Knowledge is Power Program (KIPP)

Founded in 1994 by two teachers (Mike Feinberg and Dave Levin), KIPP represents one of the most significant and high-profile efforts at comprehensive school reform in the United States. The KIPP schools did not begin as a comprehensive school reform movement, but over time they impacted the way both traditional and nontraditional educators approached schooling in urban contexts. The KIPP schools were launched in Houston, Texas, originally as a fifth-grade program for public school students, but they have gradually migrated into 19 states and currently enroll more than 19,000 students.

Mike Feinberg created the KIPP Academy Middle School in 1995. At that same time, Levin created the KIPP Academy in the South Bronx (New York City). These two schools fostered a framework for rethinking what might be possible in terms of education for urban students. The high drop-out rates and the academic achievement gap problems that plague urban environments have been largely immune to a wide variety of educational innovations. Feinberg and Levin created a structure that they believed would allow them to tap the potential of young people who came from high risk and high poverty environments.

The KIPP schools are grounded on five operating principles. First, each KIPP school defines and creates a set of measurable high expectations for both student achievement and student conduct. The KIPP schools make “no excuses” for the students' behavior based on the types of home environments from which the students may come. The teachers and school leaders attempt to create a strong school culture where students understand that in order to achieve their full potential they need to behave in ways that allow them to tap the academic and social excellence that they possess. The schools rely heavily on a range of rewards and consequences to reinforce student progress toward the high expectations that have been defined.

Second, KIPP schools are schools of choice. Students are not forced or required to attend KIPP academies, because the schools typically represent a choice option within large urban school districts. Those attending the KIPP schools make a commitment to the KIPP approach and make an equal commitment to others in the school environment to put forth the time and effort needed in order to experience success.

Third, the use of time is critical to the success of the KIPP schools. They are based on an expanded school day, week, and year. As a consequence, students have more time to acquire the knowledge and skills they need in order to meet the high expectations that have been defined. The expanded [Page 502]time at school is one of the most distinctive features of the KIPP academies. Quite simply, teachers and students are at school for longer time than is evidenced in traditional K–12 settings, and the expanded school day and school year represents one of the most distinctive reform elements of the KIPP approach.

Fourth, leadership is localized rather than centralized within the KIPP structure. Specifically, KIPP principals have more control over their budgets and personnel than is evidenced in traditional school environments. As a result they can make decisions at the program and personnel level that they believe are in the best interests of the young people and the schools' environment. KIPP focuses heavily on identifying high-quality school leaders because they vest those leaders with significant autonomy and authority.

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