Regarding the Baltimore study
full report is at
Comment by Doug Mann:
The long KIPP school day includes activities that might be offered as part of after-school programs in the regular public
schools, including some activities that are often restricted or cut from regular school programs due to budget cuts, such
as sports, band, etc.
2. The KIPP middle school in Baltimore gets significantly more money per student than regular
public schools, (about $1,500 per student, not counting special education) due to support from private foundations.
Differences in curriculum between KIPP and regular public schools. In my opinion, the components of the KIPP model listed
below should be incorporated into programs for the general student population in the Minneapolis Public Schools.
The KIPP middle school in Baltimore uses a curriculum developed by the State of Maryland that covers all subject areas, and
which is optional for Maryland public schools. I assume that this curriculum is comparable to the Northstar standard in Minnesota
(a college-bound curriculum) The term 'curriculum' used here connotes a road map, with learning objectives set out in a certain
b) While not explicitly stated, the KIPP middle school apparently does not "ability-group" students into watered-down
curriculum tracks, though students with significant deficits in reading are placed in a class designed to quickly bring them
up to grade level, i.e, a class that closes (not widens) the reading skill deficit gap. KIPP teachers are very likely focused
on individualized educational planning to the same degree as teachers in successful college-preparatory programs, which in
the public schools are reserved for a minority of students deemed to be "gifted / talented."
c) Focus on reading and
Acquiring proficiency in reading is a high-priority goal for KIPP students, with the goal of getting all students
up to grade level or beyond during their first year in the program. Grade 6 math is designed to prepare all students
for Algebra I (grades 6 and 7).
d) Lesson planning based on evaluation of ongoing test
results in various subject
area, with tests closely aligned to the curriculum content. Tests are not simply used to 'grade' and group students, they
are used to improve instructional effectiveness by identifying what students are, and are not learning.
KIPP - now more than ever?
(post to the Minneapolis issues list)