TY  - JOUR
AU  - Angrist,Joshua D.
AU  - Dynarski,Susan M.
AU  - Kane,Thomas J.
AU  - Pathak,Parag A.
AU  - Walters,Christopher R.
TI  - Who Benefits from KIPP?
JF  - National Bureau of Economic Research Working Paper Series
VL  - No. 15740
PY  - 2010
Y2  - February 2010
UR  - http://www.nber.org/papers/w15740
L1  - http://www.nber.org/papers/w15740.pdf
N1  - Author contact info:
Joshua Angrist
Department of Economics
MIT, E52-353
50 Memorial Drive
Cambridge, MA  02142-1347
Tel: 617/253-8909
Fax: 617/253-1330
E-Mail: angrist@mit.edu

Susan Dynarski
University of Michigan
Weill Hall
735 South State Street
Ann Arbor, MI 48109-3091
Tel: 734 615 5113
Fax: NA
E-Mail: dynarski@umich.edu

Thomas J. Kane
Harvard Graduate School of Education
Center for Education Policy Research
50 Church St., 4th Floor
Cambridge, MA 02138
Tel: 617/496-4359
E-Mail: kaneto@gse.harvard.edu

Parag Pathak
MIT Department of Economics
50 Memorial Drive
E52-391C
Cambridge, MA 02142
Tel: 617/253-7458
E-Mail: ppathak@mit.edu

Christopher R. Walters
MIT Economics
50 Memorial Drive
Cambridge, MA 02142
E-Mail: crwalt@mit.edu
AB  - Charter schools affiliated with the Knowledge is Power Program (KIPP) are emblematic of the No Excuses approach to public education.  These schools feature a long school day, an extended school year, selective teacher hiring, strict behavior norms and a focus on traditional reading and math skills. We use applicant lotteries to evaluate the impact of KIPP Academy Lynn, a KIPP charter school that is mostly Hispanic and has a high concentration of limited English proficiency (LEP) and special-need students, groups that charter critics have argued are typically under-served. The results show overall gains of 0.35 standard deviations in math and 0.12 standard deviations in reading for each year spent at KIPP Lynn. LEP students, special education students, and those with low baseline scores benefit more from time spent at KIPP than do other students, with reading gains coming almost entirely from the LEP group.
ER  -