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If you have unanswered questions about KIPP, you can contact us at info@kipp.org. However, some common questions are answered below. They are arranged into the following categories:
General Questions
- Does KIPP only take the most successful students??
KIPP's mission is to set underserved students up for success in college and life. We believe that every student, regardless of background, should have the opportunity to choose what they want to do in life.
KIPP schools are tuition-free open enrollment public schools. Students are accepted regardless of background or academic record on a first-come, first-served basis. If more students apply than spaces are available, students are admitted by lottery. Nationally, over 80 percent of our students are eligible for the federal free and reduced price meals program, and more than 90 percent are African American or Hispanic.
KIPP strategically opens schools in high need areas throughout the country in order to serve those communities. Many KIPP principals recruit door-to-door in order to make sure that as many families in those communities are aware of the educational options available to them. In addition, this past year, KIPP principals handed out over 60,000 student recruiting flyers to spread the word about the opportunities available at KIPP schools.
At KIPP, we focus on the gains that students make while enrolled at KIPP. The average KIPP student who has been with KIPP for three years starts fifth grade at the 34th percentile in reading and the 44th percentile in math, as measured by the national norm-referenced exams. After three years in KIPP, these same students are performing at the 58th percentile in reading and the 83rd percentile in math.
There is no secret to KIPP's academic success. Students, teachers, and parents all work extremely hard and students learn in a safe, structured environment. While there is always room for growth, we are proud of the accomplishment of our students across the KIPP network.
- Who attends KIPP schools?
KIPP opens schools in underserved communities across America, many of them with a high minority population. Because KIPP schools represent the communities they serve, KIPP students are predominantly African American and Hispanic. Nationally, roughly 63 percent of students are African American and 33 percent are Hispanic. The particular demographics vary for school to school. At the KIPP school in San Lorenzo, California, for instance, there are over 30 languages spoken by a diverse student body. In addition, the KIPP schools in Helena, Arkansas, and Gaston, North Carolina, have a growing white student population.
We believe the quality education that our students receive will greatly determine the opportunities they have to participate in a multicultural society. Nationally, 80 percent of KIPP alumni who graduated KIPP in the eighth grade have enrolled in college, as compared to community averages of less than 20 percent.
- Has KIPP tested for variance or standard deviation in its test results?
KIPP focuses on moving students from low achievement levels to higher achievement levels. While we have not done any rigorous testing of standard deviation or variance, we have tested for “statistical significance” and found that our gains are in fact significant. There have been several independent reports that have concluded that KIPP students have made academic gains at KIPP.
An August 2005 study by the Educational Policy Institute found: “The Knowledge Is Power Program has posted large and significant gains on a nationally norm-referenced standardized test. This performance is true across schools and throughout the nation. The fact that KIPP fifth grade cohorts showed a dramatic increase well above normal growth rates in reading, language, and mathematics is laudable and worthy of continued investigation and practice."
For a list of independent reports on KIPP, go to Independent Reports
- How does KIPP share student achievement data with the general public?
At KIPP, we believe in transparency and accountability. In April of 2007, we released our 2006 Report Card which contains school-level information and test results for all KIPP schools in operation as of September 2006 with measurable student achievement results. All KIPP schools administer state accountability tests and voluntary national norm-referenced exams for all grades. Our 2006 Report Card provides results on these state and national exams as well as individual schools' state rankings and whether or not they made adequate yearly progress (AYP).
Based on a newly designed data reporting system, the KIPP Foundation is now able to report student level achievement results for norm referenced exams, such as the Stanford 10 exam. This “apples-to-apples” comparison, known as a matched cohort analysis, allows us to show growth in student achievement over time for only those students who have been continuously enrolled at a KIPP school.
The Report Card demonstrates that the majority of KIPP students are making significant gains and that KIPP is fulfilling its mission of preparing students for high school, college, and the competitive world beyond.
Test scores are significant, but they are essentially an indicator of our students' progress towards the ultimate goal: college. Nationally, nearly 80 percent of KIPP alumni who graduated KIPP in the eighth grade have enrolled in college, as compared to community averages of fewer than 20 percent.
Students that leave KIPP schools are not included in the matched cohort analyses provided in the 2006 Report Card. We realize that students leave KIPP for a number of reasons, including families that move from the neighborhood, students who leave KIPP voluntarily, and students who are held back a grade. In the future, we will closely examine the causes of student mobility across our network of independently-run schools.
- Does KIPP offer a broad-based curriculum?
KIPP offers a rigorous, college preparatory education. Because of the longer school day, week, and year, KIPP students benefit not only from extra time in core subjects such as math and reading, but more instruction in courses such as social studies and science, as you mentioned.
Each KIPP school operates autonomously, and therefore each principal has the freedom to design his or her own curriculum. Along with a focus on core academics, KIPP teachers also have time to include extra-curriculars such as art, music, and physical education. Some schools also offer unique elective classes in areas such as entrepreneurship.
One of the reasons that KIPP is successful is because of what we call the “joy factor.” In order to motivate kids to be in school for the KIPP extended day, there needs to be an extra hook in there to keep them interested. At KIPP, teachers often use techniques such as singing, chanting, and movement to make classroom lessons engaging. By making learning both relevant and fun, teachers greatly improve their ability to reach students.
At KIPP, we are not only trying to develop better students but also better citizens as our kids head off to college and life beyond. School culture is something that begins from the first day at KIPP, and is the “be nice” part or our “Work Hard, Be Nice” philosophy. We measure success not only by increased test scores but also by how students relate to the world and the kinds of citizens they become.
- What is the experience and background of a typical KIPP teacher?
KIPP teachers bring a “do whatever it takes” attitude to education. Teachers typically work a nine-hour work day during the week, half days on selected Saturdays, and three weeks in the summer. They also are available via cell phone for homework help in the evening. With the extended day, KIPP teachers have extra time for lesson planning. KIPP teachers are also eligible to attend professional development conferences throughout the year organized by the KIPP Foundation.
When KIPP schools transition out of start-up mode and into focusing on sustainability, they are developing staffing solutions that can allow many different teachers to work at KIPP. KIPP has young parents who leave at 5:00 p.m. to pick up their children from daycare, part-time teachers who job share, and teachers who continue to work past 5:00 p.m.
KIPP teachers typically receive 15 to 20 percent more in salary than the average teacher in neighboring public schools for this extra time.
KIPP teachers are a diverse group. Last year, there were more than 580 teachers employed at KIPP schools: 53 percent were white and 47 percent were African American, Hispanic, or Asian. The experience of KIPP teachers extends from first-year teachers to 35-year classroom veterans.
- How much does it cost to run a KIPP school?
The level of per-pupil funding for KIPP schools varies greatly across the country, due to widely divergent funding allocations at the state and local level.
As primarily public charter schools, KIPP schools typically receive 60 to 90 percent of the operational revenue and none of the capital expenditure revenue of district schools.
It costs additional money than is allocated to operate a KIPP school in order to pay for the extended day, week, and year. KIPP estimates this additional cost at roughly $1,100 to $1,500 per student. This additional money pays for the extended schedule, staff salaries, and annual field trips. For example, KIPP teachers typically earn 15 to 20 percent more in salary than traditional public school teachers for this extra time.
In addition, as primarily charter schools, a majority of KIPP schools incur additional costs in non-core education areas such as facilities and busing, which district schools traditionally do not incur. This also increases the level of per-pupil spending at KIPP.
Since charter schools receive less public dollars than a traditional public school, KIPP spends the same or less per student than most (if not all) urban districts spend on average even with additional fundraising. For example, the KIPP schools in New York City spend less per-pupil educating their students than the average New York City middle school per-pupil expenditures. One of the ways that KIPP schools do this is by being relatively lean on administrative costs.
Questions about Enrollment Policies
- I know that incoming KIPP students at grades above 5 are tested to determine their grade level. I am not clear whether students incoming from 4th grade, applying to 5th grade, are also given that testing. Are applicants for 5th grade tested to determine their grade level? If they test below 5th grade, are they still admitted?
There is no test for KIPP students entering fifth grade, which is our entry point for middle school. Any testing that occurs above fifth grade at KIPP middle schools is conducted to determine grade placement, since that is not the entry point.
Aspiring fifth grade students are admitted on a first-come, first-served basis. If more aspiring fifth grade students enroll than spaces are available, students are admitted through a random lottery.
Students entering KIPP are performing below grade level. In 2007, the average fifth grader entered KIPP on average one to two years below grade level on national norm-referenced exams.
- I know that students who have completed 5th grade at other schools and are applying for 6th grade ARE tested to determine their grade level. What percentage overall are determined to be at 5th-grade level and told that they will need to repeat 5th grade (this time at KIPP) to be admitted? What percentage are determined to be at 6th-grade level and admitted to grade 6? (I'm assuming there may be some in other categories; see question 3, or they might test ahead of grade.)
KIPP does not track the percentage of students who enroll at KIPP and are asked to repeat a grade.
We do not turn away any students based on academic achievement at any grade level. At many KIPP schools, students who are looking to enroll in sixth and seventh grades are given a placement test to ensure that they enter KIPP in the upper grade at the appropriate level.
Below is the admissions policy for the upper grades at KIPP San Francisco schools:
Sixth grade: If a rising sixth grader at a KIPP San Francisco school scores at two years below grade level (or better), he/she can place his/her name in the lottery for sixth grade. If a rising sixth grade student enters a KIPP San Francisco school more than two years below grade level, that student is invited to enroll in the fifth grade in order to get on grade level.
Seventh grade: Rising seventh graders who are interested in enrolling at KIPP San Francisco schools are also given a placement test. If they test within one grade level in reading and math, rising seventh graders in San Francisco are allowed to enter the lottery for seventh grade. If they are more than one year behind grade level, they are invited to enter the lottery for sixth grade.
Eighth grade: KIPP San Francisco schools do not admit students in the eighth grade, as it is the last year of KIPP middle schools.
- If applicants in that category (completed 5th grade at other school, applying to KIPP for 6th) test BELOW 5th-grade level, are they still accepted to 5th grade at KIPP?
Yes, any students who test below fifth grade level can enroll as a fifth grader at KIPP. All KIPP schools are open-enrollment at entering grades regardless of entering test scores. As mentioned in an earlier question, students enter KIPP on average significantly below grade level academically.
- Of applicants in that category (completed 5th grade at other school, applying to KIPP for 6th) who are told they will need to repeat grade 5, this time at KIPP, how many of them then enroll at KIPP?
- Of applicants in that category (completed 5th grade at other school, applying to KIPP for 6th) who test at 6th-grade level and do not have to repeat a grade, how many then enroll at KIPP? (This is intended as a control to determine whether being required to repeat a grade deters many applicants.)
- What percentage of KIPP students who have completed grades 5, 6 or 7 at KIPP are told they need to repeat a grade (disaggregating for each grade)? Do you have information on how that compares to averages at traditional public schools?
- What percentage of KIPP students who have completed grade 8 at KIPP are told they need to repeat grade 8 to graduate? Do you have information on how that compares to averages at traditional public middle schools?
ANSWER TO QUESTIONS 4 THROUGH 7:
KIPP does not collect or track enrollment information about students that are asked to repeat grades. We also do not have access to enrollment numbers for students at neighboring schools who switch schools because they do not want to repeat a grade.
When we calculate achievement gains at KIPP schools in our annual Report Card, we only track gains of those students who are part of a ‘matched cohort’ of students. For example, in the 2006 KIPP Report Card, we reported the gains of students who started in fifth grade since the fall of 2000 and completed seventh grade by the spring of 2006. The average student who enrolled at KIPP since 2000 started fifth grade at the 44 percentile in mathematics. After three years at KIPP, these same students scored at the 83 percentile in mathematics. In this analysis, we do not count students who entered KIPP in either sixth or seventh grade.
- I have often read a claim that a high percentage (though the number given varies) of KIPP students go on to college.
Here's the first hit on Google News as of right now, for example: "According to Feinberg, 90 percent of KIPP's middle school students go to college..."
As you are aware, KIPP runs middle schools, so only students who finished 8th grade in 2003 or earlier would be at college age now (high school graduating class of 2007). KIPP has run only a small number of schools for that long — Jay Mathews of the Washington Post told me the number is two. So I know we're talking about quite a small number of students. However, my question is: Does KIPP have an official mechanism/process for tracking those students? What is it and how does it work? Has KIPP succeeded in following 100% of its alumni who finished Grade 8 in 2003 or earlier, and if not, what percentage has it successfully tracked?
To clarify the statement by Mike Feinberg from the Austin Weekly News article referenced in this question, Feinberg was referring to the college matriculation rate from one class of KIPP alumni (2006). That year, the college matriculation rate of KIPP nationally was 91 percent, and for KIPP Houston students the rate was 97 percent.
We have been tracking the college attendance rates of alumni from the original KIPP middle schools in Houston and New York since the first students from both schools earned acceptances to college in 2003. Over the past five years, the original two KIPP Academies have an average college matriculation rate of 82 percent.
This national college matriculation percentage only includes students who attended the original two KIPP schools in Houston and New York. At this time, those are the only KIPP schools that have been in operation long enough for alumni to progress from eighth grade to college freshmen. Kids from the next generation of KIPP schools that opened this decade will not matriculate to college until 2009.
As for how we track students, we do this through the KIPP to College alumni program at both schools. The KIPP to College program aims to empower each middle school graduate to continue using the scholarly habits, knowledge, and skills learned at KIPP schools as they continue on the path to college (and beyond.) Components of the program include:
- Extended support and mentoring for students and their families;
- Academic support services and programs;
- College and financial aid counseling;
- Extracurricular activities;
- Summer internships, job placement, and other leadership and enrichment opportunities.
- I frequently read, including on KIPP's website, that "all KIPP schools" have waiting lists. However, San Francisco's two KIPP schools do not have waiting lists, at least for grade 5, as is clear from multiple indicators. Do San Francisco's two KIPP schools have waiting lists for other grades? Since that information is incorrect about San Francisco's two KIPP schools, can you clarify what percentage of KIPP schools do have waiting lists for grade 5?
KIPP does not state on the prepared text on our website that all of our schools have waiting lists. We have posted The New York Times Magazine article by Paul Tough that states all KIPP schools have waitlists. Tough, who visited two KIPP schools in New York City, may have been referring to the fact that all KIPP NYC schools have waiting lists.
We will learn more about KIPP school waiting lists from a long-term study administered by Mathematica that we just announced (for more information on this study, see Press Release). Based on an initial survey we conducted in preparation for the Mathematica research, we found that more than half of KIPP schools nationally have waiting lists at some point throughout the year.
As for the Bay Area, four out of five KIPP Bay Area middle schools have waitlists for sixth grade, as most elementary schools in the area serve grades K-5. Two out of five KIPP Bay Area middle schools have waitlists for fifth grade.
- Why does KIPP start its schools at grade 5 when apparently most districts where it operates have K-5 feeder schools? Do many students leave the feeder schools after grade 4, or is that to allow a high number of students to repeat grade 5 in the KIPP school?
KIPP starts with a fifth grade because of the teaching background of KIPP co-founders Mike Feinberg and Dave Levin.
Feinberg and Levin both served as fifth grade teachers as a part of the Teach For America program. After completing their Teach For America commitment in 1994, they started KIPP as a program for fifth graders at Garcia elementary school in inner-city Houston, TX.
Since most public schools serve grades K-5, we tend to see strong demand for students entering KIPP at the sixth grade level.
Questions about KIPP Academy Fresno, March 2009
- What's the current status of the KIPP-FUSD situation and the school? What's the current status of that $5 million grant possibly coming from the state? Is it clear that the money would come through if FUSD provides the needed letter of endorsement, or is it hung up by the state budget crisis anyway? If it doesn't come through, what happens with the foreclosure threat?
In February 2005, KIPP Academy Fresno was recommended to receive Prop 55 funding for school construction. In order to access this money, however, KIPP Academy Fresno needs a letter of good standing from the Fresno Unified School District. Although the KIPP Academy Fresno Board has continued to work with the District to release this letter, at this point it is not forthcoming.
As to whether the Prop 55 funds will be available due to California’s budget crisis, we at the KIPP Foundation are working to ensure that KIPP Academy Fresno can access the funds it has been awarded. Whether the state ultimately releases these funds is outside of our control. We want the opportunity to make our case to the state for KIPP Academy Fresno.
Through KIPP’s decentralized model, each KIPP school is funded and managed locally. The KIPP Foundation’s goal is to identify, train and support excellent school leaders, but their success ultimately rests on decisions that are made locally by each KIPP leader and the board of directors.
If KIPP Academy Fresno cannot access the Prop 55 funds it rightfully deserves, then the school will have a difficult time staying in its current facility.
- Regarding the charges against the principal, what's KIPP's official position? Some people are saying that the accusations are fabricated by disgruntled former teachers, disgruntled former students and disgruntled former students' families. Is that the view of KIPP leadership? If so, why ARE there so many disgruntled former teachers, disgruntled former students and disgruntled former students' families?
KIPP Academy Fresno’s parents took their concerns to the Fresno Unified School District as the District is the chartering agency. The KIPP Foundation did not conduct the investigation and cannot comment on the veracity of specific charges. However, the KIPP Foundation takes the issues raised in this report seriously, and is working hard to ensure that KIPP Academy Fresno is in good standing. KIPP’s success is based on strong partnerships between families, teachers and staff members, and it is crucial for KIPP parents to feel that the school’s policies are consistent and fair.
The KIPP Foundation supported the succession of William Lin as principal of KIPP Academy Fresno and felt it was in the best interest of the school. William Lin is a talented educator who completed KIPP’s leadership training at New York University, and we believe he will be successful as KIPP Academy Fresno’s new school leader.
- Is KIPP leadership mobilizing the protests or are they happening spontaneously? Is there an overall KIPP strategy on this issue, including PR/outreach/public support?
It is not surprising that KIPP Academy Fresno parents are working to save the school, because they believe it has been a positive learning environment for their children. KIPP Academy Fresno had a strong start five years ago and last year was one of only two middle schools in Fresno County to be designated a California Title I Distinguished School.
The KIPP Foundation has not organized parents to demonstrate on behalf of the school.
The Foundation’s priorities right now are supporting new principal William Lin and working with the District to release the letter of good standing needed to access Prop 55 funds.
The KIPP Foundation has made every effort to respond transparently to media requests about the situation in Fresno and will continue to do so as events move forward.
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