Monday, April 7, 2014

To be or not to be a foundation?

KIPP Schools: An Exploration

Once you are sold on the KIPP school model, you can click on Schools in order to search for one in your area. This section of the website once again reasserts the statistics for the indicators that define the rarity of their model as one last reminder of what makes them stand out as the school to choose for your child.

“More than 86 percent of our students are from low-income families and eligible for the federal free or reduced-price meals program, and 95 percent are African American or Latino. Nationally, more than 90 percent of KIPP middle school students have graduated high school, and more than 80 percent of KIPP alumni have gone on to college.” 

After that, there is a brief overview of the types and quantity of each school available in which to enroll your child---Pre-K-Elementary, Middle and High School. The drop down menu also brings you to the directory of every school in the nation. If you click on a specific school, you will find the contact information for each school, a link to the report card for the latest results on the Six Essential Questions for that school, a map of the school’s location, a link to the school’s homepage, and a link for interested teachers to apply for work. This section is very easy to navigate and is also careful to highlight the statistics for each school to reinforce its successes.




The KIPP Foundation

Interestingly, this section (like the first section—About) has a link for The KIPP Foundation. So, I wonder why the KIPP Foundation is a selling point. Let’s explore.

This webpage highlights the history and breadth of the foundation. It also emphasizes the KIPP Foundation Mission, Vision and Values.

Mission

"To create a respected, influential, and national network of public schools that are successful in helping students from educationally underserved communities develop the knowledge, skills, character and habits needed to succeed in college and the competitive world beyond."

Vision 

"Our vision is that, one day, all public schools will help children develop the knowledge, skills, character, and habits necessary to achieve their dreams while making the world a better place."

Five Values

Sense of Purpose, Results, Respect, Constant Learning and Humility, and Diversity and Inclusivity

The mission, vision and values seem to fortify what other aspects of the website have already covered in great detail. The re-emphasis on these items helps to tie it up into a nice neat package where all parties converge to accomplish the same goals for the benefit of the children. 

The focus on the fact that the school is a foundation brings to mind several things. The first is that the term- foundation- conjures different meanings. A foundation is a base of a building---something that gives support and structure to something much much bigger. A foundation is also a basic principle or tenet that is the basis of which something stands. To be a foundation in these senses creates a sense of importance and gravity for the cause it represents. In addition, to be a foundation puts one in association with the likes of other notable foundations such as the Carnegie Foundation or the Bill and Melinda Gates Foundations (in this case literally, as BMGF is a partner amongst many other notable names that can be found here).  By highlighting the fact that it is supported by the KIPP foundation rather than the KIPP Association of KIPP Non-Profit helps give it an air of reputability and strength that other names would not.

It also brings to mind the idea of philanthrocapitalism. While KIPP still remains a non-profit, it is still funded by agents of the new philanthropy-- which promotes a return on its investment and an emphasis on assessments and evaluations of which KIPP is more than happy  to provide. This has also not gone unnoticed as KIPP tries to expand internationally (See Dora's blogpost on the failure to sell the KIPP brand in New Zealand) Furthermore, KIPP and its foundation do promote a silver bullet solution in order to solicit parent and funding agency buy-in which, thus far, seems to be largely a successful venture. 



Primary Colors, Smiling Children and KIPP Results


"The data is the key resource that tells us that we’re actually doing that [delivering our promises to kids]”. Richard Barth (KIPP CEO)
 

The KIPP Annual Report Card section of the website (under Results) presents a 98-page document accompanied by a 3 minute and 18 second video entitled “The Story Behind the Numbers”. I would like to start the critique of this section by examining this short video. Like the video “The Story of KIPP”, this video is meant to sell the KIPP model to parents by providing testimonials on its methods of evaluation from a variety of voices--students, teachers and administrators.

 

KIPP sells itself by emphasizing its focus on data based on the assumption that data consists of true hard facts and that KIPP data presents a holistic picture of a school model that is in good health—that others schools can and should look to for guidance. The guiding principles for KIPP data are called the Six Essential Questions. The capitalization of these three words-- the Six. Essential. Questions.-- exudes a certain visual impact that wards off further questioning as to how essential these questions really are---the capital letters tell us that these questions are powerful in determining truth.

THE SIX ESSENTIAL QUESTIONS
 1.  Are we serving the children who need us?
 2. Are our students staying with us?
 3. Are our students progressing and achieving academically?
 4. Are our alumni climbing the mountain to and through college?
 5. Are we building a sustainable people model?
 6. Are we building a sustainable financial model?

The video tells us that the Six Essential Questions are a “holistic way to evaluate” the school model which implies that other schools may only have One Essential Question which is “What do the state test scores tell us about each school?”.

After the video introduces the fact that they use a varied method of data collection, it goes on to present the importance of such data to different members of the school community.

Brandon (student): “The point of taking test is to find out what you’re weak at and strong at in a particular subject. It makes me learn from my mistakes.”

Teacher: “Data gives me power as a teacher by enabling me to really make informed decisions so not just I’m gonna teach this today because it’s the next thing in line, but I’m going to teach this today because my students are struggling with X.”

Richard Barth (KIPP CEO): “The data tells us in what ways are we fully living our values, fully living our beliefs and fully living our aspirations and in which ways we are falling short.”

These testimonials are very convincing as a whole. It is especially hard to argue with students and teachers who appear very committed to their learning and methods of evaluating learning and moving forward. All of these voices also emphasize words like “next steps” and “the future” which really brings home their message of the importance of using data to inform decisions. The video uses very powerful language to promote a holistic model of schooling that is reinforced by what they view as a rigorous model of data collection. Words like “aspirations, values and beliefs” are used to reinforce that the school is concerned with much more than improving test scores—it’s a model that improves all aspect of students’ experiences.

Now, let’s look at the 98-page report card---the hard data that is so boldly promoted in the video.




The first 27 pages of the report card are full of photographs of teachers and students accompanied by inspirational quotes presented in bright primary colors interspersed with information about the school model. The message is sell sell sell. It is not until page 28 where we see the first mention of the Six Essential Questions followed by a few pages of information on what the report card is, a few more quotations and photographs from students and leaders and some more self-promotional information/marketing. Finally, on page 35, the national results of the Six Essential Questions are presented. From page 43 to 98, the local results for the Six Essential Questions are presented where each locality receives two pages of reporting.

At this point, I’d like to take a step back and look at the KIPP Annual Report Card versus the Atlanta Annual Performance Report for 2012-2013.




Since KIPP’s key advertising strategy (in terms of results) is to convince the potential customer that KIPP diverges quite drastically from the norm in the sense that it looks at a multitude of other forms of assessment besides test scores, I thought it crucial to consider this in light of another school system’s annual report card. I chose Atlanta as a basis for comparison because it is one of the key locations for a KIPP school and is composed of a high percentage of students who qualify for a free/reduced price lunch (76%) and African-American population (79.5%)---both of which are key indicators/targets of KIPP schools (NCTQ 2013) .

The title of the Atlanta Performance Report may give away some of its mission within its title “The Atlanta Balanced Scorecard”. As its name suggests, the report explores three (balanced) different areas to evaluate according to the 4E's (Excellence, Equity, Ethics and Engagement (yes, capitalized!)) which are its guiding principles. The report aims to look at 11 district-level objectives according to 22 different measures. The three areas are as follows:
     1.     Students, Stakeholders and Learning Environment
     2.    Leadership and Talent Development
     3.    Financial and Operation Systems and Support

The Atlanta report card is a total of 27 pages of which only the cover page has any pictures of smiling children. In terms of being holistic, 26 pages of the report give information on the 22 different measures according to a range of areas. Importantly, the five of the Six Essential Questions are answered here---the one question that is missing is student attainment in college (Essential Question #4). The rest of the questions are answered in much more detail than in the KIPP model giving a much more nuanced perspective of the school situation in which data can be used to inform decisions just like in the KIPP model.  

KIPP’s report card on Atlanta’s indicators is a mere 2 pages of which the only information available is the following 9 indicators:

student enrollment, number of teachers, percentage of students eligible for free/reduced meals, percentage of student attrition, percentage of special education services, percentage of ethnicities, state testing results in reading and math, AP and ACT results,  and alumni attainment


These indicators do answer the Six Essential Questions, but do these questions have the impact and power that the testimonials in the video “The Story Behind the Numbers” suggests? Is KIPP more accountable than a public school? Why should I be wow-ed by this model? To me, it feels like the same old story with test results playing the role of the protagonist.  Perhaps the appeal of KIPP results is that it conforms to the standard, promulgated and powerful viewpoint that numbers can be trusted and KIPP presents the numbers that help them make their case a strong one. And well, it helps to have smiling children and primary colors to clinch the deal. 

Saturday, April 5, 2014

KIPP Blog- What are they saying?

When you visit the KIPP  Blog page, these are the categories of posts that you can choose from:

Developing Character
Leadership Development
Teacher Strategies and Innovations
Team and Family Stories
To and Through College
Updates and Events

In alphabetical order I don’t feel as though there is any kind of priority stated here but as an overall list, one can get a sense of the type of conversation they hope to generate through their blog.  After looking through the entire KIPP site one can see that the blog topics reflect many of the ideas presented in other areas.  The blogs are oriented to promote KIPP’s various philosophies, frameworks and policies although throughout the site and the blog, policies are never really referred to as this.  They have a “Commitment to Excellence” pledge, Frameworks for Excellent Teaching, Leadership programs and Character building initiatives but at least on the larger www.kipp.org website, there is no school “handbook” that outlines school rules or regulations or list of policies that serve as a guide for each of the individual schools. These may exist but they are not promoted on the website and are not discussed in the blogs as such.

The most recent blog posting from March 21, 2014 is called “Collaboration and the Common Core: How Two Teachers are Working Together to Raise the Bar for Kids”. http://blog.kipp.org/ It discusses a collaborative effort between two teachers in different KIPP schools across the country to develop a math curriculum that supports the new Common Core initiatives. The post has a positive, supportive tone that celebrates collaboration, promotes the KIPP Foundation’s network of resources and shows the public that they are offering teachers the support they need to innovate. This is an idea that is heavily employed as an incentive for recruiting new teachers. Theoretically, what they are showing us is that they are holding themselves accountable as an educational institution to the Common Core standards while allowing their teachers to design their own units and lesson plans that align but also serve the individual needs of the students.  Teachers share the plans through the online portal “KIPP Share Better Lesson” so that other KIPP Foundation math teachers across the country can access the plans and benefit from this work. 

The KIPP Foundation seems to have it all; sound philosophies and theories on developing engaged and motivated learners; frameworks for excellent teaching and leadership building models; an enormous network of schools and other teachers to share best practice skills and lesson plans with; data- lots of data to show as evidence of high student achievement and college entry rates. So why do I continue to feel skeptical?

Maybe it is because I know that while they promote “open enrollment” and are obligated to give preference to the students in their geographical school district, they only offer the limited open spots on a lottery basis. Can charter schools really claim to be "public" if they are exclusionary and limit access? Since when is a service that is only available to children who are lucky enough to have their number drawn out of a wire basket or generated by a computer program public?!  The existence of each KIPP school is probably making it more difficult to sustain the local public school whose enrollment declines as they fill up the new KIPP school population. The lottery system puts children’s education in the hands of luck. I see resources that could be going to bettering the education of all students in their community so that they are no longer ‘underserved’.  

According to the NEA, a charter school is a "publicly funded elementary or secondary schools that have been freed from some of the rules, regulations, and statutes that apply to other public schools, in exchange for some type of accountability for producing certain results, which are set forth in each charter school's charter. "  http://www.nea.org/charter

There is a lot of discrepancy in the claims about the percentage of state funding charter schools receive for their per pupil, enrollment based funding. I have seen numbers ranging from 61% to 100% of the amount received by public school counterparts.   The Center for Education Reform http://www.edreform.com offers a report that explores the impact of public funding on charter schools : http://wff.cotcdn.rockfishhosting.com/documents/65c49fec-da6b-4124-ac47-1f04186644e1.pdf

On the other hand, charter schools have the advantage of being able to accept donations and find financial support from private entities and grants that are not available to the public school community.  KIPP has an entire section of their website designated to "SUPPORT" and makes it easy for people to donate and shows us who is on their long list of financial partnerships. http://www.kipp.org/support

The US Department of Education also lists an entire page of entities funded by the Charter Schools Program (CSP) that support their needs. http://www2.ed.gov/about/offices/list/oii/csp/resources.html

I am not sure what is stopping the same community from funneling their energy and financial resources into the existing public school? Is it a logistical issue that does not allow them to accept donations? Does KIPP as a network offer a more efficient economic model as a franchised organization? Are they showing us that the business model can get it done financially and yet, the very nature of a market based system will not and CANNOT provide for the common good- only those that are lucky enough to catch a break?  Why not open the portal for sharing Common Core lesson plans to general public? Why not build a school that has enough physical capacity and resources to serve EVERY child in that community so they ALL can attend?  Why not combine the human effort that is coming together to create a new KIPP school and funnel it into the existing public school? Are the local school boards and other bureaucracies that resistant to the potential for positive change?  What are the obstacles and how can we overcome them in order to provide the best education for all our children? This is what I hope the KIPP blog will post about next. 

Friday, April 4, 2014

THE KIPP APPROACH

THE KIPP APPROACH
http://kipp.org/our-approach

“The KIPP approach” screams for the accountability of all members of the KIPP community and also for high standards of academic and personal growth. 

THE FIVE PILLARS
The “Five Pillars” are a set of operating principles that allow them to “build a system of high performing schools”.  The Five Pillars include:
  1. HIGH EXPECTATIONS: KIPP boasts high expectations on academic achievement and personal character by both staff and students. “Measurable expectations   and data” drives these claims. They have a system of “formal and informal    rewards & consequences based on performance and behavior”.
  2. CHOICE & COMMITMENT: KIPP makes a strong connection between a family or employee’s choice to be at KIPP with commitment. While KIPP advertises “open enrollment", families fill out application forms and are subject to an annual lottery for acceptance. KIPP is required to give preference to students who live within the geographical school district area and who receive free/reduced lunch. They choose to give preference to students who have siblings already enrolled.
  3. MORE TIME: As a charter school, KIPP is not restricted to the public school calendar and is free to expand their contact time with students to have a longer school day, week and year.
  4. POWER TO LEAD: KIPP claims to put power in their principals’ hands through professionalism and trust.  They give them control over the school budget and personnel in order that they can move financial resources and make staffing changes as necessary.  KIPP principals are considered both “academic and organizational leaders.”
  5. FOCUS ON RESULTS- A focus on “results” indicates that KIPP is concerned with the final “product”.  These results are measurable and data driven by standardized tests and “other objective measures” 


COMMITMENT TO EXCELLENCE
All students, parents and teachers sign a “learning pledge” called “Commitment to Excellence”. 
http://www.kipp.org/files/dmfile/KIPP_Commitment_to_Excellence_Sample.pdf

The pledge focuses on commitment through means of accountability faced with consequences. Primary aspects of the pledge for all parties include:
  • Being punctual and present as it pertains to agreed arrival, departure times and extra Saturdays, summer hours and field trips
  • to do “WHATEVER IT TAKES” for the child to learn
  • Child and parental involvement, ownership and accountability of homework, behavior, dress code and attendance
  • All three parties understand they can be “removed” for not adhering to the commitment.


KIPP claims to apply these same “objective forms of measurement” in order to determine if the pledge is upheld. If the pledge is not upheld by any teacher, parent or student, they may be asked to leave the KIPP community. Just to be clear, part of the teachers' pledge states they will do "WHATEVER IT TAKES" for the child to learn...  I am wondering how KIPP measures this objectively... ???  

KIPP THROUGH COLLEGE, CHARACTER & EXCELLENT TEACHING
KIPP claims that all 3000 teachers are “united under the same mission” which is to see their students “to and through college”. The KIPP through college (KTC) program, Character Work initiative and Framework for Excellent Teaching provide specific steps for achieving this goal.




How I see it...


BENEFITS OF A FRANCHISE MODEL
KIPP is focused on growing a network of schools around the country. Currently there are over 60 KIPP schools and 3000 KIPP teachers nationwide. They show evidence that this network benefits their smaller communities by the opportunity to share curriculum and resources and collaborate on best practice theories. They host a KIPP Share site for trading lesson plans as well as a KIPP summit and other weekend long retreats for teachers and staff to meet and observe other KIPP programs in action.  Through the KIPP Through College (KTC) program they stay connected with their graduates to offer current students advising and mentorship.  Their approach to “visionary leadership” development is aggressive.  Internal and external applicants are encouraged to apply for “fellowships” which are year-long training programs to prepare one for a leadership role within an existing program or to “found” a new KIPP school in an “underserved” community. Taking advantage of an ever-growing pool of unemployed educators, they provide the incentives necessary to convince teachers to be part of a growing "network"claiming that will support them and give them the "freedom" to innovate and the resources they need to be great teachers with the goal of getting their students "to and through college".
           
This “franchise” model of opening new schools allows KIPP to take advantage of basic economical and marketing benefits of a consolidated organization.  Websites, media promotion, brand name, academic resources and employee benefits are all more cost-effective when spread over a larger pool of users.

KIPP.ORG presents a face of accountability as a foundation through a variety of measures: they claim to value objective means of collecting data; to put trust in their staff members to make powerful decisions and implement change; to strive for an economically efficient model that provides what they deem to be the most important resources for their communities; and they promote an environment of personal accountability by committing to pledges, providing clear expectations for students, parents and teachers and by providing information on every aspect of their  approach in great detail. These are all the things they are required to do as a charter school. Being a charter school, they are in theory held more "accountable" by the governing state by providing a "charter" which they are required to show evidence and proof of follow through.  Through this investigation of KIPP.org, my colleague and I have discovered that in a number of ways, the KIPP foundation has proven to show less evidence of accountability than many public schools.  Additionally, there has been little evidence found to support the claim that charter schools are more effective than public schools and some evidence that shows the opposite. 

NEA: Academic Effectiveness of Charter Schools
http://www.nea.org/charter

US Department of Education- Evaluation of the Public Charter Schools, Final Report
http://www2.ed.gov/rschstat/eval/choice/pcsp-final/execsum.html

So, you think you want teach at KIPP?

KIPP advertises three promotional points to recruit new teachers.

At KIPP you will :

1. have the FREEDOM to innovate and the SUPPORT to grow
2. never stop learning
3. be part of a NATIONAL NETWORK that works for underserved communities to get kids TO and THROUGH college.

These three recruitment points echo the KIPP programs discussed under the KIPP APPROACH; The KIPP Sharing and Collaboration Network, Leadership Development programs and KIPP Through College program are all offered as evidence that teachers will find truth behind these claims.

Is this KIPP’s way of showing us they are “accountable” for their claims?

On the “Careers” page, http://www.kipp.org/careers we also see the phrase, “Where will YOU take us?  When we put this together with the list of claims made by the organization we have the sense that there is a challenge on the table.  “You come and work for us, show us what you can do for us and you will be rewarded by..."

“Freedom” and “support” are big carrots for teachers.  At a time with ever increasing standardized testing and other state and federal curriculum mandates, teachers are feeling the crunch to follow scripted, over-loaded curriculum plans. Many feel as though they lost their “freedom to innovate” a long time ago.  The site suggests that through the sharing of lesson plans and collaboration with other KIPP teachers that one will find room to be free and have the support to do that.  The question is though, “freedom” from what? And, “support” to do what? Are KIPP teachers really “free” to do anything? How innovative are they allowed to be? What does KIPP consider to be “innovative”? Does KIPP disregard the mandates that everyone else is subject to and TRUST that their teachers will do great work as professionals, that they will be great teachers and not feel handcuffed to existing requirements? Does the KIPP model of accountability that allows them to fire, reward or penalize teachers based on their “Commitment to Excellence” pledge provide an environment of “freedom” and “support”?  Maybe it does. It is hard to know without actually teaching in the school how this all plays out. It certainly sounds great but I am wondering what it actually looks like.

WHERE IS EVERYONE GOING?
Under “Job Postings” http://kippcareers.force.com/ I noticed that on April 3rd, 2014,  30 out of 158 jobs were “Immediate”. Almost 20% of current job postings.  15 of these jobs are “Leadership & Support Staff” positions. The other 143 are teaching positions. Two were for substitute teachers. I may not be seeing the whole picture but an “Immediate” hire date tells me that someone in that position either left or was fired. I don’t know of too many schools that open three-quarters of the way into the school year. None were listed as “long term substitute” which might lead me to think a teacher fell ill or is on maternity leave. If I was thinking about working for KIPP I would be concerned about these numbers.

Rebecca Radding is one former KIPP teacher who has spoken up about why she left her job teaching at the KIPP Foundation: 
http://edushyster.com/?p=4240

SHOW THEM THE DATA!
The application process for KIPP schools appears to be very transparent in that they lay out exactly what their expectations are, they provide multiple frameworks and information about what they are looking for in a quality teacher, including student test data.  To be considered for one of their school leader Fellowships, a candidate must submit “at least one full year of student achievement data”.  Candidates for teaching or administrative positions may submit up to three years of their most recent data, preferably state test data. Five of the Frequently Asked Questions about the application process are about submitting student achievement data which indicates that applicants have a lot of questions about this aspect of the process.  KIPP conveniently provides an answer and a solution to all of them.  In fact, this is what I am noticing most about the KIPP website. They have an answer for everything. The "brand" is set.  They have left no stone unturned in a sense. They seem to have a framework, policy or a theory about everything and anything that might come up. On one hand, I appreciate the thoroughness. On the other hand, it makes me wonder once again, how much room there is for innovation and freedom within a model that seems to already have all the answers. 

Jim Horn who writes for "Schools Matter" http://www.schoolsmatter.info/ offers some additional perspective on the KIPP model and a recounting of several former KIPP teachers' experiences:
http://www.schoolsmatter.info/2012/09/a-former-kipp-teacher-shares-her-story.html