. . .the black-white test score gap in math is typically estimated as approximately onestandard deviation at fourth grade and eighth grade (Bloom et al. 2008). Half of these KIPP schools are producing impacts large enough to cut that gap in half within three years (p. xv).
. . . Students who transfer within-district tend to have lower baseline test scores than students who do not transfer at all. For KIPP, the baseline scores of students transferring in-district were significantly lower at 12 schools (in at least one subject); none of the KIPP schools recorded higher baseline scores for students transferring in-district. The pattern at non-KIPP schools was even more pronounced: compared to those who do not transfer, students transferring in-district had baseline scores that were significantly lower in at least one subject in all 22 sites (p. 16).
The KIPP study's description of attrition only considers half the equation, when comparing KIPP schools to matched traditional public schools. The researchers looked at the attrition rates, which they found to be similar - in the sense of the number of students departing from schools. But they never considered the receiving or intake rate. Even though the researchers agree that the students who are mobile are lower performing, they do not take into account the reality that KIPP schools do not generally receive these students.
- KIPP students attend school approximately 50 percent longer during the school year than public school students;
- KIPP students have 9-10 hour days and 2-3 hours of homework, with school on Saturdays;
- KIPP students become part of a harsh total compliance organization through a 3 week summer program of indoctrination referred to as KIPP-notizing;
- KIPP classrooms are without distractions, since offenders are segregated or offered the opportunity to choose another school;
- KIPP schools have a laser beam focus on improving test scores that is unrelenting;
- KIPP students are regularly subjected to a regimen of “positive psychology” that combines alternating treatments of learned optimism and learned helplessness in order to instill a sense of individual responsibility and unerring behavioral control.