KIPP Report Card 2012

Each year for the past 10 years, KIPP has published an annual Report Card to share how our schools are doing—individually, at a regional level, and across the KIPP network as a whole. The Report Card reflects our collective commitment to transparency and accountability. In addition to reporting our progress, the Report Card also provides a unique space to reflect on where we have been, where we are today, and the work ahead.

In 2012, we continued to experience the impact of globalization as young Americans struggled to gain employment in an economy undergoing dramatic shifts. In the midst of these shifts, the gap in the employment rate between college graduates and non-college graduates continued to widen. What is more clear than ever is that the future of our country—and all of us who enjoy the incredible freedoms that come with it—depends upon our collective commitment to providing all children with access to a great education. And, while we need this to happen for every child, there is a level of urgency when we consider the challenges faced by the one in five children living in poverty in America. In the greatest country on earth, we live with the reality that a child in a more affluent community is seven times more likely to graduate from college than a child growing up in poverty.

While recognizing the challenges we face, we remain optimistic. When Mike Feinberg and Dave Levin founded KIPP, there were few examples of schools serving low-income students with success. That picture has changed. Today, there are hundreds of transformational schools operating in underserved communities across the country. This growth has, in large part, been achieved by building the talent pipeline

necessary to fuel these efforts. In more than a few cities, the odds are increasing that a child will wake up in the morning and head off to a school that will prepare him or her for this incredibly competitive world. In a number of communities, from Houston to Newark, and from New Orleans to Washington, D.C., the results of nearly two decades of hard work are evident.

In this year’s Report Card, we step back to ask: What will it take to build systems of high-performing schools that prepare all students for success in college and in life? In doing so, we hope to move the conversation beyond what it takes to create one great school to how to tackle the challenge of building entire systems of great schools. We share our thoughts on this with great humility, as our beliefs on what it takes to build a great system of schools will continue to evolve, informed by the experience of our KIPPsters and by the shifts in the world taking place all around us today.

This year, the KIPP network grew to include 125 schools in 20 states and the District of Columbia that collectively serve more than 41,000 students. As we open each new school and are joined by others who are innovating and continuously learning, we are optimistic that together we can rise to the challenge of overcoming educational inequity and create a better tomorrow for all children.

RISING TO THE CHALLENGE

John FisherChairman of the BoardKIPP Foundation

Richard BarthChief Executive OfficerKIPP Foundation

The people I love the best jump into work head firstwithout dallying in the shallows and swim off with sure strokes almost out of sight.

. . . who strain in the mud and the muck to move things forward, who do what has to be done, again and again.

— borrowed with gratitude from “to be of use,” a poem by marge piercy

our approach 6a belief in all students 7

college graduation as the goal 9 academics and character 13 visionary leaders 17 excellent teachers 21 striking the balance 25 a culture of continuous learning 27

on the horizon 31

national results 35 local results 40

cities with multiple kipp schools atlanta, ga 41 austin, tx 43 baltimore, md 45 chicago, il 47 denver, co 49 gaston, nc 51 helena and blytheville, ar 53 houston, tx 55 jacksonville, fl 59 los angeles, ca 61 lynn and boston, ma 63 memphis, tn 65 new orleans, la 67 new york city, ny 69 newark, nj 71 philadelphia, pa 73 san antonio, tx 75 san francisco bay area, ca 77

washington, dc 79

cities with one kipp schoolalbany, ny 81

charlotte, nc 82 columbus, oh 83 dallas, tx 84 indianapolis, in 85 kansas city, mo 86 minneapolis, mn 87 nashville, tn 88 oklahoma city, ok 89 san diego, ca 90 st. louis, mo 91 tulsa, ok 92

appendix 93

detailed school results available at www.kipp.org/reportcard

table of contents

what does it take to build a system of high-performing schools?

When Mike Feinberg and Dave Levin set out to start KIPP, they wrestled with the question, “What will it take to build a high-performing school that serves all students with excellence?” Their answers—empowered leaders, a culture of high expectations and a focus on results, choice and commitment, and more time in school to offer rich academics, character development, as well as extracurricular opportunities—became known as the Five Pillars. These operating principles guide

all KIPP schools, and increasingly have been adopted by others seeking to build schools where all students achieve.

Nearly two decades later, KIPP has grown to include 125 schools, and in the next four years that number will increase to nearly 200 schools. As we have grown, we have continued to grapple with tough questions. Today, our questions have moved beyond what it takes to build just one or two great schools. Instead, we are asking:

What will it take to build a system of high-performing schools that prepare all students for success in college and in life? While we are still learning and do not have all of the answers, we have come to believe that, just like individual schools, systems of high-performing schools share a set of common elements that, when implemented together, create an environment where all students can succeed.

a belief in all studentsOur work at KIPP is built on the most basic of beliefs: that all students will learn and achieve.

college graduation as the goalGrounded in this belief, teachers, leaders, and staff at KIPP are united around a shared end goal: to prepare KIPP students to succeed in college and lead choice-filled lives.

academics and characterIn order to truly prepare students for college, we must create classrooms and schools that not only deliver rigorous academics but also help students develop their character.

visionary leadersOutstanding schools—those that offer rigorous academics and character development—are built, led, and sustained by empowered leaders.

excellent teachers Supported by a great leader, it is the teacher in the classroom who helps students develop the character, knowledge, habits of mind, and skills needed to be successful in college and the competitive world.

striking the balanceThe path to success starts with a fundamental conviction that empowered leaders and teachers are best positioned to make the decisions that impact students. This belief is balanced with the idea that leveraging the knowledge and resources of a broader system also helps everyone succeed.

a culture of continuous learning In an environment where leaders and teachers are empowered to make decisions, a culture of innovation is fostered. By measuring what matters and having a mind-set of continuous learning, those innovations having the greatest impact on students can be surfaced and widely disseminated for the benefit of all.

our approach

6rising to the challenge

family affairGalessa, valedictorian of KIPP Delta Collegiate’s class of 2012, is a freshman at Vanderbilt. Back in Helena, a small rural town in the Arkansas Delta, she left big shoes for her brothers to fill. All of her brothers are enrolled in the KIPP elementary, middle, and high schools in the Delta. And they are all climbing the mountain to and through college.

a belief in all students

— mitch brenner, kipp teacher

kipp works because we all have the same belief: that all students can and will learn.

Since our founding, it has been our core belief that all students, regardless of their zip code or demographics, will learn and achieve. We are committed to serving the students who need us most and refuse to accept anything less than an excellent college-preparatory education for students from low-income communities. This year, KIPP grew to serve more than 41,000 students in grades PreK–12. Nationally, 86 percent of KIPP students qualify for free or reduced price meals and 95 percent are African American or Latino. At our current rate of growth, we expect to serve more than 60,000 children by the fall of 2015.

Beyond growing the number of students we serve, we are committed to making sure that students who join KIPP stay with us year after year. Just as we track and analyze our student achievement outcomes, we also closely study our student attrition rates. We consider student

what does it take for all children to learn and achieve?

kipp students nationwide

41,000+

95%

86%

96%

are african american or latino

are eligible for free or reduced

price meals

of kipp classes outperformed their local districts on

state tests in reading. 92% did so in math.


attrition to be a key factor in understanding a school’s overall health. Put simply, a school with excellent test scores but high student attrition is not realizing our mission. In 2011–12, 88 percent of KIPP students returned to their KIPP school or completed the highest grade offered at their school.

While many aspects of KIPP have remained constant, we have evolved and changed as well. Originally, KIPP only served students in middle school. In 2004, we opened our first KIPP elementary school and our first KIPP high school in Houston, TX. The decision to expand to a PreK–12 model grew out of a desire to keep students with us longer. We began asking, “What if students came to us when they were 3, 4, or 5 instead of 10 or 11? Maybe we could start them out on an entirely different academic trajectory?” By enrolling students as young as 3, 4, and 5, we could provide them with the foundation needed

to successfully launch into middle school. By staying with students through their high school years, we could better ensure that students sustained results and continued on a trajectory to, and eventually through, college.

Today, our network includes 37 elementary schools, 70 middle schools, and 18 high schools. As we grow these schools and open additional schools, we build on our foundational belief that all students will learn.

Essential to creating a great system of schools is having our eyes on the same goal: college graduation. At KIPP, teachers, leaders, students, and parents are all united around this goal. While we know that not every student will choose to attend a four-year college, the skills necessary to get into and succeed in college

are essential to creating greater opportunity and self-sufficiency. Far too many smart, hard-working students from low-income backgrounds are not being prepared for college, and those who are attending are not graduating at the rates of higher-income peers. While making it to college is an important step, our goal is to

equip our students with the skills needed to graduate from college.

To meet this goal, our schools are focused on ensuring that all students are taking rigorous, college-preparatory courses. As a complement to the education students undertake in the classroom, in 1998 we created a program

what does it take to ensure more students from low-income communities graduate from college?

college graduation as the goal

living proof Lorenzo Castillo is a teacher at KIPP New Orleans, but before that, he was a KIPP student himself in Houston. In fact, he’s one of more than 100 KIPP alumni who now work for KIPP, helping the next generation of students climb the mountain all the way to graduation day.

called KIPP To College (KTC) in order to stay connected to students once they leave KIPP. In recent years, we changed the name to KIPP Through College to reflect our increased emphasis on college completion. Through KTC, our schools and regions deliver day-to-day, on-the-ground advising and support to KIPP students and their families, from middle school all the way through college graduation. A local KTC program may include: high school and college placement guidance, academic support (connecting students with tutoring, summer enrichment, and test preparation), individualized financial aid counseling, student and family counseling to address social and emotional needs, and career services. KTC counselors support students

100

kipp average u.s. averagelow-income average

% of students who graduate from high school

% of students who start college

% of students who complete four-year college

9383

4563

4033

7290

10

striving toward completion


as they navigate high school and prepare for college entry. They help students identify a college that is the best match for them, and they stay connected as students work hard on their journey through college.

Two years ago, in an effort to demonstrate how our KIPP alumni were faring after they left our schools, we published The Promise of College Completion: KIPP’s Early Successes and Challenges. This report detailed the college completion rates from the first two KIPP middle schools (which have been open long enough for their early classes of students to have graduated from college) and offered a clearer picture of the challenges students from low-income communities face on the

path to a degree, as well as the factors that help them succeed. Beyond rigorous academic preparation and character education, students need help finding a college that best matches their needs, formal and informal supports to integrate socially and academically once on campus, and financial resources.

Our latest results show that 83 percent of students who completed eighth grade at KIPP go on to college. KIPP alumni are graduating college at rates that exceed national averages and are approximately four times the rates of their low-income peers. This year we can report that 40 percent of KIPP alumni (from the original two KIPP schools) who completed the 8th grade at a KIPP middle school 10 or

more years ago have earned a bachelor’s degree, and nearly an additional five percent have earned an associate’s degree. In the coming years, as the number of KIPP alumni in college increases, we anticipate that these numbers could fluctuate. We see this as a tremendous opportunity to learn and to move closer to our goal of closing the college completion gap between our students and their highest-income peers.

As we continue to refine our strategies, we humbly seek the partnership of others who share our belief that all students, regardless of circumstance, deserve the opportunity to make it to and through college.

— jennefer, kipp alumna

elementary middle high college

Building college awareness through class lessons, school culture, and vocabulary.

Awareness of SAT/ACTs, financial aid, majors, and the application process.College campus visits and guest speaker events.

High school transition support and assistance applying to summer programs.

College-prep education with AP and advanced curriculum.

Thoughtful counseling to ensure the right college match for each student. Celebration of college acceptances as community milestones.Continued support of those who pursue other post-high school options.

Financial literacy, SAT/ACT support, and support with college applications.

One-on-one support once in college: mentorship, academic supports, financial aid advising, and counseling.

Career awareness, internship application support, and resume building. Ensuring high expectations and college success through graduation day.

college preparation at every stage

In the past two years we have created unique partnerships with more than 25 colleges and universities nationwide. Our College Partnerships Initiative aims to identify higher education institutions committed to serving KIPP alumni and students from similar backgrounds, and to strengthen the supports these campuses offer to ensure that first-generation students are persisting and earning degrees at the highest rates possible. In the years ahead, along with our college partners, we look forward to learning together more about what it takes for underserved students to persist through college and earn a college degree.

One of our earliest college partners, Franklin & Marshall (F&M), is developing innovative strategies to support prospective applicants as well as to help new students acclimate and thrive once on campus. During the summer of 2012, thirty rising KIPP seniors from across the country attended the F&M College Prep program. For three weeks, KIPP students lived on campus in residence halls, took classes with F&M professors, and immersed themselves in college life. In the fall, eight KIPP alumni enrolled at F&M.

collaborating with higher education

i was nervous about being so far away from family, but i have had an amazing support network through my fellow kippsters and the franklin & marshall community.


— brianna, kipp alumna

i love when the light comes on and a child thinks, “i can do this.”

— jennifer, kipp parent and staff member

academics and character

beyond expectationsFor first and second grade science teacher Ashley Soellner, developing curiosity is just as important as teaching the basics of life science. And as the after-school ballet club coordinator, she is critical to a well-rounded educational experience for the students of KIPP Baltimore.

Since KIPP’s beginning, the development of character has been as important as the teaching of rigorous academics. We believe both are critical to the success of our students.

A rigorous education is one that prepares students for the demands of college. Quite simply, rigor means teaching with the end in mind. With a clear understanding of what our students must know and be able to do in college, we must plan backwards from high school all the way down to kindergarten in order to ensure that students are acquiring the knowledge and skills they will need at every grade level.

To support students in acquiring the academic knowledge and skills to be college-ready, our teachers set ambitious, measurable, yearlong goals for student growth and achievement. They plan how they will achieve these goals by segmenting work into manageable and measurable units. Throughout the year, teachers regularly track and communicate student progress and use data to drive short- and long-term planning and to determine when re-teaching is necessary.

KIPP New Orleans teacher Jamie Irish sets a high bar for his eighth-grade math students. At the start of the year, Irish issues a call to action challenging his students to establish high goals for themselves individually and as a class. To track progress, Irish provides students with consistent, actionable feedback and remediation daily. With a clear goal from day one, Irish says, “Students start believing that they can change the trajectory of their lives in my class.”

Just like Irish, KIPP Academy Lynn Collegiate teacher Shauna Mulligan is working to ensure rigorous instruction in her high school English classes. Mulligan believes that students studying the humanities should be able to use evidence to arrive at correct interpretations. According to Mulligan, “Really hard thinking and figuring things out is fun, and asking students to be exact makes them think really hard.” To drive rigor in English, Mulligan plans in advance how she expects students to answer questions and listens with an evaluative ear to confirm that students are reading and thinking carefully, accurately, and at a high level.

In 2011–12, 96 percent of KIPP classes outperformed their local districts on state tests in reading and 92 percent did so in math. In addition, on a nationally norm-referenced test, KIPP students, on average, are outperforming their peers on achieving one or more years of growth. Ultimately, academic rigor is rooted in the belief that all students will learn and achieve. We believe that when a student is struggling academically, it is our responsibility to re-teach in order to give that student another opportunity at mastery. We work to understand the learning styles and academic strengths and areas of growth of individual students. We vary our teaching strategies to ensure that all students can access content. And we consistently communicate that through hard work, students can accomplish their goals.

In its longitudinal study of KIPP middle schools, Mathematica found that KIPP’s impact is “positive, statistically significant, and educationally substantial.” Further, KIPP’s impact is consistently positive across the four academic subjects examined—in each of the first four years after enrollment in a KIPP school and for all measurable student subgroups—including Special Education students and English Language Learners.

what does it take to create classrooms and schools that offer rigorous academic preparation and character development?


here at kipp, i am challenged. but i like it.

— rosemary, kipp student

In addition to the teaching of rigorous academic skills, we are intentional about explicitly creating opportunities for students to develop their character. As our earliest classes of KIPP students graduated high school, we began to see that academic success alone did not always predict success in college. Strength of character also plays an important role. While the idea of fostering a student’s character development has been core to KIPP from the beginning, KIPP schools around the country are now focused on how to integrate a more structured and measurable approach to character development.

Rooted in the research of Dr. Martin Seligman (University of Pennsylvania) and Dr. Chris Peterson (University of Michigan), and building off the pioneering work of Dr. Angela Duckworth (University of Pennsylvania) and our schools in New York, KIPP is now especially focused on helping students cultivate seven strengths predictive of life success: zest, grit, self-control, optimism, gratitude, social intelligence, and curiosity. We share more about our character work on our website and offer suggestions about how schools, classrooms, and lessons can be infused with opportunities to develop these character strengths.

Writer and journalist Paul Tough describes KIPP’s approach to character in his book How Children Succeed and argues that character may have more to do with student success than simply IQ. Moreover, Tough writes that character can be developed and describes how this knowledge can help all students overcome obstacles and succeed in life. At KIPP, we are committed to helping our students incorporate the seven character strengths into their daily thoughts and actions both inside and outside the classroom.

character and academic preparation are critical for success in college and in life.

when i grow up, i want to be the kind of person who doesn’t back down. a person with integrity. a person who has a lot of hope.

— atolani, kipp student describing her character goals


visionary leaders

community roots Crystal grew up in South Memphis. She is one of the first college graduates in her extended family of over 50. When she studied the civil rights movement in-depth in college, she was inspired to open a school for the children of her hometown. That dream school of hers will finally come true next summer—the first KIPP school on the south side of Memphis.

what does it take to empower leaders to have a lasting impact?

KIPP was built on the idea that great leaders create great schools, and that a great school can change the trajectory of a child’s life. We believe that schools are the units of change and principals are the leaders of that change. It is the empowered and well-prepared school leader who attracts talented teachers, fosters their growth and development, and creates a culture of excellence for all.

In 2000, when Doris and Donald Fisher partnered with Mike and Dave to create the KIPP Foundation, they established the Fisher Fellowship to begin to train leaders to replicate the success of the original KIPP middle schools. Today, the Fisher Fellowship continues to prepare individuals for the school leader role with intensive training, coaching, and mentoring. In addition, Fisher Fellows participate in

residencies at KIPP schools and other high-performing schools during their fellowship year.

Beyond the Fisher Fellowship, we offer nationally coordinated leadership development opportunities to emerging leaders in our schools. We know that to open new schools and sustain quality in our existing schools, we will need a deep pipeline of leaders including new school founders, successor school leaders, assistant principals, deans, and grade level chairs. Through the KIPP School Leadership Programs (KSLP), we have trained over 1,000 educators, many of whom will assume the reins of an existing KIPP school or found a new one in the years ahead. Further, each year other high-performing charter schools and school districts from across the country send participants to KIPP to be trained by KSLP.


Our national leadership development programs complement the formal coaching, mentoring, 360-degree feedback, and ongoing guidance offered by our local schools and regions. KIPP regions regularly bring together individuals who share similar roles for skill-building workshops. In addition, our school leaders look to develop the emerging leaders in their own schools by creating learning opportunities and professional development experiences for rising leaders who have an interest in school leadership. For example, a teacher aspiring to school leadership might be asked to run Saturday school, coordinate parent group meetings, or represent the school at a city function. In doing so, rising leaders gain valuable exposure to the role of a school leader.

sharing our practices In 2012, we launched the KIPP Leadership Design Fellowship (KLDF) to introduce public school administrators from districts and charter schools to KIPP’s leadership development practices. With support from our Investing in Innovation (i3) grant from the U.S. Department of Education and matching grant partners, this eight-month cohort-based program has allowed KIPP to open its doors to leaders from 55 public school districts and charter school systems, as well as leadership training organizations, and offer them an in-depth look at KIPP’s principal recruitment, training, and development practices. Across multiple summits and in-school residencies, this program has fostered a collaborative learning experience for all participants.

building capacity For Amber Young Medina, being a great mom and wife is as important as leading a great school. That means setting clear boundaries in her life so that she can be present with her students and staff, as well as with her own family. Building a strong leadership team is essential to the success of the school. She coaches her staff to be effective leaders themselves, keeping in mind their individual goals and skill sets. Empowering her staff is critical to KIPP Raíces Academy’s success as an enduring institution for generations of students to come.

Our data shows us that school leader longevity is correlated with several positive outcomes, including lower student attrition and greater student achievement gains. Since the job of leading a school is not easy, we have grappled with the question: “Is there a set of behaviors that characterize great school leaders and make the job of leading a transformative school sustainable over the long-haul?”

In partnership with David Maxfield from Vital Smarts, a team of remarkable leaders from across KIPP conducted an extensive research project to identify four behaviors that are vital to increasing school leader success and sustainability. Known as the “KIPP Vital Behaviors for Success and Sustainability,” these four behaviors are:

1) teach and insist. Teach more people to do the work that needs to be done . . . and insist that they do it.Great school leaders build and empower a leadership team to make decisions and implement them, give real responsibilities to emerging leaders, hold people accountable for agreed-upon outcomes, and embrace mistakes as an opportunity to teach and build capacity.

2) prioritize and execute.Plan and execute (like a lesson).Effective school leaders clearly identify short- and long-term goals for all team members and the school as a whole. They clearly identify the most important priorities to realize long-term goals, and prioritize both strategic and tactical tasks. 3) engage your lifelines. Use a lifeline. Be a lifeline.Great school leaders reach out to peers that can honor, encourage, and push them, and in turn, do the same for others.

4) renew to get stronger. Build in time for physical recovery and mental and emotional renewal.The job of a school leader is hard and demanding. It is vital to create a school culture that integrates and celebrates deliberate and ongoing recovery and renewal for the entire school community.

increasing school leader success and sustainability


excellent teachers

real learning In Lakeda Ward’s third grade science and math class, students eagerly gather to perform an experiment. “I don’t want them just to work the problem,” she says. “I want them to understand how and why a problem is solved.”

Recruiting and retaining high-quality teachers is critical to the long-term success and sustainability of our schools. When we ask our alumni to reflect on their time at KIPP and share one thing that made the difference in their success, their response is overwhelmingly “my KIPP teachers.” We know, and have experienced what research confirms, that teachers are the single most important in-school factor contributing to student achievement.

While teaching is extremely rewarding, it is also extremely challenging. Teachers working in underserved communities often face additional challenges. Catching up students who are one and sometimes two grade levels behind academically takes remarkable commitment and focus. Working longer days, being available to students after hours, and creating classrooms filled with the joy of learning requires dedication and persistence.

We aim to recruit skilled teachers from diverse personal and professional backgrounds who have a passion and commitment to our mission. Whether they want to grow into a leadership

role within their school or master their profession as a teacher, we find a place for great talent at KIPP and strive to keep people with us year after year.

In the 2011–12 school year, 74 percent of our teachers from the previous year stayed with KIPP, and we are committed to seeing that number increase. To keep teachers with us, we invest in their growth, recognizing that teaching is a craft and that teachers deserve regular opportunities to hone and refine their skills. We strive to foster an environment that encourages collaboration among colleagues and regularly celebrates success. In addition, teachers at KIPP have the freedom and autonomy to innovate creatively in the classroom and make decisions about what is best for their students.

Within their school building, teachers at KIPP have the opportunity to participate in regular, on-site professional development that enables them to connect with colleagues, share resources, deepen their knowledge, and solve for shared problems. Beyond coordinated professional development,

one of the most powerful supports teachers at KIPP receive is ongoing instructional coaching and mentoring. In Austin, TX, for example, instructional coach Melissa Scheinfeld works side by side with her school leader to help guide each teacher in designing and delivering high-quality curricula that will help prepare students for success in college.

In cities where KIPP has multiple schools, teachers often have opportunities to collaborate with and learn from other local KIPP teachers who teach the same grade level or subject. Many teachers form cross-school working groups and develop processes to share resources and practices that maximize learning. In addition, many KIPP teachers collaborate across cities. Steve Frederick, a teacher in Denver, CO, is partnering with Susan Oba in San Jose, CA. Together, the two are redesigning Steve’s sixth-grade math curriculum and plan to share all that they develop so that other KIPP teachers may build on their lessons and strategies.

what does it take to attract and retain great teachers in every classroom?

2,800+kipp teachers nationwide

74%of teachers

returned last year


68% returned to their position

6% moved into a non-teaching position at kipp or now teach at another kipp school

We believe that great instruction results from innovation and collaboration. When something works, we celebrate it and share it broadly. To enable our teachers and leaders to benefit from the collective knowledge and learning occurring across KIPP, the KIPP Foundation invests in creating frameworks and tools that provide a common language and facilitate the exchange of effective practice. Two years ago, we saw a need to create a network-wide, shared language for describing what great teaching looks like at KIPP. We created the KIPP Framework for Excellent Teaching (KFET), and today leaders are beginning to use this framework to develop tools to coach and support teachers as they grow in their practice.

KIPP teachers also have access to KIPP Share, a national online platform that enables teachers—some of whom are separated by thousands of miles—to connect with each other and share ideas, curriculum, and resources. To date, nearly half a million resources and tools have been shared on KIPP Share. Teachers have the opportunity to attend nationally coordinated, subject-specific retreats and professional development gatherings throughout the year, the largest of which is the annual KIPP School Summit (KSS). In 2012, more than 3,000 KIPP teachers, leaders, and support staff participated in KSS. During this week of professional development, our Team and Family have the opportunity to learn, share, connect, and renew in preparation for the coming academic year. At KSS, our focus is on one thing: getting even better at delivering on the promises we make to our students so that each and every KIPP student is prepared to climb the mountain to and through college.

professional development and online tools fuel sharing and innovation

kss is a once-in-a-lifetime, amazing,

energizing experience. — kipp school summit attendee survey response


sharing best practices Brett Noble teaches 11th grade English in Gaston, NC, and he has uploaded his entire curriculum to KIPP Share. With all of his resources at their disposal, his colleagues across the country don’t have to start from scratch.

As our network has grown, we have continued to confront and revisit the question of which decisions are best made closest to students and whether there are cases in which our students are best served by centralizing or standardizing certain practices. As we think about empowering leaders and leveraging scale, we do not view this as an either-or choice between two alternatives. Rather, we believe that a large degree of school leader autonomy can be preserved

in a system of schools that makes selective investments in standardization, which enables the system to operate effectively and efficiently.

In KIPP’s earliest years, we focused on recruiting and training outstanding educators who could replicate the success of the original two KIPP middle schools. After several years of supporting the creation of stand-alone schools in community after community, we came to believe that, although the school is the critical unit of

what does it take to empower leaders and leverage scale?

striking the balancestriking the balance

focus Sha Reagans co-leads the KIPP high school in Newark. As the principal, no one knows the needs of his students better than he does. But real estate and technology contracts? Those things he leaves up to his regional office. That way, he has the time to focus on what matters most, and what he knows best: the students in his school.

change, schools could derive many benefits from operating in geographic clusters: KIPP regions. Schools clustered in KIPP regions can share instructional practices and materials, thereby accelerating innovation in the classroom. In a KIPP region, the KIPP school leader can focus on students, teachers, and families while a central office provides services across multiple schools, such as human resources, recruiting, facilities management, technology, food service, procurement, and transportation, as well as alumni services.

Since 2006, we have approached growth into new communities with an eye toward building not just one transformational school but an entire KIPP region—a local system of schools—and we are supporting the founding teams of our flagship school in each community to expand and become a KIPP region. Today, 95 percent of KIPP schools are part of a KIPP region. They are supported by a central office, governed by a common local board, and led by a local executive director.

At KIPP, we believe decisions are most effectively made closest to the student. Yet, with schools in 20 states and the District of Columbia, we believe that national investments in common languages and common frameworks are central to

our ability to leverage our national scale and accelerate innovation. For example, we have established network-wide shared understandings and definitions for describing the characteristics of great leadership (KIPP Leadership Competency Model), a framework outlining what great teachers do (KIPP Framework for Excellent Teaching), and a framework defining what makes a healthy KIPP school (Healthy Schools & Regions). These frameworks provide the foundation on which our leaders create tools and practices that they then share in order to learn from one another and drive results in their schools.


continuous learning

We believe that data helps us understand our true impact, what is working, and what needs to be improved. We know that when our school and regional leaders and teachers are empowered to make decisions and have access to quality data, innovation can flourish. Further, they are better able to refine instruction and drive strategic planning, identify opportunities for learning, and share effective practices. And we believe that school health is measured by a much broader range of indicators than standardized test scores alone.

To bring to life our belief—that as educators we must all move beyond the singular focus on test scores and provide our schools and regions with a holistic view of their performance—we created the Healthy Schools & Regions (HSR) framework. Through HSR, we look at a set of academic and nonacademic indicators of school success including college attainment, student achievement, student attrition, teacher retention, and the number of teachers and other staff preparing to assume school leadership roles. We also survey students, parents, school leaders, teachers and staff to understand how a school’s culture, leadership, and instructional strategies are impacting results. We are committed to examining school health and the health of our network by exploring Six Essential Questions. Please see page 35 for an overview of our health in 2011–12.

what does it take to build a data-driven culture and an organization committed to continuous learning?

transparency about attendance, behavior, and academic progress with our students and families ensures that we’re all on the same page. — joanna belcher, kipp school leader

question 1are we serving the children who need us?

question 2are our students staying with us?

question 3are our students progressing and achieving academically?

question 4are our alumni climbing the mountain to and through college?

question 5are we building a sustainable people model?

question 6are we building a sustainable financial model?


healthy schools & regions

six essential questions

empowered by data Teachers at KIPP Empower Academy utilize innovative instructional technology in the classroom to enhance and personalize student learning. Throughout the day, teachers are able to work with small groups of students to offer differentiated, individualized instruction while other students engage in self-paced, online learning on classroom laptops. Moreover, teachers have access to richer, more real-time data allowing them to monitor student progress, target interventions, and plan more effectively.

Our Healthy Schools & Regions work informs our decision-making and prioritization, helps us improve our understanding of promising practices throughout the KIPP network, and helps our teachers and leaders drive student outcomes. Through our HSR assessment data, teachers have access to high-quality data on student achievement and growth, and can differentiate instruction. School leaders can use data to prioritize emerging school needs and improve their own instructional leadership. KIPP regional leaders can gain a more holistic view of the health of their region and put in place strategies to address areas of growth. Nationally, HSR enables us to identify top performers so that we may learn from and disseminate effective practices.

Equally as important as measuring what matters is having a mind-set of continuous learning, an unrelenting drive to constantly improve, and mechanisms in place to share what is working. At KIPP, we aim to foster an organizational culture that believes: “When there are problems, we find solutions. When there is a better way, we find it. When a teammate needs help, we give. When we need help, we ask.”

Common frameworks play a critical role in allowing us to leverage our scale in support of continuous learning, enabling KIPP teachers and leaders across the country to compare results and share effective practices. When great practitioners start with something that is already working and make it even better, innovation is accelerated. To that end, we are working toward providing

greater access to starting-point resources for our teachers and leaders.

Beyond creating tools for teachers to share curricula and resources online, we also launched a similar online collaboration tool for our noninstructional staff. And we have created national “communities of practice” for staff members who teach the same subject or share the same job functions. Guided by a master teacher or leader, members of communities of practice gain new insights into common challenges and share knowledge and materials through professional development retreats and school visits.

Through measuring what matters and having a mind-set of continuous learning, we are committed to getting better, each year and each decade, so that we can best support our students in developing the character and academic skills for success in college, career, and life.

constantly improving


i would never tell my students that they’re perfect, and i feel the same way about me. we all have room for growth. i talk about

that constantly in my classroom.

— adrianne capaldi, kipp teacher

striking the balanceon the horizon

what will it take to improve public education for all students?

strive to create a dialogue around key issues like college completion and student mobility, and join with others to collectively advocate for the needs of underserved students.

Even as we are optimistic today about progress made, much work remains. Our journey is far from complete and as we look to the future, many challenges loom large, and opportunities await.

As a nation, we must continue to figure out how to close achievement gaps and prepare all students for success in college and the increasingly competitive world. And we must all collectively address emerging challenges and opportunities on the horizon.

For example, how will we, as a greater

education community, leverage the higher

learning standards of the Common Core to

push all students toward college readiness?

How will we continue to build the talent pool

that the education sector needs? How will we

ensure that talented and hard-working students

who are undocumented have access to post-

secondary opportunities? And how will we

create pathways to success and self-sufficiency

for students who are not college-bound?

Over the past two decades, we have had the great honor of watching thousands of KIPP students grow and achieve at the highest levels, challenging beliefs about what is possible in public education. Along the way, so many others who share our commitment and work tirelessly on behalf of underserved students have joined this movement. Together, we are all rising to the challenge of eliminating educational inequity.

Twenty years ago, there were few visible examples of classrooms in low-income communities that were changing the life trajectories of children. Today, there are entire schools that are putting students on track for success in college and the competitive world. And there is growing acknowledgement that it is possible to build and replicate schools that attain transformational results. The challenge now is to scale this success—to create dozens of systems of schools that are providing life-changing educational opportunities for America’s underserved students.

At KIPP, we are committed to broadening our impact and sharing all that we have learned about designing and operating a network of high-performing schools. We aim to more intentionally disseminate our KIPP-developed frameworks and tools,

As a network, these are just a few of the questions we are considering as we envision the work that lies ahead. We share these challenges and opportunities, humbly acknowledging that we do not have all of the answers. We invite students, parents, teachers, principals, higher education leaders, policymakers, philanthropists, and others to join with us as we collectively figure out how to rise to these challenges and improve education for all.


about the report cardThe annual KIPP Report Card is a direct reflection of our commitment to performance transparency and accountability for student results and achievement in our schools. We are determined to find out what’s working and not working for our students and families. The numbers tell a rich story. By analyzing our data, we can help sustain practices that make our schools thrive, while also understanding our challenges so that we can meet them head-on.

The 2012 KIPP Report Card provides data that tracks the growth and performance of the KIPP network; this data was collected from each locally-run KIPP site open during the 2011–12 school year.

city profiles and aggregate resultsThe printed version of the Report Card features the aggregated achievement and demographic data for each of our KIPP geographic sites. These profiles are ordered alphabetically by city within two sections: sites with multiple schools and sites with one school (some are considered KIPP regions and others are stand-alone schools). The information displayed in each profile includes the number of students served, grades served, student attrition, teacher retention, and achievement data. Profiles of KIPP sites with multiple schools also include a listing of all schools in that city. We collect achievement data from two sets of student tests: state criterion-referenced exams required of all public schools and nationally norm-referenced achievement exams administered to all KIPP students in grades two through eight (and in some cases, kindergarten and grade one). For state criterion-referenced exams, we hold ourselves accountable for raising student achievement beyond the proficient level; as such, we report the percentage of students who are not just proficient, but advanced. KIPP schools administer norm-referenced exams in order to have a common measurement of student achievement and growth across all states and to identify strengths and areas for improvement across KIPP schools.

school profiles and resultsAchievement and demographic results from all 109 KIPP schools open in the 2011–12 school year can be found at www.kipp.org/reportcard. The information on each of these profile pages includes student enrollment and demographics, student attrition data, number of teachers, per-pupil revenues, and achievement data.

Note: Demographic data is accurate as of November 2012 (2012–13 school year) while achievement data, student attrition, and teacher retention reflect the 2011–12 school year. Values on all graphs are rounded to the nearest whole number. Percentages for student demographics and norm-referenced tests may not add up to 100 due to rounding. Values less than 11% may not be labeled due to space constraints.

415 ohio street, helena, ar 72342 • 870.753.9035 • www.kippdelta.org

kipp high school ap and act results (for graduating seniors)

alumni attainment rates (those who have completed 8th grade at kipp 5+ years ago)92% high school graduation

kipp delta literacy academy kipp blytheville college preparatory kipp delta college preparatory kipp delta collegiate high school

schools

amanda johnson grades: prek-4 est. 2009maisie wrightgrades: 4-7 est. 2010

marcus nelsongrades: 5-8 est. 2002

todd dixongrades: 9-12 est. 2006

100%took the act 68%

took at least one ap41%scored 3 or above on at least one ap

21average act

80% college matriculation

54

We report demographic information about our students (race/

ethnicity, eligibility for free/reduced price meals, and those defined

as having special needs) for each city.

We report annual student attrition data for each city.

At the city level, we aggregate the state and district comparison

data for criterion-referenced tests. We also show results for norm-

referenced tests for grades two through eight. For high school seniors,

we report both SAT/ACT and AP exam participation rates and scores

as a measure of college readiness.

At the city level, we report high school graduation and college

matriculation rates for those sites that have college-age alumni.

We report teacher retention data at the city level when there are two

or more schools reporting.

At the individual school level, we report per-pupil funding and facilities

information, providing context for assessing financial health and

sustainability. Please find this information online at

www.kipp.org/reportcard.


90

65

87

67

44

7666

44

75

60 62

77

6151

68

90

40

79

3rd 5th 6th 7th 8th E OC

2012 AR Mathematics E xam

7566

82 85

66

85

69

47

75 7867

80 81

64

80

93

34

68

3rd 5th 6th 7th 8th 11th

39

32

23

32

17

33

18

39

38

19

32

39

19

32

28

32

28

35

31

29

34

27

29

28

29

14

29

32

26

14

41

14

30

14

27

44

21

27

12

38

23

38

25

30

39

16

21

24

15

15

35

35

28

43

25

27

27

20

26

25

19

31

25

18

27

29

26

25

16

36

23

fall k fall k

springk

springk

spring1st

spring1st

spring5th

spring5th

spring6th

spring6th

spring7th

spring7thspring

8th

spring8th

spring2nd

spring2ndspring

3rd

spring3rd

fall5th

fall5th

top quartile third quartile second quartile bottom quartile

% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

helena & blytheville, arkipp delta public schools · est. 2002

78number of teachers (fte)

PreK-12grades served

70%teachers retained within kipp(57% retained in their position)

scott shirey executive director

arkansas benchmark exam

literacy mathematics

kipp advanced kipp proficient

district advanced district proficient

state advanced state proficient

reading mathematics

2011-12 measures of academic progress (map)

eligible for free/reduced price meals

annual student attrition

rate

receiving special education services

African American

1% Latino 0% Other 4% Caucasian1% Asian

86% 16% 6% 94%

1,169students enrolled

End-of-Course

% p

rofi

cien

t +

Adv

ance

d

question 1are we serving the children who need us?

question 2are our students staying with us?

national results

of kipp students returned in 2012

kipp students across the country

are eligible for free or reduced

price meals

receive special education

services

are designated as english language learners

race & ethnicity

9%86%

15%

88%

41,000+

(or completed the highest grade at their school)

Note: Some schools serve a much higher proportion of ELL students than others given the communities they serve.

question 3

are our students progressing and achieving academically?

engl

ish

mat

hemat

ics

scie

nce

soci

al

studie

s

71%

48%

took one or more ap tests.

received a score of 3 or higher on at least one ap test.

78

6780

5660 62

100

71

79

6672 68

100 100

33

88

58

96

77

92

69

80

56 60

43

78

38

91

52

96

73

16

advanced placement (ap) tests for graduating seniors from kipp high schools

% of classes outperforming their:

% of classes outperforming their:

reading

mathematics

local districts

local districts

states

states

3rd grade

3rd grade

4th grade

4th grade

5th grade

5th grade

6th grade

6th grade

7th grade

7th grade

8th grade

8th grade

by the end of 8th grade, 96% of kipp classes outperform their local districts in reading; 92% do so in math.

high school results

Every state administers criterion-referenced tests in the spring in order to assess student academic achievement. Each state has a unique test. The results of these exams allow us to compare the performance of KIPP classes to that of their local districts and states, but do not allow us to compare to classes in different states.

36

question 3, CONTINUED

are our students progressing and achieving academically?

reading performance by quartile on norm-referenced tests

math performance by quartile on norm-referenced tests

by the end of 8th grade, 55% of kipp students outperform their national peers in reading; 60% do so in math.

top quartile 3rd quartile 2nd quartile bottom quartile

top quartile 3rd quartile 2nd quartile bottom quartile

In order to see movement from fall to spring, only students that tested in fall and spring are included. Not all KIPP schools test in grades K and 1. The number of schools represented for each grade are as follows: K (16); 1 (13); 2 (12); 3 (7); 4 (4); 5 (55); 6 (51); 7 (45); 8 (41). Please note that while 4th grade represents the final grade of elementary school in most KIPP schools, in 1 of the 4 schools reporting 4th grade data, 4th grade is the cohort of new-to-KIPP students at a middle school that serves grades 4-8. KIPP elementary results are separated from middle school results because the majority of KIPP middle school students did not attend a KIPP elementary school.

fall/spring 1st grade

fall/spring 1st grade

fall/spring 2nd grade

fall/spring 2nd grade

fall/spring 3rd grade

fall/spring 3rd grade

fall/spring 4th grade










fall/spring kindergarten

fall/spring kindergarten

55%

60%

note:nationally norm-referenced tests and measures of academic progress (map)

In order to ensure that our students are on track to being college- and career-ready, we look closely at achievement results beginning in kindergarten. KIPP schools use a variety of data sources and tools to understand student achievement and track student growth. These include classroom observations and tests, evaluations of students’ skills against state standards, and a nationally norm-referenced test called Measures of Academic Progress (MAP).

Norm-referenced tests (NRTs) compare a student’s score against the scores of a national group of students. We require all KIPP schools serving grades 2–8 to administer an NRT; most also administer the test in grades K and 1. Unlike state tests, these exams allow us to compare the performance of KIPPsters to their grade-level peers across state lines. We can also track student performance across time.

At KIPP, students test on MAP in the fall and the spring. Each year after fall testing, MAP assigns all students a target growth goal that they are to meet or exceed by the spring.

About norms for MAP: The 2011 Report Card reflected NWEA’s 2008 norms, while this year’s Report Card reflects 2011 norms. Changes between the 2011 Report Card and the 2012 Report Card may be due to changes in norms rather than to changes in performance.

percent of students on or above grade level

2011–12 marks the 4th consecutive year that KIPP has administered MAP, allowing us to look at a cohort progression from 5th to 8th grade. The results above represent the same cohort of students from 16 pilot schools that tested in fall 5th grade in 2008 and spring 8th grade in 2012.

spring 8th grade

fall5th grade fall

5th grade

spring 8th grade

in 2008, the majority of 5th graders entered kipp below grade level. as 8th graders in 2012, the majority of them exited above grade level.

reading mathematics

top quartile 3rd quartile

2nd quartilebottom quartile

reading mathematics

meeting or exceeding growth targets

K

5

1

6

2

3

4

7

8

K

5

1

6

2

3

4

7

8

61

64

62

56

61

58

48

57

56

67

66

53

72

68

70

72

70

68

national average

percent of students meeting growth targets on norm-referenced tests

on average, kipp students are outperforming the national average of students achieving 1+ years of growth.

not meeting growth targets

38

question 4

are our alumni climbing the mountain to and through college?

question 5

are we building a sustainable people model?

question 6

are we building a sustainable financial model?

68% returned to their position

6% moved into a non-teaching position at kipp or now teach at another kipp school

100 kipp average

u.s. average

low-income average

% of students who graduate from high school

% of students who start college

% of students who complete four-year college

9383

4563

4033

7290

10

We believe it is important that KIPP schools and regions monitor their financial health and assess their financial sustainability and we are currently revisiting the measures and approaches to do so.

kipp students graduate from college at four times the rate of the average student from a low-income community.

74% of kipp teachers returned last year.

KIPP tracks its rates of high school graduation, college matriculation, and college completion based on those students (alumni) who complete eighth grade at a KIPP middle school.

local results

40

78 7584 88

7080

9985

91 90

6877 74

46

65

5th 6th 7th 8th E OC

2012 G A Mathematics E xam

86 88 9198 94 96 99

92 94 98 95 9690

7084


2012 G A R eading/E nglis h Language Arts E xam

% o

f Stu

dent

s

0%

25%

50%

75%

100%

atlanta, gakipp metro atlanta · est. 2003

david jernigan executive director

2012 criterion referenced competency test

english language arts mathematics

kipp exceeds standard kipp meets standard

district exceeds standard district meets standard

state exceeds standardstate meets standard



rate


African American


77% 17% 5% 97%


K, 5–10grades served



map was not administered in the 2011–12 academic year by kipp metro atlanta.

End–of–Course End–of–Course

% o

f St

uden

ts


alumni attainment rates (those who have completed 8th grade at kipp 5+ years ago)

kipp strive primary kipp strive academykipp south fultonacademy

kipp vision academy

schools

mini’imah shaheed grades: k est. 2012

ed changgrades: 5–8 est. 2009

jondré pryorgrades: 5–8 est. 2003

steven jonesgrades: 5–7 est. 2010

dwight ho–sang grades: 5–8 est. 2003

dave howlandgrades: 9–10 est. 2011

N/Atook the act

N/Atook at least one ap

N/Ascored 3 or above on at least one ap

N/Aaverage act

96% high school graduation 86% college

matriculation

98 anderson avenue, nw, atlanta, ga 30314 • 404.924.6310 • www.kippmetroatlanta.org

kipp ways academy kipp atlantacollegiate

79 81 78

97

77 77

93

69 71

93

6976

9588 87


2012 T X Mathematics E xam

6778 77 73 70 74

8472 76

95

76 80 7769 68


2012 T X R eading/E nglish Language Arts E xam

30

34

19

17

31

36

25

34

25

31

30

18

41

11

27

29

27

17

24

18

30

28

26

34

29

22

40

33

spring5th

spring5th

spring6th

spring6th

spring7th

spring7th

fall5th

fall5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

austin, txkipp austin public schools · est. 2002

steven epstein executive director

2012 state of texas assessments of academic readiness

reading mathematics

kipp level iii: advanced kipp level ii: satisfactory

district level iii: advanced district level ii: satisfactory

state level iii: advanced state level ii: satisfactory

reading mathematics

2011–12 measures of academic progress (map)



rate


Latino

7% African American 0% Other 1% Caucasian0% Asian

86% 9% 7% 91%


K–2, 5–12grades served




% o

f St

uden

ts

kipp austin administered map to students in grades 5-7, and administered sat-10 to students in grade 8.

kipp high school ap and sat results (for graduating seniors)


kipp austin comunidad kipp austin academy of arts & letters

kipp austin connectionselementary

kipp austin beacon prep

schools

justin scott grades: k–2 est. 2010

kevin newmangrades: 5–8 est. 2009

bethany blevinsgrades: k–1 est. 2011

katie hayesgrades: 5 est. 2012

98%took the sat

44%took at least one ap

35%scored 3 or above on at least one ap

1373average sat


matriculation

8509 fm 969, austin, tx 78724 • 512.501.3643 • www.kippaustin.org

kipp austin college prep

kipp austin collegiatekipp austin vista middle school

freddy gonzalez grades: 5–8 est. 2002

carrie donovangrades: 9–12 est. 2008

laura farbergrades: 5 est. 2012

44

7771

8680

65

8390

49

76

94

40

69

5th 6th 7th 8th

2012 MD Mathematics E xam

80 7690

7865

85 81

62

8193

59

81

5th 6th 7th 8th

2012 MD R eading/E nglish Language Arts E xam

30

28

33

20

20

26

34

18

19

31

32

26

36

18

20

40

31

23

32

33

25

35

31

25

42

20

28

26

31

38

30

22

30

17

24

13

33

29

26

21

29

25

35

36

15

14

24

56

16

34

42

18

36

41

17

34

15

36

15

15

19

63

fall k

fall k

springk

springk

spring1st spring

1stspring

5th spring6th spring

6th

spring7th

spring7th

spring8th

spring8th

spring2nd spring

2nd spring5th

fall5th fall

5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

baltimore, mdkipp baltimore · est. 2002

jason botel executive director

2012 maryland school assessment

reading mathematics



state advancedstate proficient

reading mathematics




rate


African American


80% 5% 11% 100%





% o

f St

uden

ts



kipp harmonyacademy

kipp ujima villageacademy

schools

natalia walter grades: k–3 est. 2009

mike lucas grades: 5–8 est. 2002

N/Atook the act



N/Aaverage act


matriculation

4701 greenspring avenue, baltimore, md 21209 • 410.367.0807 • www.kippbaltimore.org

77 7684

6578

8578 79

85 83 81 85

5th 6th 7th 8th

2012 IL Mathematics E xam

60 6578 78 73

8268 71

78

9784 86

5th 6th 7th 8th

2012 IL R eading/E nglish Language Arts E xam

21

26

27

27

40

18

27

16

23

29

25

22

44

31

19

41

23

24

13

34

27

30

24

28

34

14

16

14

45

25

28

29

31

11

26

21

32

21

27

25

33

14

24

59

12

32

43

20

28

51

21

28

50

20

23

29

28

19

fall kfall kspring

k

springkspring

1st spring1stspring

5th spring5th

spring6th

spring6th

spring7th

spring7th

spring8th

spring8th

fall5th fall

5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

chicago, ilkipp chicago · est. 2003

april goble executive director

2012 illinois standards achievement test

reading mathematics



state exceeds standard state meets standard

reading mathematics2011–12 measures of academic progress (map)



rate


African American


95% 11% 10% 97%




745students enrolled

% M

et/E

xcee

ded

Stan

dard

% o

f St

uden

ts



kipp ascend primaryschool

kipp create middleschool

kipp ascend middleschool

schools

ellen bhattacharyya grades: k–2 est. 2010

kate mazurekgrades: 5 est. 2012

lauren henleygrades: 5–8 est. 2003

N/Atook the act



N/Aaverage act


matriculation

1945 south halsted street, chicago, il 60608 • 312.733.8108 • www.kippchicago.org

50 5064

54 5162 63

4053 57

3851

21 2538

21 2233

5th 6th 7th 8th 9th 10th

2012 C O Mathematics E xam

35

52

70

4455

74

5950

69

49 48

6757

51

6862

54

70

5th 6th 7th 8th 9th 10th

2012 C O R eading/E nglish Language Arts E xam

25

59

15

33

38

20

35

28

28

33

14

37

16

36

31

23

21

67

32

38

21

27

27

30

16

20

42

32

26

14

23

38

spring5th

spring5th

spring6th

spring6th

spring7th

spring7th

spring8th

spring8th

fall5th fall

5th

% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

2012 colorado student assessment program

reading

reading

mathematics

mathematics




district advanceddistrict proficient




rate


Latino


denver, cokipp colorado schools · est. 2002

95% 17% 9% 86%

rebecca holmes executive director


5–12grades served



% P

rofi

cien

t +

Adv

ance

d%

of

Stud

ents



kipp montbellocollege prep

kipp denver collegiatehigh school

kipp sunshine peakacademy

schools

nick bucy grades: 5–6 est. 2011

kurt puschgrades: 9–12 est. 2009

emily yatesgrades: 5–8 est. 2002

N/Atook the act



N/Aaverage act


matriculation

375 south tejon street, denver, co 80223 • 303.934.3245 • www.kippcolorado.org

83

64

8295

7080

96

6781

95

7985 86 81 79


2012 NC Mathematics E xam

71

45

72

91

6675

89

45

68

87

53

71

96

7483


2012 NC R eading/E nglis h Language Arts E xam

26

15

34

25

26

18

31

25

28

11

34

27

27

27

18

28

26

26

32

17

25

14

41

20

17

22

38

22

spring6th

spring6th

spring7th

spring8th

spring8thfall

5th fall5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

gaston, nckipp gaston college prep public schools · est. 2001

tammi sutton executive director

2012 north carolina end–of–grade test

reading mathematics

kipp level iii & iv district level iii & iv state level iii & iv

reading mathematics




rate


African American


73% 15% 6% 75%






% o

f St

uden

ts

map results were not available for spring 2012 5th grade in reading and mathematics, and spring 2012 7th grade in mathematics.

due to north carolina department of education suppression laws, we were unable to collect disaggregated proficiency band data for end of course/end

of grade scores for 2011-12.



kipp gaston collegepreparatory primary

kipp pride high schoolkipp gaston college preparatory

schools

emily cook dwight grades: k est. 2012

kevika amargrades: 9–12 est. 2005

michele stallingsgrades: 5–8 est. 2001

100%took the sat



1401average sat


matriculation

320 pleasant hill road, gaston, nc • 252.308.6932 • www.kippgaston.org

90

65

87

67

44

7666

44

75

60 62

77

6151

68

90

40

79

3rd 5th 6th 7th 8th E OC

2012 AR Mathematics E xam

7566

82 85

66

85

69

47

75 7867

80 81

64

80

93

34

68

3rd 5th 6th 7th 8th 11th

2012 AR R eading/E nglish Language Arts E xam

39

32

23

32

17

33

18

39

38

19

32

39

19

32

28

32

28

35

31

29

34

27

29

28

29

14

29

32

26

14

41

14

30

14

27

44

21

27

12

38

23

38

25

30

39

16

21

24

15

15

35

35

28

43

25

27

27

20

26

25

19

31

25

18

27

29

26

25

16

36

23

fall k fall k

springk

springk

spring1st

spring1st

spring5th

spring5th

spring6th

spring6th

spring7th

spring7thspring

8th

spring8th

spring2nd

spring2ndspring

3rd

spring3rd

fall5th fall

5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

helena & blytheville, arkipp delta public schools · est. 2002


PreK–12grades served


scott shirey executive director

2012 arkansas benchmark exam

literacy mathematics




reading mathematics




rate


African American


86% 16% 6% 94%


End–of–Course3rd 5th 6th 7th 8th

% o

f St

uden

ts

415 ohio street, helena, ar 72342 • 870.753.9035 • www.kippdelta.org



92% high school graduation

kipp delta elementaryliteracy academy

kipp blytheville college preparatory

kipp delta college preparatory

kipp delta collegiate high school

schools

amanda johnson grades: prek–4 est. 2009

maisie wrightgrades: 4–7 est. 2010

marcus nelsongrades: 5–8 est. 2002

todd dixongrades: 9–12 est. 2006

100%took the act



21average act


67 63 6882

66 68 6571

78 7667

77 75

53

7182

6976

90

7482

3rd 4th 5th 6th 7th 8th E OC


7871

7787

7178

65 7077 76

6374

82

6776

8975 80 78

51

68



18

32

40

23

25

27

25

25

22

28

25

26

14

33

27

24

28

33

16

28

32

25

15

33

24

31

11

30

16

38

16

28

14

34

25

26

14

35

25

25

28

23

23

16

18

37

29

25

11

29

35

29

29

30

12

28

27

24

22

24

22

31

22

24

14

40

22

22

12

36

30

spring1st

spring1st

spring5th

spring5th

spring6th

spring6th

spring7th

spring7thspring

8th

spring8th

spring2nd spring

2ndfall5th fall

5th

spring3rd

spring4th

spring3rd

spring4th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

houston, txkipp houston public schools · est. 1995

sehba ali executive director


reading/english language arts mathematics




reading mathematics




rate


Latino


86% 12% 4% 60%


PreK3–12grades served




% o

f St

uden

ts



kipp coastal village primary school

kipp explore academykipp dream prep kipp legacy preparatory school

schools: primary

lynn barnes* grades: prek–4 est. 2009

frank cushgrades: prek3–3 est. 2009

olive hayden–mooregrades: prek3–4 est. 2006

tresha francisgrades: prek–2 est. 2010

94%took the act



19average act


matriculation

10711 kipp way, houston, tx 77099 • 823.328.1051 • www.kipphouston.org

kipp peace elementary school

kipp shine prepkipp sharp college prep lower school

kipp zenith academy

aundrea johnson grades: k–1est. 2011

deb shifrinegrades: prek3–4 est. 2004

alma salmangrades: prek3–4 est. 2008

tiffany george pradosgrades: prek3–3 est. 2009

schools: high

kipp intrepid preparatory school

kipp polaris academy for boys

kipp liberation college prep

kipp sharpstown college prep

schools: middle

steve khadam–hir grades: 5–8 est. 2008

simone seniorgrades: 5–8 est. 2007

tai ingramgrades: 5–8 est. 2006

karima wilsongrades: 5–8 est. 2007

kipp spirit college prep

kipp generations collegiate

kipp voyage academy for girls

kipp houston highschool

charles king grades: 5–8 est. 2006

denise rodríguezgrades: 9–10 est. 2011

tasha ginngrades: 5–8 est. 2009

lara wheatleygrades: 9–12 est. 2004

kipp sunnyside high school

john allengrades: 9–11 est. 2010

kipp 3d academy

alison cumbleygrades: 5–8 est. 2001

kipp coastal villagemiddle school

kipp academy middle school

kipp courage college prep

lynn barnes*grades: 5–7 est. 2010

andrew rubingrades: 5–8 est. 1995

eric schmidtgrades: 5 est. 2012

currently, these two schools are both being led by lynn barnes.*

31

55 5669

4753

5th 6th

2012 FL Mathematics E xam

30

56 61

4151

57

5th 6th

2012 FL R eading/E nglish Language Arts E xam

21

65

12

27

30

30

13

34

26

27

13

27

63

30

29

30

11

17

17

44

21

spring5th

spring5th

spring6th

spring6th

fall5th fall

5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

jacksonville, flkipp jacksonville schools · est. 2010

tom majdanics executive director

2012 florida comprehensive assessment test

reading mathematics

kipp level 4/level 5 kipp level 3

district level 4/level 5 district level 3

state level 4/level 5 state level 3

reading mathematics




rate


African American


89% 22% 12% 96%




% o

f St

uden

ts



kipp voice elementaryschool

kipp impact middle school

schools

ashley ferguson*grades: k est. 2012

ashley ferguson*grades: 5–7 est. 2010

N/Atook the act



N/Aaverage act

N/A high school graduation N/A college

matriculation

1440 mcduff avenue north, jacksonville, fl 32254 • 904.683.6643 • www.kippjax.org

currently, these two schools are both being led by ashley ferguson.*

98

5764

100

69 69 7461 65 63

4555

86

4154

81

3549

2nd 3rd 5th 6th 7th 8th

2012 C A Mathematics E xam

91

55 58

87

43 4857 54

6370

4759

82

4962

85

4859

2nd 3rd 5th 6th 7th 8th

2012 C A R eading/E nglish Language Arts E xam

15

12

37

37

19

43

32

29

35

23

13

30

19

25

25

35

16

34

16

23

17

36

24

21

11

39

28

29

31

33

19

49

29

31

44

19

20

30

24

26

27

16

37

20

30

20

31

19

18

19

56

spring5th

spring5th

spring6th

spring6th

spring7th spring

7th

spring8th

spring8thspring

2nd spring2nd

spring3rd

spring3rd

fall5th fall

5th

% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

2012 california standards test

reading

english language arts

mathematics

mathematics








rate


Latino


los angeles, cakipp la schools · est. 2003

89% 9% 9% 65%

marcia aaron executive director


K–8grades served



kipp la administered sat-10 to students in kindergarten and first grade, and administered map to students in grades 2-8.

% o

f St

uden

ts



kipp comienzacommunity prep

kipp raíces academykipp empoweracademy

kipp academy ofopportunity

schools

margarita florez grades: k–2 est. 2010

amber young medinagrades: k–4 est. 2008

archana patelgrades: 5–8 est. 2003

kipp la college preparatory school

kipp scholar academykipp philosophersacademy

carlos lanuza grades: 5–8 est. 2003

tiffany mooregrades: 5 est. 2012

reginald greenegrades: 5 est. 2012

N/Atook the act



N/Aaverage act


matriculation

4545 dozier avenue, los angeles, ca 90022 • 213.489.4461 • www.kippla.org

mike kerrgrades: k–2 est. 2010

3141

57

38 39

6048

21

5137

28

52

5th 6th 7th 8th

2012 MA Mathematics E xam

52 4861 59

39

66 6450

7184

59

81

5th 6th 7th 8th

2012 MA R eading/E nglis h Language Arts E xam

33

13

23

31

28

11

24

36

25

15

26

34

22

17

36

24

22

30

39

22

24

33

22

39

14

24

22

23

13

41

22

15

28

50

19

31

45

spring5th

spring6th

spring6thspring

7th

spring7thspring

8th

spring8th

spring5th

fall5th

fall5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

lynn and boston, makipp massachusetts · est. 2004

caleb dolan executive director

2012 massachusetts comprehensive assessment system



dsitrict advanced district proficient


reading mathematics




rate


Latino


84% 7% 15% 54%


5–10grades served



% o

f St

uden

ts



schools

N/Atook the act



N/Aaverage act


matriculation

90 high rock street, lynn, ma 01902 • 781.598.1609 • www.kippma.org

kipp academy boston kipp academy lynn

christine barford grades: 5 est. 2012

anna breen grades: 5–8 est. 2004

kipp academy lynn collegiate

drea deangelo grades: 9–10 est. 2011

53

34

56

26 21

43

60

26

45

2818

38 40

25

46


2012 T N Mathematics E xam

44 40

60

38 34

57

3325

47 42

26

48 5144

66


2012 T N R eading/E nglis h Language Arts E xam

29

40

25

27

26

37

11

27

25

31

17

34

23

26

18

32

28

23

17

28

54

14

34

35

23

28

38

26

24

37

29

27

41

18

13

spring5th

spring5th

spring6th

spring6th

spring7th spring

7thspring

8th spring8th

fall5th

fall5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

memphis, tnkipp memphis collegiate schools · est. 2002

jamal mccall executive director

2012 tennessee comprehensive assessment program

reading/language arts mathematics




reading mathematics




rate


African American


89% 13% 12% 98%






% o

f St

uden

ts



kipp memphis collegiate elementary school

kipp memphis collegiate middle school

kipp memphis academy middle

kipp memphis collegiate high school

schools

grace williamsgrades: k est. 2012

andrea criollogrades: 5–8 est. 2002

andy bobowskigrades: 5est. 2012

richard bailey& jerry sandersgrades: 9–10 est. 2011

N/Atook the act



N/Aaverage act


matriculation

2670 union avenue extended, memphis, tn 38112 • 901.452.2682 • www.kippmemphis.org

6255

7165

54

7366

49

7077

5970

78

55

7081

5064

7663

79


2012 LA Mathematics E xam

6655

69

53 57

7564

55

70 71

54

6981

5569 73

50

6778

68

90


2012 LA R eading/E nglish Language Arts E xam

33

46

16

26

40

23

12

32

40

18

33

41

20

25

43

25

31

33

24

12

24

55

17

30

41

20

32

33

27

28

29

27

17

28

27

32

13

25

56

17

23

39

27

11

31

39

23

27

47

12

13

31

31

28

39

16

29

16

26

60

29

41

21

42

27

22

21

24

33

22

19

17

30

34

fall k fall k

springk

springkspring

1stspring

1stspring

5thspring

5thspring

6th spring6th

spring7th

spring7thspring

8th

spring8th

spring2nd

spring2nd

spring3rd

spring3rd

fall5th fall

5th

spring4th

spring4th

End–of–Course


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

new orleans, lakipp new orleans schools · est. 2006

rhonda kalifey–aluiseexecutive director

2012 integrated louisiana educational assessment program


kipp mastery/advanced kipp basic

district mastery/advanced district basic

state mastery/advanced state basic

reading mathematics




rate


African American

1% Latino0% Other 2% Caucasian0% Asian

96% 14% 11% 97%


K–11grades served



End–of–Course

% o

f St

uden

ts



kipp believe primary kipp mcdonogh 15primary

kipp central cityprimary

kipp new orleansleadership primary

schools

sarah greenberg grades: k–1 est. 2011

mark burtongrades: k–4 est. 2006

korbin johnsongrades: k–4 est. 2008

colin smithgrades: k–1 est. 2011

kipp believe college prep

kipp mcdonogh 15middle

kipp central city academy

kipp new orleansleadership academy

adam meinig grades: 5–8 est. 2006

luke naegele &deanna reddickgrades: 5–8 est. 2006

alex jarrellgrades: 5–8 est. 2007

jared lambgrades: 5–7 est. 2010

kipp renaissancehigh school

jon robertsongrades: 9–11 est. 2010

N/Atook the act



N/Aaverage act


matriculation

3820 st. claude avenue, new orleans, la 70117 • 504.373.6269 • www.kippneworleans.org

70

46

6676

42

65

85

40

65

85

40

62

83

6273


2012 NY Mathematics E xam

4234

5846

30

5647

28

53 52

25

51

96

7684


2012 NY R eading/E nglis h Language Arts E xam

37

15

30

18

21

15

27

37

25

22

30

24

25

14

35

26

26

35

29

30

20

27

22

32

19

36

13

28

12

40

20

19

13

43

25

34

27

31

22

23

28

27

29

28

24

19

42

15

27

17

29

41

23

27

26

25

22

23

27

32

18

28

11

38

23

30

11

31

28

fall kfall k

springk spring

kspring1st

spring1st

spring5th spring

5thspring

6thspring

6th

spring7th

spring7th

spring8th spring

8thspring

2ndspring

2ndfall5th fall

5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

new york city, nykipp nyc · est. 1995

josh zoia executive director

2012 new york state assessment


kipp level 4 kipp level 3

district level 4 district level 3

state level 4 state level 3

reading mathematics




rate


Latino


88% 7% 15% 49%






high school district/state comparisons are from 2011 because 2012 results were not available at the time of publication.

% o

f St

uden

ts



kipp academyelementary

kipp star elementary school

kipp infinityelementary school

kipp academy new york

schools

carolyn petruzziello grades: k–3 est. 2009

anokhi saraiyagrades: k–1 est. 2011

stephanie adams & lindsay frygrades: k–2 est. 2010

frank corcorangrades: 5–8 est. 1995

N/Atook the act



N/Aaverage act


matriculation

470 7th avenue, new york, ny 10018 • 212.991.2610 • www.kippnyc.org

kipp amp academy kipp star collegeprep charter school

kipp infinitycharter school

kipp washingtonheights

debon lewis grades: 5–8 est. 2005

stacy johnsongrades: 5–8 est. 2003

allison holleygrades: 5–8 est. 2005

danny swerskygrades: 5 est. 2012

kipp nyc collegeprep high school

natalie webbgrades: 9–12 est. 2009

80

58

83 83

54

79

57

34

63 60

45

71 6759

80

5th 6th 7th 8th 11th

2012 NJ Mathematics E xam

47

30

63

4835

6451

29

61

77

57

8291

77

92

5th 6th 7th 8th 11th

2012 NJ R eading/E nglish Language Arts E xam

29

14

33

24

19

15

24

43

18

18

25

38

22

37

34

24

39

28

29

21

34

16

30

24

28

19

33

14

32

21

34

21

32

13

25

35

27

13

23

17

28

31

36

19

29

16

1211

22

54

30

44

18

19

26

24

31

28

19

22

31

21

21

43

15

26

18

28

28

fall k

fall k

springk spring

kspring

1stspring

1stspring

5th spring6th

spring6th

spring7th

spring7th

spring8th

spring8th

spring2nd

spring2nd

spring5th

fall5th fall

5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

newark, njteam schools, a kipp region · est. 2002

ryan hill executive director

2012 new jersey assessment of knowledge and skills

language art literacy mathematics




reading mathematics




rate


African American


87% 8% 13% 94%





% o

f St

uden

ts



schools

98%took the sat



1250average sat


matriculation

60 park place, newark, nj, 07102 • 973.622.0905 • www.teamschools.org

spark academy, a kipp school

thrive academy, a kipp school

joanna belchergrades: k–3 est. 2009

lindsay schambach grades: k est. 2012

rise academy,a kipp school

team academy, a kipp school

drew martin grades: 5–8 est. 2006

marc tan grades: 5–8 est. 2002

newark collegiate academy, a kipp school

shawadeim reagans &bridgett hitchings grades: 9–12 est. 2007

44 45

7460

53

78 83

56

80 79

53

77

5th 6th 7th 8th

2012 P A Mathematics E xam

2734

65

39 43

6860

52

76 76

58

80

5th 6th 7th 8th

2012 P A R eading/E nglis h Language Arts E xam

34

14

30

23

15

34

45

35

33

22

24

42

26

28

33

23

16

27

40

22

31

28

29

12

31

31

28

11

31

26

34

15

28

49

29

19

34

18

26

57

14

25

51

18

31

40

22

35

31

29

29

45

20

fall kfall k

springk

springk

spring1st

spring1st

spring5th

spring5th

spring6th spring

6th

spring7th spring

7th

spring8th

spring8th

fall5th

fall5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

philadelphia, pakipp philadelphia schools · est. 2003

marc mannella executive director

2012 pennsylvania system of school assessment

reading mathematics




reading mathematics




rate


African American


86% 10% 19% 92%





% o

f St

uden

ts



kipp philadelphia elementary school

kipp west philadelphiapreparatory

kipp philadelphia charter school

kipp dubois collegiateacademy

schools

ben speichergrades: k–2 est. 2010

shawna wellsgrades: 5–8 est. 2009

meredith mehragrades: 5–8 est. 2003

aaron bassgrades: 9–11 est. 2010

N/Atook the act



N/Aaverage act


matriculation

5900 baltimore avenue, philadelphia, pa 19143 • 215.294.8596 • www.kippphiladelphia.org

66 6678 75

59

7784

48

7184

57

76

92

7486



5364

7763 60

7464 62

7684

6980

74

53

68



27

38

21

14

29

30

27

14

32

27

31

35

21

30

14

19

16

42

23

31

33

27

29

24

28

18

26

21

32

21

23

39

32

22

14

41

24

spring5th

spring5thspring

6th

spring6thspring

7th

spring7thspring

8thspring

8th

fall5th

fall5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

san antonio, txkipp san antonio · est. 2003

mark larson executive director


reading mathematics




reading mathematics




rate


Latino


84% 15% 9% 93%





End–of–Course

% o

f St

uden

ts

End–of–Course



kipp un mundo dual language academy

kipp camino academykipp aspire academy kipp university prep high school

schools

luzdivina lozanogrades: k est. 2012

brennecke hinojoagrades: 5–7 est. 2010

roy felicianogrades: 5–8 est. 2003

jennifer zinngrades: 9–12 est. 2009

N/Atook the act



N/Aaverage act


matriculation

731 fredericksburg road, san antonio, tx 78201 • 210.787.3197 • www.kippsa.org

86

5965

76

4755

87

4455

73

32

5648

40 45 4842 44

33 36 38

5th 6th 7th 8th 9th 10th 11th


6458 63

76

5059

76

5562

79

54 59

81

53 57

78

48 50

65

3948

5th 6th 7th 8th 9th 10th 11th


24

32

30

14

26

25

28

21

31

17

35

17

28

24

31

18

24

16

34

25

26

40

19

15

21

32

23

25

27

20

30

23

24

21

26

30

22

17

23

38

spring5th spring

5th

spring6th

spring6thspring

7th

spring7th

spring8th

spring8th

fall5th fall

5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

san francisco bay area, cakipp bay area schools · est. 2002


5–12grades served


beth sutkus thompsonexecutive director






reading mathematics




rate


Latino


76% 8% 7% 53%


free/reduced lunch data represents 2011-12 for all schools, except kipp heartwood. heartwood is a nslp provision 2 school and was not required to

collect meal applications. for reporting purposes, the school carries forward its most current fr/l data from 2011–12.

% o

f St

uden

ts

1404 franklin street, suite 500 oakland, ca 94612 • 510.465.5477 • www.kippbayarea.org



96% high school graduation

kipp bayview academy kipp heartwoodacademy

kipp bridge charterschool

kipp san francisco bay academy

schools

kerianne ryan grades: 5–8 est. 2003

judy tanggrades: 5–8 est. 2004

lolita jacksongrades: 5–8 est. 2002

kyle shaffergrades: 5–8 est. 2003

97%took the sat



1524average sat


kipp summit academy kipp san jose collegiatekipp king collegiate high school

ric zappa grades: 5–8 est. 2003

tom ryangrades: 9–12 est. 2008

kate beldengrades: 9–12 est. 2007

2840 38

6051 52

65

47 50

69

45 49

89

5159

95

5158

76

42 44

3rd 4th 5th 6th 7th 8th 10th

2012 DC Mathematics E xam

5241 41 45 49 49 49 46 48

54

39 41

74

4450

76

44 49 5144 44

3rd 4th 5th 6th 7th 8th 10th

2012 DC R eading/E nglis h Language Arts E xam

23

14

27

36

26

18

28

28

35

24

27

15

22

39

23

17

31

23

29

17

30

35

24

11

29

40

25

33

26

29

12

35

24

29

11

30

19

36

15

25

14

35

25

28

23

33

15

25

20

31

23

30

25

32

13

43

28

21

31

23

30

16

40

31

24

27

55

16

25

32

28

15

21

24

27

27

22

11

28

40

18

29

46

fall k

fall kspring

kspring

kspring

1st

spring1stspring

5thspring

5thspring6th

spring6thspring

7th

spring7thspring

8th

spring8th

spring2nd spring

2nd

spring3rd

spring3rd

fall5th

fall5th

spring4th

spring4th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

washington, dckipp dc · est. 2001

susan schaeffler executive director

2012 dc comprehensive assessment system

reading mathematics




reading mathematics




rate


African American


81% 12% 12% 97%


PreK3–12grades served

75%teachers retained within kipp67% retained in their position)


% o

f St

uden

ts

kipp dc’s 4th grade was composed entirely of students new to kipp in 2011-12.



kipp dc: discoveracademy

kipp dc: heightsacademy

kipp dc: growacademy

kipp dc: leadacademy

schools

philonda johnson grades: pre3–k est. 2009

cherese brauergrades: 1–2 est. 2011

stacie kossoygrades: prek3–k est. 2010

mekia lovegrades: 1est. 2012

kipp dc: leap academy

kipp dc: aim academykipp dc: promiseacademy

kipp dc: key academy

abraham clayman grades: prek3–k est. 2007

kristy ochsgrades: 5–8 est. 2005

casey fullertongrades: 1–4 est. 2009

kipp dc: will academy kipp dc: collegepreparatory

kate finley grades: 4–8 est. 2006

jessica cunninghamgrades: 9–12 est. 2009

david ayalagrades: 5–8 est. 2001

N/Atook the act



N/Aaverage act


matriculation

1003 k street nw, washington, d.c. 20001 • 202.223.4505 • www.kippdc.org

4841

67

82

5165

87

37

65

90

23

61

5th 6th 7th 8th

2012 NY Mathematics E xam

3239

5851

40

56

36 32

52 53

24

50

5th 6th 7th 8th

2012 NY R eading/E nglis h Language Arts E xam

% o

f Stu

dent

s

0%

25%

50%

75%

100%

albany, ny

don applyrs school leader

2012 new york state assessment


kipp level 4 kipp level 3

district level 4 district level 3

state level 4 state level 3



rate


African American


81% 23% 6% 88%



kipp tech valley | grades: 5–8 | est. 2005

alumni attainment rates(those who have completed 8th grade at kipp 5+ years ago) N/A high school

graduation N/A college matriculation

1 dudley heights, albany, ny 12210518.694.9494www.kipptechvalley.org

1school

% o

f St

uden

ts

kiipp tech valley transitioned from terranova to map in 2012-13; thus map data is not available for the 2011-12 academic year.

7484 82

9079 80

8780 81 83 86 85

74 75 79


2012 NC Mathematics E xam

6474 72 73 74 75

5968 68 71 71 71

5th 6th 7th 8th

2012 NC R eading/E nglis h Language Arts E xam

30

29

33

31

17

40

12

42

15

36

23

32

26

19

26

39

26

25

37

30

27

29

27

17

28

15

38

19

22

30

33

15

23

23

39

15

spring5th spring

5thspring

6th

spring6thspring

7thspring

7th

spring8th

spring8th

fall5th fall

5th

due to north carolina department of education suppression laws, we were unable to collect disaggregated proficiency band data

for end of course/end of grade scores for 2011–12.


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

charlotte, nc

tiffany flowers school leader

2012 north carolina end–of–grade test


kipp level iii & iv district level iii & iv state level iii & iv

reading mathematics




rate


African American


77% 10% 19% 93%



kipp charlotte | grades: 5–8 | est. 2007



931 wilann drive, charlotte, nc 28215704.537.2044www.kippcharlotte.org

1school

End–of–Course

% o

f St

uden

ts

42 39

68 6556

81

63

48

7382

53

79

5th 6th 7th 8th

2012 OH Mathematics E xam

4955

77

5567

87

6656

80 82

62

84

5th 6th 7th 8th

2012 OH R eading/E nglish Language Arts E xam

38

38

21

29

36

24

12

23

49

19

40

17

34

27

16

39

18

21

60

16

28

40

22

22

37

29

11

20

30

34

16

35

18

23

24

spring5th spring

5thspring6th

spring6th

spring7th

spring7th

spring8th spring

8th

fall5th fall

5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

columbus, ohkipp central ohio · est. 2008

hannah powell executive director

2012 ohio achievement test


kipp accelerated/advanced kipp proficient

district accelerated/advanceddistrict proficient

state accelerated/advanced state proficient

reading mathematics




rate


African American


93% 20% 17% 86%



kipp journey academy | grades: 5–8

alumni attainment rates(those who have completed 8th grade at kipp 5+ years ago)

1406 myrtle avenue, columbus, oh 43211614.263.6137www.kippcentralohio.org

1school


matriculation

dustin wood school leader

% o

f St

uden

ts

59 6478 81

6777

83

6071

94

52

76

5th 6th 7th 8th


6268

77 78

6374 78

6776

8571

80

5th 6th 7th 8th


24

29

38

29

30

28

12

34

19

34

14

22

22

44

12

32

14

41

13

32

27

33

28

22

32

18

23

19

38

20

20

30

41

28

58

spring5th

spring5th

spring6th

spring6th

spring7th

spring7th

spring8th

spring8th

fall5th fall

5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

dallas, txkipp dallas–fort worth · est. 2003



kipp advanced kipp satisfactory

district advanced district satisfactory

state advanced state satisfactory

reading mathematics




rate


Latino


93% 9% 7% 60%


1school


kipp truth academy | grades 5–8


3200 south lancaster road, dallas, tx 75216214.375.8326www.kippdfw.org


matriculation

quinton vance executive director

michael horne school leader

% o

f St

uden

ts

73

54

7662

53

77

5345

7365

41

72

5th 6th 7th 8th

2012 IN R eading/E nglish Language Arts E xam

85

67

8475

66

8173

52

77 81

51

78

5th 6th 7th 8th

2012 IN Mathematics E xam

41

39

15

40

14

29

17

36

25

25

14

18

28

39

15

18

24

42

16

31

51

15

30

23

33

14

27

29

25

19

27

29

24

19

29

24

22

24

fall 5th

spring5th

spring5thspring

6th

spring6th

spring7th

spring7th

spring8th

spring8th

fall 5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

indianapolis, in

2012 indiana statewide testing for educational progress


kipp passing+ kipp passing

district passing+ district passing

state passing+ state passing

reading mathematics




rate


African American


91% 39% 17% 95%



kipp indianapolis college preparatory | grades: 5–8 | est. 2004


3202 e 42nd sreet, indianapolis, in 46205317.547.5477www.kippindy.org

1school


matriculation

emily pelino executive director

aleesia johnson school leader

% o

f St

uden

ts

1932

55

31 32

56

4131

60

43

27

53

5th 6th 7th 8th

2012 MO Mathematics E xam

1925

53

2026

51

28 28

56

29 28

54

5th 6th 7th 8th

2012 MO R eading/E nglis h Language Arts E xam

21

44

26

29

39

29

32

28

34

42

31

18

32

24

24

21

27

55

15

20

60

20

44

33

21

29

36

24

11

33

18

39

spring5th

spring5th

spring6th

spring6th

spring7th

spring7th

spring8th

spring8th

fall5th

fall5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

kansas city, mo

jacob schmitz school leader

2012 missouri assessment program

communication arts mathematics




reading mathematics




rate


African American


95% 11% 9% 77%



kipp endeavor academy | grades: 5–8 | est. 2007


2700 e 18th street, suite 155b, kansas city, mo 64127816.241.3994www.kippendeavor.org

1school


matriculation

% o

f St

uden

ts

17

36

62

15

38

60

4235

59 59

39

62

5th 6th 7th 8th

2012 MN Mathematics E xam

21

60

79

31

57

76

36

53

71

56 56

72

5th 6th 7th 8th

2012 MN R eading/E nglish Language Arts E xam

34

47

13

36

46

11

38

41

19

24

24

42

18

50

25

28

63

36

39

21

19

54

19

18

36

24

21

21

41

24

14

spring5th

spring5th

spring6th

spring6th

spring7th spring

7thspring8th

spring8th

fall5th fall

5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

minneapolis, mn

alvin abraham school leader

2012 minnesota comprehensive assessment

reading mathematics



state exceeds standard state meets standard

reading mathematics




rate


African American


97% 32% 24% 91%



kipp stand academy | grades: 5–8 | est. 2008


1601 laurel avenue, minneapolis, mn 55403612.287.9700www.kippminnesota.org

1school


matriculation

% o

f St

uden

ts

3945

56 52

3643

68

3945

85

55 60

5th 6th 7th E OC

2012 T N Mathematics E xam

49 4960

45 4757

4437

47 45 4048

5th 6th 7th 8th

2012 T N R eading/E nglis h Language Arts E xam

31

34

23

12

34

25

28

13

33

43

18

30

27

25

19

35

31

24

41

48

25

51

16

19

53

16

13

25

42

25

22

45

22

spring5th spring

5thspring

6thspring

6th

spring7th spring

7thspring8th

spring8thfall

5thfall5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

nashville, tn

2012 tennessee comprehensive assessment program

reading mathematics




reading mathematics




rate


African American


89% 14% 15% 87%



kipp academy nashville | grades: 5–8 | est. 2005



3410 knight drive, nashville, tn 37207615.226.4484www.kippacademynashville.org

1school randy dowell

executive directorlaura howarth school leader

% o

f St

uden

ts

End–of–Course

6357

70

96

54

71

98

52

70

97

53

68

5th 6th 7th 8th

2012 OK Mathematics E xam

77

52

68

99

5569

100

56

75

100

61

79

5th 6th 7th 8th

2012 OK R eading/E nglis h Language Arts E xam

32

31

26

11

26

17

31

26

20

14

40

27

33

60

40

51

29

36

28

27

35

27

11

28

15

33

24

48

40

17

69

spring5th

spring5th

spring6th spring

6th

spring7th spring

7thspring

8th spring8th

fall5th fall

5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

oklahoma city, ok

tracy mcdaniel school leader

2012 oklahoma core curriculum tests

reading mathematics




reading mathematics




rate


African American


75% 26% 11% 79%



kipp reach college preparatory | grades: 5–8 | est. 2002

alumni attainment rates(those who have completed 8th grade at kipp 5+ years ago) 96% high school

graduation 80% college matriculation

1901 ne 13th street, oklahoma city, ok 73117405.425.4622www.kippreach.org

1school

99 100 100

% o

f St

uden

ts

6068 65

5161

5566

5852

4353 49

5th 6th 7th 8th


42

6963

43

6759 54

6962

68 6659

5th 6th 7th 8th


28

41

20

11

36

37

13

14

29

37

23

11

31

32

27

19

25

38

18

27

42

22

27

46

15

12

18

33

29

19

26

39

23

12

18

36

26

21

spring5th

spring5th

spring6th

spring6th

spring7th

spring7th

spring8th spring

8thfall5th

fall5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

san diego, ca

christa coleman school leader






reading mathematics




rate


Latino


99% 12% 12% 85%



kipp adelante preparatory academy | grades 5–8 | est. 2003

alumni attainment rates(those who have completed 8th grade at kipp 5+ years ago) 88% high school

graduation 72% college matriculation

1475 sxth avenue, san diego, ca 92101619.233.3242www.kippadelante.org

1school

% o

f St

uden

ts

29 25

55

3927

5767

29

60

5th 6th 7th

2012 MO Mathematics E xam

28 29

52

3024

5144

27

55

5th 6th 7th

2012 MO R eading/E nglis h Language Arts E xam

21

48

29

25

25

37

12

38

18

25

19

35

12

33

20

35

51

11

24

30

30

16

27

32

25

15

18

17

22

43

spring5th spring

5thspring

6th spring6th

spring7th

spring7th

fall5th

fall5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

st. louis, mo

2012 missouri assessment program

communication arts mathematics




reading mathematics




rate


African American


89% 17% 13% 98%



kipp inspire academy | grades: 5–8 | est. 2009


2647 ohio avenue, st. louis, mo 63118314.865.0855www.kippstl.org

1school


matriculation

kelly garrett executive director

jeremy esposito school leader

% o

f St

uden

ts

5952

7059 55

7180

52

7077

47

68

5th 6th 7th 8th

2012 OK Mathematics E xam

6049

6855 54

69 7258

7564 62

79

5th 6th 7th 8th

2012 OK R eading/E nglis h Language Arts E xam

19

36

31

14

21

24

39

16

29

26

29

16

17

25

36

22

38

31

22

30

47

19

24

40

21

15

34

37

25

23

20

40

17

25

18

41

16

spring5th

spring5th

spring6th

spring6th

spring7th

spring7th

spring8th

spring8thfall

5th

fall5th


% o

f Stu

dent

s

0%

25%

50%

75%

100%

% o

f Stu

dent

s by

Qua

rtile

tulsa, okkipp tulsa college preparatory | grades: 5–8 | est. 2005

andrew mcrae school leader

2012 oklahoma core curriculum tests

reading mathematics




reading mathematics




rate


African American


85% 9% 14% 95%




1661 east virgin street, tulsa, ok 74106918.925.1580www.kipptulsa.org

1school


matriculation

% o

f St

uden

ts

data definitions and methodologyIn order to provide a full picture of the achievements of the KIPP network, the KIPP Foundation collects a wide range of information from each locally-run KIPP school. The Report Card features data for our schools that were open in 2011-12 aggregated by each of our KIPP geographic sites. The following categories explain the data presented in the preceding pages. Demographic data is accurate as of November 2012 (2012–13 school year) while achievement data, student attrition, and teacher retention reflect the 2011–12 school year.

enrollmentThe Report Card provides enrollment figures for each school. In November 2012, there were more than 41,000 students in 125 KIPP schools.

student demographicsThe Report Card displays graphically the percentage of students who qualify for the federal free and reduced price meals program (a proxy for family income), the race/ethnicity percentages by city, and the percentage of students defined as having special needs, as of November 2012. In the Report Card, we define special needs students as those who have Individualized Education Plans (IEPs) or are otherwise defined by the school as having special needs. In consultation with parents and other school staff, a special needs teacher prepares an IEP document that outlines the learning goals for the students and the ways in which the school will accommodate and support the student’s special needs. Percentages for student demographics may not add up to 100 due to rounding.

student attritionThe Report Card features student attrition data from the 2011–12 school year. KIPP defines attrition as the percentage of students who leave a school (for reasons other than completing the highest grade) in one annual cycle between October 1 of one year and October 1 of the following year, which is the date that most states close their enrollment. The National Center for Education Statistics (NCES) also uses this date when referencing enrollment for a given year. Network-wide statistics are based on all 109 schools open in 2011–12.

student achievement—state examsLike all other public schools, students enrolled at KIPP schools are required under state and federal law to take exams, the results of which are used for state accountability purposes. The state tests profiled in this Report Card are criterion-referenced exams, which means that the content reflects the academic standards set by each state. The Report Card provides school-level achievement data for each subject matter test required by the state to fulfill the reporting requirements of the No Child Left Behind (NCLB) Act, and compares the percent of students within a class that pass the test with state and district passing rates for each subject test. We also report 2012 state ratings or designations when these results are available and applicable. Some states, but not all, use such a system for rating schools. These tests do

not measure growth over time. Note: End-of-Course tests are subject tests taken by students in multiple grades.

student achievement—nationally norm-referenced examsAll KIPP students take norm-referencedachievement exams in reading and mathematics from second grade through eighth grade. Norm-referenced tests allow us to track the performance of students while enrolled in KIPP as compared to their grade-level peers nationally. They also provide a way to monitor student achievement longitudinally and to see the progress our students are making on the road to college. The average American student who takes a nationally norm-referenced exam will score at the 50th percentile. This student is outperforming five out of ten students nationally. From one year to the next, the average student will make one year of growth and not gain any percentile ranks, meaning that he or she will stay at the 50th percentile from year to year. If a student’s percentile increases on a nationally norm-referenced exam from year to year, it means that the student has made more than one year of growth relative to his or her peers. Across the network, almost all our schools use of the Measures of Academic Progress (MAP) test, while in the past the Stanford Achievement Test (SAT-10) has been the primary norm-referenced test. Due to this transition, we provide a snapshot of growth rather than a representation of long-term growth. The norm-referenced tests graphs on each school’s page depict the percentage of students in each percentile range (1–24, 25–49, 50–74, 75–99) on the norm-referenced test that were administered during the 2011–12 school year. In order to provide a growth measurement as well, we also report the percentage of students who made one year or more of academic progress between fall and spring of the 2011–12 school year. Percentages for norm-referenced tests may not add up to 100 due to rounding.

The 2011 Report Card reflected NWEA’s 2008norms, while this year’s Report Card reflects 2011 norms. Changes between the 2011 Report Card and the 2012 Report Card may be due to changes in norms rather than to changes in performance.

attainment data—high school graduation and college matriculation The Report Card features high school graduation and college matriculation data at the regional and school level.

At a regional level, we report graduation and college matriculation data for eighth-grade completers (of KIPP Middle Schools) five years after completing the eighth grade.

At the school level, we report four-year high school graduation among 9th grade starters and

college matriculation among high school graduates. For KIPP high schools with senior classes, the Report Card also includes Advanced Placement and college entrance exam (ACT and SAT) participation and performance data for graduating seniors, as well as district and state benchmarks where available. All graduation, matriculation, and exam data was tracked and verified by the region or school in the fall of 2012 and maintained within KIPP’s alumni database. Accompanying state and district data is collected through official state, district, and test company sources as noted.

teacher retentionThe education community lacks a common standard for defining and reporting teacher retention. The National Center for Education Statistics defines all cases in which a teacher stops teaching at a particular school as turnover, regardless of whether a teacher switches schools, moves into a non-teaching position within his or her current school, or leaves the field of education altogether. KIPP adopts this framework, defining “retained within position” as cases where a teacher who is teaching at a school in one school year continues teaching at the same school as of the fall (September 1) of the following year. Any teacher who begins teaching at a school during the academic year (September 1 to April 30), regardless of whether he or she joined at the beginning, middle, or end of the year, is considered part of the denominator that is utilized in calculating “retained within position” rates. At the same time, because KIPP is a rapidly growing network of schools, many KIPP teachers leave to teach at another KIPP school or transition to a non-teaching capacity within the KIPP network. Current KIPP teachers are an important source for future KIPP leaders, which is why we also report “retained within KIPP,” a metric that counts these teachers as staying within the KIPP Team and Family. We only calculate retention metrics when we have at least two schools per city reporting. Note that teacher counts reflect the 2012-13 school year, and that they represent full-time equivalency (FTE) as the sum of full-time and part-time teachers.

sources“Family Income and Unequal Educational Opportunity 1970 to 2011,” Postsecondary Education OPPORTUNITY no. 245 (November 2012) Richard Fry and Kim Parker, Record Shares of Young Adults Have Finished Both High School and College (Washington, D.C.: Pew Research Center, 2012).

Christina Clark Tuttle, Brian Gill, Philip Gleason, Virginia Knechtel, Ira Nichols-Barrer, and Alexandra Resch, KIPP Middle Schools: Impacts on Achievement and Other Outcomes (Washington, D.C.: Mathematica Policy Research, Inc., 2013).

We are thankful for the support of the individuals and organizations that have partnered with the KIPP Foundation to make a difference in the lives of more than 41,000 children across the country, proving what is possible in public education. For a list of supporters of the KIPP Foundation, please see www.kipp.org/honor-roll.

For the KIPP Foundation’s 2011–12 audited financials, visit www.kipp.org/support.

appendix

John Fisher, ChairmanPresident, Pisces, Inc.

Richard Barth, PresidentCEO, KIPP Foundation

Katherine BradleyPresident, CityBridge Foundation

Philippe DaumanPresident and CEO, Viacom, Inc.

Mike FeinbergKIPP Co-Founder

Doris FisherFounder, Gap Inc. and Co-Founder, KIPP Foundation

Reed HastingsFounder and CEO, Netflix, Inc.

Rhonda Kalifey-Aluise Executive Director, KIPP New Orleans

Martha Karsh Founder, Karsh Family Foundation

David W. LeebronPresident, Rice University

Dave LevinKIPP Co-Founder

Michael L. LomaxPresident and CEO, UNCF

Mark NunnellyManaging Director, Bain Capital

Carrie Walton PennerTrustee, Walton Family Foundation

José H. Villarreal Senior Advisor, Akin Gump

---------------

Shawn Hurwitz, Founding Board Member, EmeritusPresident and CEO, MAXXAM Property Company

Don Fisher, Founding Board Chair, Emeritus September 3, 1928–September 27, 2009Founder, Gap Inc. and Co-Founder, KIPP Foundation

ARKANSAS

KIPP Blytheville College Preparatory School KIPP Delta College Preparatory School KIPP Delta Collegiate High School KIPP Delta Elementary Literacy Academy CALIFORNIA KIPP Adelante Preparatory Academy KIPP Bayview AcademyKIPP Bridge Charter SchoolKIPP Heartwood AcademyKIPP King Collegiate High SchoolKIPP San Francisco Bay AcademyKIPP San Jose CollegiateKIPP Summit Academy KIPP Academy of OpportunityKIPP Comienza Community PrepKIPP Empower AcademyKIPP LA College Preparatory SchoolKIPP Philosophers AcademyKIPP Raíces AcademyKIPP Scholar Academy

COLORADO KIPP Denver Collegiate High School KIPP Montbello College PrepKIPP Sunshine Peak Academy

DISTRICT OF COLUMBIA KIPP DC: AIM AcademyKIPP DC: College PreparatoryKIPP DC: Discover AcademyKIPP DC: Grow AcademyKIPP DC: Heights AcademyKIPP DC: KEY AcademyKIPP DC: Lead AcademyKIPP DC: LEAP AcademyKIPP DC: Promise AcademyKIPP DC: WILL Academy FLORIDA KIPP Impact Middle School KIPP VOICE Elementary School GEORGIA KIPP Atlanta CollegiateKIPP South Fulton Academy

KIPP STRIVE AcademyKIPP STRIVE PrimaryKIPP Vision AcademyKIPP WAYS Academy ILLINOIS KIPP Ascend Middle School KIPP Ascend Primary SchoolKIPP Create Middle School INDIANA KIPP Indianapolis College Preparatory LOUISIANA KIPP Believe College PrepKIPP Believe PrimaryKIPP Central City AcademyKIPP Central City PrimaryKIPP McDonogh 15 MiddleKIPP McDonogh 15 PrimaryKIPP New Orleans Leadership AcademyKIPP New Orleans Leadership PrimaryKIPP Renaissance High School MARYLAND KIPP Harmony Academy KIPP Ujima Village Academy MASSACHUSETTS KIPP Academy BostonKIPP Academy Lynn KIPP Academy Lynn Collegiate MINNESOTA KIPP Stand Academy

MISSOURI KIPP Endeavor Academy KIPP Inspire Academy NEW JERSEY Newark Collegiate AcademyRise AcademySPARK AcademyTEAM AcademyTHRIVE Academy

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KIPP Academy ElementaryKIPP Academy New YorkKIPP AMP AcademyKIPP Infinity Charter SchoolKIPP Infinity Elementary SchoolKIPP NYC College Prep High SchoolKIPP STAR College Prep Charter SchoolKIPP STAR Elementary SchoolKIPP Washington HeightsKIPP TECH Valley NORTH CAROLINA KIPP Charlotte KIPP Gaston College Preparatory KIPP Gaston College Preparatory PrimaryKIPP Pride High School OHIO KIPP Journey Academy OKLAHOMA KIPP Reach College Preparatory KIPP Tulsa College Preparatory PENNSYLVANIA KIPP DuBois Collegiate AcademyKIPP Philadelphia Charter SchoolKIPP Philadelphia Elementary AcademyKIPP West Philadelphia Preparatory TENNESSEE KIPP Academy Nashville KIPP Memphis Academy MiddleKIPP Memphis Collegiate Elementary SchoolKIPP Memphis Collegiate High SchoolKIPP Memphis Collegiate Middle School

TEXAS KIPP Austin Academy of Arts & LettersKIPP Austin Beacon PrepKIPP Austin College PrepKIPP Austin CollegiateKIPP Austin ComunidadKIPP Austin Connections Elementary

KIPP Austin Vista Middle SchoolKIPP TRUTH AcademyKIPP 3D AcademyKIPP Academy Middle SchoolKIPP Coastal Village Middle SchoolKIPP Coastal Village Primary SchoolKIPP Courage College PrepKIPP DREAM PrepKIPP Explore AcademyKIPP Generations CollegiateKIPP Houston High SchoolKIPP Intrepid Preparatory SchoolKIPP Legacy Preparatory SchoolKIPP Liberation College PrepKIPP PEACE Elementary SchoolKIPP Polaris Academy for BoysKIPP SHARP College Prep Lower School KIPP Sharpstown College PrepKIPP SHINE PrepKIPP Spirit College PrepKIPP Sunnyside High SchoolKIPP Voyage Academy for GirlsKIPP ZENITH Academy KIPP Aspire Academy KIPP Camino Academy KIPP Un Mundo Dual Language AcademyKIPP University Prep

Documents

KIPP Report Card 2012