Achievement and Climate Outcomes for the Knowledge Is Power Program in an Inner-City Middle School

Autor/inn/en	Ross, Steven M.; McDonald, Aaron J.; Alberg, Marty; McSparrin-Gallagher, Brenda
Titel	Achievement and Climate Outcomes for the Knowledge Is Power Program in an Inner-City Middle School
Quelle	In: Journal of Education for Students Placed at Risk, 12 (2007) 2, S.137-165 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Urban Schools; Extended School Day; School Restructuring; Standardized Tests; Academic Achievement; Achievement Tests; Middle Schools; Program Effectiveness; Family School Relationship; Interviews; Surveys; Program Implementation; Outcomes of Education; Poverty; Control Groups + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ganztagsunterricht; Schulreformplan; Schulumwandlung; Standadised tests; Standardisierter Test; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Middle school; Mittelschule; Mittelstufenschule; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Lernleistung; Schulerfolg; Armut
Abstract	This study was designed to examine the effects of a whole school reform, the Knowledge is Power Program (KIPP), specifically designed to raise academic achievement of at-risk urban middle school students by establishing an extended school day and year, a rigorous curriculum, after-school access to teachers, and increased family-school connections. In our mixed-methods design, qualitative (interview and observation) and quantitative (survey and achievement test) measures are employed to determine first-year program implementation and student outcomes for the KIPP:DIAMOND (Daring Individual Achievers Making Outstanding New Dreams) Academy (KIPP:DA), an inner-city school in a large, high-poverty urban district. For the achievement analyses, 49 KIPP:DA students were individually matched to highly comparable control students of the same ethnicity, socioeconomic status, gender, and ability, who attended different district schools in the same neighborhood. Statistically significant and educationally meaningful advantages for KIPP:DA students were found on 4 out of 6 standardized tests. The achievement results are interpreted in relation to the key program elements, the positive school climate established, and the quality of the 1st-year implementation. (Contains 6 tables and 1 footnote.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10