exposure to instruction under the premise that time and structure causally drive gains where traditional excuses falter. Randomized evaluations, including oversubscription lotteries, confirm that attendance at such schools boosts math and reading scores by 0.25–0.5 standard deviations annually, effects sustained over multiple years. The approach operationalizes through KIPP's foundational five pillars: high expectations for every child's potential; mutual choice and commitment from students, families, and educators; extended time dedicated to learning; autonomy for principals to lead decisively; and an unwavering focus on results via frequent assessments and data-driven adjustments. These principles, articulated since the network's inception, underscore causal mechanisms like deliberate practice and environmental control over innate or circumstantial limits, though implementation varies by region. While KIPP has since incorporated elements of and to balance rigor with support, the no-excuses ethos persists in maintaining for complacency, as evidenced by persistent outperformance relative to district peers in rigorous studies.

Curriculum, Instruction, and Extended Time

KIPP schools deliver a college-preparatory curriculum centered on core academic disciplines, including , , , and , with an emphasis on building foundational knowledge and skills for postsecondary success. Instruction is data-driven, utilizing assessments to monitor progress and differentiate teaching, while incorporating tools like adaptive online programs for and writing in grades 4–12. Regional variations exist, but the model prioritizes rigorous content aligned with state standards, often integrating real-world applications in areas like STEM to enhance relevance and problem-solving. Classroom instruction employs structured techniques to maximize engagement and accountability, most notably the SLANT protocol—Sit up straight, Listen attentively, Ask and answer questions, Nod to show understanding, and Track the speaker with eyes—which is taught explicitly and reinforced to foster disciplined participation without constant redirection. Teachers deliver lessons with high expectations for focus and output, often using collaborative routines adapted for group work while maintaining individual rigor. The extended time component, termed "More Time" in KIPP's framework, substantially increases instructional hours to address opportunity gaps, with students averaging 9 hours per day across 192 school days annually—versus 6.6 hours over 180 days in typical public schools—yielding roughly 60% more total time in structured learning environments. This includes extended daily schedules from early morning to evening, periodic Saturday academies, and summer programming, commitments formalized in student and family contracts. Longitudinal data from KIPP attendees show that three or more years of this model correlates with notable math proficiency gains attributable to the added hours, though effects vary by duration of enrollment.

Student and Family Commitments

KIPP schools require students and families to annually sign a "Commitment to Excellence" agreement, which establishes explicit responsibilities aligned with the network's emphasis on rigorous academics, extended learning time, and character development. This pact, signed by students, parents or guardians, and staff, underscores the model's reliance on shared accountability to foster high achievement among primarily low-income students of color. The agreement varies slightly by region but consistently addresses attendance, homework, behavior, and family engagement as prerequisites for enrollment and continued participation. Student commitments typically include arriving on time for the extended school day—often from 7:30 a.m. to 5 p.m.—and participating in mandatory after-school programs, Saturday sessions, and to maximize instructional hours. Students pledge to complete all nightly, maintain academic honesty, adhere to a strict , and exhibit respectful behavior toward peers and staff, including taking responsibility for actions without excuses. Violations, such as chronic or disruptive conduct, can lead to progressive interventions, up to potential non-renewal of enrollment, reinforcing the no-excuses ethos. Family commitments focus on supporting these student obligations through active involvement, such as ensuring daily on-time arrival and pickup, reviewing and signing , and notifying the of absences promptly. Parents agree to attend parent-teacher conferences, events, and workshops; follow policies on discipline and safety; and reinforce KIPP values like perseverance and at home. This involvement is framed as essential for closing achievement gaps, with families acknowledging that failure to uphold commitments may hinder their child's progress and result in re-enrollment reviews. In practice, these agreements aim to build a " and " culture, though regional handbooks note that non-compliance can contribute to higher attrition rates if unaddressed.

Admissions and Daily Operations

Application and Lottery System

KIPP public schools maintain an policy, allowing any eligible student residing in the relevant or state to apply without requiring entrance exams, interviews, or academic prerequisites. Applications are typically submitted online through regional portals, such as SchoolMint for KIPP SoCal or Apply Philly Charter for KIPP , and must include basic family and student information like contact details, grade level, and residency verification. Eligibility generally aligns with public school standards, such as age requirements for entry (e.g., turning 5 by September 1 in many regions) and proof of residency within the school's , though some networks like KIPP accept statewide applicants. When the number of applications exceeds available seats—a common occurrence given high demand—KIPP schools conduct a random, blind lottery to select enrollees, ensuring impartiality as mandated by regulations. dates vary by region and school year; for instance, KIPP holds its lottery on February 2 for the following fall, while KIPP SoCal streams lotteries in early March, and KIPP Philadelphia conducts theirs on February 7. Families must submit applications by specific deadlines to enter the lottery pool—e.g., January 26 for KIPP or April 1 for KIPP NYC—with late submissions added to waitlists in chronological order rather than randomized. Lottery results are notified via email, text, or portal, assigning students numbers or direct seats based on random draw order. Some regions incorporate limited preferences, such as priority for siblings of current students or children of staff, before random selection for remaining spots, as outlined in policies like those at KIPP Heritage Academy. Unselected applicants join a waitlist ranked by lottery number, from which seats may open due to withdrawals; for example, KIPP SoCal maintains waitlists ordered by draw position for ongoing placements. This system promotes accessibility while adhering to lottery transparency requirements under state laws, though regional leads to procedural variations across KIPP's 270+ schools.

School Environment and Discipline

KIPP schools foster a structured environment designed to minimize distractions and maximize focus on learning, featuring mandatory uniforms and regimented daily routines. Students typically wear shirts embroidered with the school logo paired with khaki or navy pants, shorts, or skirts, promoting uniformity and professionalism. Hallways require silent, single-file lines with hands at sides, while classrooms enforce the SLANT protocol—Sit up straight, Listen attentively, Ask and answer questions, Nod to show understanding, and Track the speaker with eyes—to cultivate disciplined engagement without explicit reminders to "pay attention." Discipline operates under a tiered system prioritizing correction and , where minor infractions like or incomplete work result in demerits, conferences, or after-school detention, while serious violations such as fighting or defiance trigger short-term suspension or parent involvement. The foundational "no-excuses" philosophy historically viewed any behavioral lapse as unacceptable, enforcing for disruptions to sustain a compliant atmosphere conducive to academic rigor, often through parental contracts outlining family responsibilities for reinforcement at home. Facing of high suspension rates—sometimes exceeding 20% annually in early studies—and associations with student attrition, KIPP has incrementally reformed practices since the mid-2010s, with networks like KIPP SoCal and KIPP Texas adopting restorative approaches emphasizing over exclusion for non-violent offenses. In 2020, amid broader scrutiny of zero-tolerance models' disproportionate impact on minority students, KIPP publicly pledged to phase out suspensions for "willful defiance," prioritizing alternatives like counseling and behavior contracts to balance order with equity. These shifts reflect responsiveness to data showing that while strict environments correlate with short-term gains, overly punitive measures may undermine long-term retention without commensurate benefits.

Staffing and Teacher Expectations

KIPP public charter schools recruit teachers through regional networks and national platforms, emphasizing candidates committed to the organization's mission of for underserved students. Hiring practices often prioritize individuals with a , though teaching certification requirements vary by state; for instance, some regions prefer or require state licensure, while others accept alternative pathways such as corps members or associate teacher programs for aspiring educators. Teacher expectations at KIPP align with the network's extended day and year, demanding high for performance through rigorous instruction, data-driven adjustments, and frequent assessments. Staff are expected to embody the "no-excuses" philosophy, maintaining strict behavioral standards and fostering a culture of perseverance, which includes focused on competencies and -specific commitments like family engagement events. Despite these structured supports, KIPP experiences elevated teacher turnover rates compared to traditional public schools, attributed to intense workloads exceeding 60 hours weekly, emotional demands of urban , and performance pressures. During the 2012–13 school year, the KIPP network reported losing approximately one-third of its teachers, a figure consistent with broader patterns in no-excuses models where annual attrition can reach 20–35%. In response to burnout concerns, KIPP has implemented reforms such as enhanced principal mentorship, workload redistribution, and cultural shifts toward sustainable practices, as evidenced by efforts circa 2015 to retain school leaders beyond initial years. However, federal data indicate teachers, including those at KIPP, continue to depart at higher rates than district school counterparts, with anecdotal reports from staff highlighting ongoing challenges like rapid staff changes within single academic years.

Performance Outcomes

Short-Term Academic Gains

KIPP middle schools have demonstrated substantial short-term gains in student achievement on standardized tests, particularly in , as evidenced by multiple randomized controlled trials using admissions lotteries to compare attending KIPP with non-attending applicants. A 2010 Mathematica Policy Research evaluation of 22 KIPP middle schools across 13 states found positive effects on math scores averaging 0.41 standard deviations after one year of attendance, with effects persisting and accumulating over three years to approximately 0.57 standard deviations relative to control group peers. Reading gains were smaller but still significant, averaging 0.21 standard deviations after one year and 0.17 standard deviations over three years. These effects translate to accelerated learning rates, with KIPP students advancing roughly 1.2 times faster in math than district school counterparts during middle grades, based on lottery-based estimates from a study of KIPP Lynn Academy. Per-year gains averaged 0.35 standard deviations in math and 0.12 in reading, with larger benefits for subgroups such as learners (0.44 standard deviations in reading) and students with low baseline scores, suggesting the model's structured environment particularly aids initially underperforming pupils. Follow-up analyses, including a 2013 Mathematica expansion to 43 schools, confirmed these patterns, with statistically significant positive impacts on both math and reading achievement during attendance, alongside gains in science and . A 2023 evidence summary of KIPP schools reiterated sizable short-term effects two years post-random assignment, equivalent to shifting students from the 30th to the 40th in math (0.24 standard deviations). Such outcomes hold across diverse urban settings, attributing gains to extended instructional time and rigorous instruction rather than selection alone, as randomization controls for applicant motivation.

Long-Term Educational and Life Impacts

A 2023 Mathematica Policy Research study, drawing on randomized data from 13 KIPP s and follow-up through postsecondary years, found that KIPP attendance yielded a positive but statistically insignificant increase of about 4 percentage points in four-year enrollment relative to control group peers. The same analysis revealed no direct link between KIPP's test score gains—which often fade by high school—and these postsecondary outcomes, implying that noncognitive factors like and study habits may drive longer-term educational persistence. For students attending both KIPP middle and high schools, effects were larger: were 31 percentage points more likely to enroll in a within three years of high school graduation and 19 percentage points more likely to attain a within five years, compared to similar non-attenders. These intent-to-treat estimates account for network-wide attrition, which dilutes average impacts; treatment-on-the-treated effects for persisters exceed 40 percentage points in college completion. High school graduation rates among KIPP students also surpass district averages, with 2022 data showing 88% on-time graduation across the network versus 78% in comparable urban public schools. Evidence on broader life outcomes, such as earnings or , is sparse, but elevated college attainment correlates with higher lifetime earnings in national datasets; no KIPP-specific longitudinal adult tracking has yet demonstrated causal effects beyond .

Key Empirical Studies

A landmark by Mathematica Policy Research evaluated the impacts of admission to 13 oversubscribed KIPP middle schools across multiple states, using and losers as , respectively, with a sample of over 1,000 students from the 2008-2009 application cohorts. The study, published in 2013, found substantial positive effects on , including gains of approximately 0.44 standard deviations in and 0.21 standard deviations in reading after two years, alongside improvements in science and scores on state assessments. These effects persisted to some degree into later grades but showed partial fade-out, consistent with patterns observed in other intensive interventions. The analysis also reported positive influences on student-reported behaviors, such as and academic engagement, though effects on school attendance were mixed. A 2023 extension of this evaluation tracked the same cohorts through postsecondary outcomes, analyzing 2,066 lottery applicants to 21 KIPP middle schools. For middle school attendance alone, KIPP generated a positive but statistically non-significant increase in four-year college enrollment (about 5 percentage points) and no clear effects on persistence or completion, with graduation rates comparable to controls. In contrast, among students who attended both KIPP middle and high schools, impacts were large and significant: a 19 percentage point increase in college completion rates, driven by higher enrollment (67% more likely in four-year programs), persistence after two years, and utilization of college counseling services. These findings attribute sustained benefits to KIPP's high school culture emphasizing postsecondary preparation, though they apply selectively to persisters rather than all admits. Additional lottery-based analyses reveal heterogeneous effects by student subgroups. A study of KIPP Lynn Academy, drawing on 2005-2008 cohorts, estimated annual gains of 0.35 standard deviations in math and 0.12 in reading overall, with larger benefits for low baseline achievers (e.g., 0.24 standard deviations in reading for those starting 0.9 standard deviations below state means), learners (0.4 standard deviations in reading), and boys in reading (0.15 versus 0.06 for girls). Such variation underscores that KIPP's no-excuses model amplifies outcomes for or underperforming students, though average effects may mask subgroup differences in broader samples. These RCTs, leveraging exogenous variation from lotteries, provide high , mitigating inherent in observational charter evaluations.

Criticisms and Internal Challenges

Student Attrition and Mobility

KIPP charter schools report an annual student retention rate of 81% from fall 2022 to fall 2023, implying 19% did not return to the network the following year. Cumulative attrition over the years (grades 5-8) averages approximately 34% across studied KIPP schools, with leavers tending to be lower-achieving students scoring 0.22-0.25 standard deviations below district means in reading and math. This pattern aligns closely with comparison public s (34% cumulative attrition) and district-wide rates (36%), where departing students similarly underperform relative to stayers. Analyses of 19 KIPP middle schools indicate that incoming cohorts are comparably disadvantaged to local district peers at admission, with no of selective creaming. Attrition rates do not exceed those in nearby public schools on average, though KIPP replaces exiting students with higher-achieving entrants (0.15-0.16 standard deviations above district means) more effectively than districts, which backfill with underperformers; however, such replacements diminish in grades 7-8 due to smaller lotteries. Demographic breakdowns show slightly lower attrition for Black students (37% at KIPP vs. 44% in comparisons) and Hispanic students (24% vs. 29%), with Black males overrepresented among leavers in both settings. Earlier evaluations, such as a study of Bay Area KIPP campuses, documented higher attrition (60% from grade 5 to 8) than host , primarily among lower performers, raising questions about whether gains reflect retention of motivated students. A 2011 analysis by Miron et al. of multiple KIPP schools similarly highlighted elevated exit rates for Black males (around 40% between grades 6-8), attributing this to rigorous and extended hours potentially weeding out struggling students. These findings, from researchers affiliated with institutions critical of charters, contrast with later lottery-based and matched-cohort studies showing attrition does not account for KIPP's achievement effects, as impacts emerge early before significant turnover. Student mobility in KIPP, including mid-year transfers or grade-level shifts, varies by region but averages 10-12% in profiled schools like KIPP Academy Lynn (4.1-10.2% across subgroups) and KIPP Academy (12.3% for high-needs students). Upper-grade lotteries introduce new students, but overall mobility mirrors urban patterns, with no systemic evidence of deliberate exclusion beyond standard enrollment policies.

Teacher Turnover and Burnout

KIPP schools have experienced elevated teacher turnover rates compared to traditional schools, with national data indicating that 35% of teachers did not return to their positions from fall 2023 to fall 2024, implying a 35% non-retention rate. In specific regions, such as KIPP DC, attrition rates have fluctuated significantly, reaching 48% in the 2022–2023 school year and 34% in 2023–2024, though one campus reported 22% for 2023–2024. Historical data from Bay Area KIPP schools showed annual turnover ranging from 18% to 49% as early as , while broader analyses of no-excuses management organizations, including KIPP, report rates of one in three to four teachers departing annually. These elevated rates are attributed to the demanding operational model of KIPP schools, which feature extended school days and years that often require to work 60 to 80 hours per week. Strict disciplinary expectations, characteristic of the no-excuses approach, further contribute by limiting teacher in and rule enforcement, fostering feelings of inefficacy and frustration, particularly among more experienced educators. Empirical studies based on surveys and interviews within large networks highlight how these factors predict voluntary turnover, independent of workload alone or principal support, with negative perceptions of disciplinary climates exacerbating burnout. High turnover in KIPP and similar charters disrupts instructional continuity and student relationships, though proponents argue it enables of highly committed, mission-aligned staff willing to embrace the intensive environment. Charter schools overall exhibit 1.5 to 2.5 times higher turnover than traditional publics, per national analyses, underscoring systemic challenges in retention for models prioritizing rigor over work-life balance.

Discipline Practices and Reforms

KIPP schools traditionally adopted a "no-excuses" disciplinary framework, characterized by rigorous enforcement of behavioral norms, including immediate corrections for minor infractions such as violations or lack of attention, to foster a structured environment conducive to academic focus. This approach, implemented across the network since its founding in 1994, prioritized swift interventions like verbal warnings, detention, or temporary removal from class activities to minimize disruptions. Empirical data indicate that these practices correlated with elevated suspension rates compared to traditional public schools; for instance, charter schools broadly, including KIPP affiliates, suspended students at rates up to twice as high, with KIPP-specific figures reaching 8% of enrolled students annually in some middle schools before mid-2010s adjustments. Disparities were notable, as analyses of civil rights data revealed out-of-school suspension rates for African American students in certain KIPP schools exceeding 60%, far above their enrollment proportion of around 33%. Proponents, including KIPP leadership, attributed such measures to necessity for creating , high-expectation settings that supported observed short-term achievement gains, though critics highlighted potential contributions to student attrition without commensurate long-term benefits. Beginning around 2016, amid federal scrutiny and internal reviews, KIPP initiated reforms to de-emphasize exclusionary discipline, transitioning toward models that emphasize mediation, community-building circles, and addressing root causes of behavior over punitive isolation. These changes rolled out incrementally by individual schools rather than network-wide mandates, involving yearlong teacher training in non-violent interventions and techniques, with reserved as a last resort only for imminent safety threats. KIPP publicly retired "no excuses" terminology from its branding and adjusted policies to reduce suspensions, reporting subsequent declines to below prior benchmarks in participating schools. Post-reform evaluations, while preliminary, suggest sustained reductions in exclusionary actions without uniform erosion of , though rigorous longitudinal studies on behavioral or academic outcomes remain sparse, with some analyses questioning whether softened standards might dilute the order essential to KIPP's model. Progressive disciplinary ladders now incorporate graduated responses, drawing on administrator discretion and data-driven reviews to balance with retention, particularly for vulnerable subgroups. Despite these shifts, external reports continue to flag occasional disparities in application, underscoring ongoing challenges in equitably implementing reforms across diverse urban contexts.

Broader Context and Comparisons

Versus Traditional Public Schools

KIPP schools differ structurally from traditional schools by emphasizing extended instructional time, offering about 60% more annual hours through longer school days—typically 7.5 hours versus 6.5 in many districts—and an extended year of up to days compared to the standard 180. This design stems from KIPP's "no shortcuts" model, which prioritizes rigorous academics and character development without union constraints on scheduling or staffing, allowing greater autonomy in curriculum and operations under authorizations. Admission relies on public lotteries open to all eligible residents, mirroring traditional access but without geographic zoning, which enables serving concentrated low-income, urban populations often underserved by district schools. Funding for KIPP derives primarily from state per-pupil allocations similar to traditional publics but averages lower overall—charters receive 20-30% less in some states due to exclusions from local property taxes and facilities funding—necessitating supplemental to cover operational costs estimated at $12,000 to $18,500 per student annually versus roughly $12,000 for comparable district schools. This resource gap influences facilities, with many KIPP schools leasing spaces rather than owning, yet enables innovations like performance-based pay absent in most unionized traditional systems. Empirical comparisons using lottery-based admissions and matched student controls consistently show KIPP yielding superior academic growth. The Stanford 2023 National Charter School Study III analyzed over 1.4 million students, finding charter networks like KIPP advancing math and reading proficiency by 16 additional days of learning per year over traditional peers, with effects strongest for low-income and students. Independent evaluations, including Mathematica's scale-up analysis of 22 KIPP schools, confirm statistically significant gains in math and reading—equivalent to 0.21 to 0.35 standard deviations annually—outpacing district-matched controls, though high school impacts vary. Longer-term outcomes favor KIPP attendees, with from middle schools enrolling in four-year colleges at rates 4 percentage points higher and persisting through nearly twice as often as similar traditional public students, per randomized trials. These advantages persist despite higher teacher turnover rates—21% annually versus 15% in districts—attributable to demanding expectations rather than systemic failure, as retention aligns with voluntary commitments to extended hours. Overall, KIPP's model demonstrates causal efficacy in accelerating achievement for disadvantaged cohorts where traditional publics often stagnate, though scalability depends on local policy support.

Relations with Charter Peers and Unions

KIPP maintains collaborative ties with other charter school networks through shared advocacy efforts and resource exchanges, often aligning on goals like school choice expansion and operational best practices. For instance, in Memphis, KIPP Wheatley shares its curriculum with networks such as Aspire Public Schools and Freedom Preparatory Academies to enhance instructional quality across the sector. Nationally, KIPP participates in federal grant competitions alongside peers like IDEA Public Schools, securing multimillion-dollar awards in 2019 to support network growth and innovation. These partnerships reflect a broader charter movement ethos of mutual support against regulatory hurdles from traditional districts, though competition for enrollment and funding persists in overlapping markets. Relations with teachers' unions have been adversarial, characterized by resistance to drives and subsequent legal disputes. KIPP schools, operating without agreements in most locations, prioritize flexibility in staffing and operations, which unions have sought to challenge through organizing campaigns. Successful union elections have occurred sporadically, such as at KIPP High School, where teachers affiliated with the in an undated early case, marking the first such win for a charter. However, efforts often encounter pushback; in , a 2023 unionization petition at KIPP Northeast Denver Leadership Academy was dismissed, prompting an . Recent (NLRB) rulings highlight tensions, with allegations of unfair labor practices by KIPP administrators. In June 2024, an NLRB judge found KIPP Columbus violated employee rights by interfering with union activities during an organizing effort. Similarly, in June 2025, KIPP Academy in was ruled to have bargained in bad faith with the (UFT), including direct dealing with employees to alter work conditions without union input and stalling contract negotiations over provisions. Counteractions include educator challenges to union representation; in December 2024, Bronx KIPP teachers filed federal charges against UFT officials for alleged threats and dues demands, seeking a decertification vote. These conflicts underscore unions' broader opposition to non-unionized charters like KIPP, viewing them as threats to district , while KIPP emphasizes autonomy to sustain its extended school-day model.

Policy Implications for School Choice

The empirical evidence from randomized controlled trials of KIPP schools demonstrates that access to high-performing options can yield substantial academic benefits for low-income students, thereby supporting policies that expand mechanisms such as authorizations and lotteries. For instance, lottery-based admissions to KIPP middle schools have produced persistent gains in math and reading achievement, with effects equivalent to 0.2 to 0.4 standard deviations persisting into later grades, and combined middle-high school attendance linked to a 19 increase in completion rates. These outcomes, observed across multiple campuses despite scaling challenges, indicate that devolving operational autonomy from traditional district bureaucracies enables innovative practices—like extended school days and data-driven instruction—that traditional public schools often struggle to implement under union and regulatory constraints. Policymakers advocating for cite such findings to argue for reducing barriers to replication, as parental opting out of assigned neighborhood schools via programs fosters that incentivizes quality improvements in the broader system. However, KIPP's model also underscores the necessity for robust in policies to ensure scalability and equity, as not all charters replicate these gains and internal challenges like student attrition can dilute system-wide benefits if unaddressed. Studies show that while intent-to-treat analyses mitigate , high mobility rates in KIPP—often exceeding 40% by high school—reflect the model's demanding culture, which may self-select for motivated families and necessitate policies mandating transparent reporting on retention and subgroup outcomes. Effective frameworks should thus incorporate performance-based and closure mechanisms for underperforming providers, drawing from KIPP's own evolution in practices to balance rigor with inclusivity, rather than relying on blanket expansions without oversight. This evidence challenges assumptions in some academic critiques that diverts resources without net gains, as KIPP's localized successes empirically affirm causal links between autonomy, competition, and improved life trajectories for participants who persist. In comparative contexts, KIPP's results bolster arguments for integrating into broader reforms, such as universal vouchers or education savings accounts, by providing a benchmark for what targeted interventions can achieve absent district monopolies. on competition effects reveals modest spillover benefits to nearby traditional public schools, with achievement gains of 0.02 to 0.05 standard deviations in districts with greater options, suggesting that KIPP-like models indirectly elevate standards through market pressures. Yet, policy design must prioritize empirical validation over ideological commitments, favoring expansions informed by lottery-style evaluations to discern truly causal impacts amid biases in observational data from advocacy-driven sources. This approach aligns with causal realism in , emphasizing replicable models that deliver verifiable returns on public investment for populations.

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  126. https://www.nlrbedge.com/p/06102025-kipp-academy-bargained-in
  127. https://thechiefleader.com/stories/kipp-charter-purposely-stalled-first-contract-nlrb%2C54543
  128. https://www.nrtw.org/en/news/kipp-ny-uft-12042024/
  129. https://prospect.org/education/teachers-union-battle-escalates-kipp-charter-school/
  130. https://pmc.ncbi.nlm.nih.gov/articles/PMC11346812/
  131. https://caldercenter.org/publications/charter-schools-and-student-outcomes-what-have-we-learned-over-two-decades
  132. https://www.educationnext.org/the-effect-of-charter-schools-on-students-in-traditional-public-schools-a-review-of-the-evidence/
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