It's in the Name: A Synthetic Inquiry of the Knowledge Is Power Program [KIPP]

The task of this article is to interrogate the Knowledge Is Power Program (KIPP) model to develop a more robust understanding of a prominent trend in the charter school movement and education policy more generally. To accomplish this task, this article details the findings of a synthetic analysis th...

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Bibliographic Details
Published in:Educational studies (Ames) 2012-11, Vol.48 (6), p.550-575
Main Author: Ellison, Scott
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement Gap
Charter Schools
Discipline Policy
Drills (Practice)
Education policy
Educational Change
Educational Theories
Educational Trends
Knowledge
Neoliberalism
Positive Reinforcement
Rewards
Social conditions & trends
Student Attrition
Teacher Expectations of Students
Teaching Methods
Trend Analysis
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Summary:The task of this article is to interrogate the Knowledge Is Power Program (KIPP) model to develop a more robust understanding of a prominent trend in the charter school movement and education policy more generally. To accomplish this task, this article details the findings of a synthetic analysis that examines the KIPP model as a Hegelian whole concept operative in a specific mode of social reality. The guidance for this analysis is grounded in a rather straightforward research question. Given the prominence that the KIPP model has achieved in the charter school movement in the United States, what can a synthetic analysis tell us about not only KIPP, but also the larger charter school movement?
ISSN:0013-1946
1532-6993
DOI:10.1080/00131946.2011.647156