Education Week - September 23, 2015 - 6

To Combat Inequity, Ferguson Panel Urges K-12 Changes
Current law strains
struggling schools
By Evie Blad
Missouri should address systemic racial inequity and poverty
by focusing on the "whole child"
needs of students in its public
schools, rethinking education policies, and overhauling the state's
system for handling unaccredited
school districts, the Ferguson Commission recommended in a report
released last week
The independent, 16-member
panel was assembled by Missouri
Gov. Jay Nixon last November to
conduct a "thorough, wide-ranging,
and unflinching study of the social
and economic conditions that impede progress, equality, and safety
in the St. Louis region."
The commission's creation followed unrest that was sparked
after Michael Brown, an unarmed
black teenager, was shot and killed
by a white Ferguson, Mo., police
officer and a grand jury's subsequent decision not to indict the
officer. The panel included leaders
from St. Louis-area civic organizations, clergy, law enforcement, business, education, and the protest
movement.
The 198-page report covers a variety of recommendations for the
justice system, social programs,
and community organizations.
A major pillar of those recom-

mendations covers the needs of
children, particularly those living
in poverty and those attending
subpar schools.
The report calls on policymakers
and community stakeholders to
form task forces to explore the possibilities of overhauling the state's
school finance system, and combining or reforming school districts,
and to collaborate on best practices
in education.
"Our region's youth present
our greatest opportunity to impact
positive and lasting change, in
this and future generations," says
the report, which often reads more
like a conversation than a policy
document.
At the report's release, Gov.
Nixon thanked the commission for
its "unflinching courage at a moment of reckoning for our state and
our nation." Through the panel's
work, "some experiences that had
only been spoken about privately
were shared publicly for the first
time," Nixon said.

Educational Equity
The report spotlights dramatic
variations in educational outcomes,
arrest rates, and even life expectancies between residents in the poorest and richest parts of St. Louis
County.
Among the report's largest childcentered recommendations is a call
for the state to redesign its school
accreditation process so that it is
simple, equitable, and transparent.

Under a 1993 law, students in
unaccredited Missouri districts can
transfer into accredited school districts at the cost of the unaccredited
district.
This system only exacerbates
problems and further strains struggling schools, the commission wrote.
For example, the St. Louis-area
Riverview Gardens and Normandy
districts, both unaccredited, paid up
to $20,000 in tuition per year per
child in 2014, a total of more than
$9 million between the two districts, to educate students attending
schools in other districts, the report
says. (Michael Brown graduated
from the unaccredited Normandy
district just a few months before he
was killed.)
"Those students who stay in unaccredited schools find themselves in
a school where budgets are tighter,
and where some of the most motivated students-including students
who have served as leaders, tutors,
and behavior models for success-
have left the district," the report
notes.
Nixon, a Democrat, has twice vetoed bills that would have created
a new system for dealing with unaccredited schools, citing concerns
about added provisions in one of the
measures that would have created
vouchers for nonreligious private
schools.
In his speech before the commission, Nixon said efforts have been
made to ease the burden on the unaccredited districts under the current law.

He spotlighted a combined $1 million the state had given Riverview
Gardens and Normandy for literacy
efforts and an agreement between
22 school districts in the St. Louis

"

The only way we're
going to be able to
change the system
that we're in is to
shake things up."
MARIA CHAPELLE-NADAL
Missouri State Senator

region to reduce tuition for transferring students and to support teachers in the unaccredited schools.
The commission also called on
state and local educators and policymakers to address early-childhood needs and whole-child issues,
in particular, non-academic factors
like hunger that threaten students'
success in schools.

Non-Academic Needs
The state should implement universal prekindergarten for 3- and
4-year-olds and lower the compulsory age of school attendance from
7 to 5, the report says.
The state should also address

hunger through a variety of measures, including educating highpoverty schools about the federal
community-eligibility provision,
which allows them to serve free
meals to all students, regardless
of family income levels, the report
recommends.
The task force called on the state
to support school-based clinics
to help addres the physical, emotional, and mental health needs of
students.
Schools should also seek to drive
down disparate rates of discipline
between black students and their
peers, the report recommends.
Those strategies could include
professional development on addressing racism, teaching culturally responsive practices, and reworking school discipline policies,
it says.
While the report won praise from
many in the region, some local
leaders said it didn't go far enough.
State Sen. Maria ChapelleNadal, a Democrat whose district
includes parts of St. Louis County,
said state lawmakers had already
filed bills on many of the report's
recommendations, only to see them
fail or never even be considered.
Chapelle-Nadal said the report's education recommendations
largely touched on "low-hanging
fruit." It will take more radical
changes to address generations of
inequality, she said.
"The only way we're going to be
able to change the system that we're
in is to shake things up," she said.

Study: KIPP Confers an Edge in Academics But Not in Attitudes
By Liana Heitin
A new study of KIPP, a large charter network serving mainly low-income black and Hispanic students,
finds that its schools continue to
have a positive impact overall on
student achievement, and yet they
show no effect on student motivation, engagement, or behavior.
The findings echo previous results,
which determined that the charter
schools outpace traditional public
schools in achievement gains.
Elementary and middle school
students at KIPP, or Knowledge Is
Power Program, schools had significantly larger gains in reading and
math than their peers at non-KIPP
schools, according to the study commissioned by KIPP and conducted
by Mathematica Policy Research.
In high schools, achievement results were mixed. The impact was
statistically significantly positive
for those students who were new to
KIPP. But for students who had attended a KIPP middle school, going
to a KIPP high school did not have
an added benefit.
The KIPP network has expanded
rapidly in recent years, going from
45 schools in 2005 to more than
180 schools serving 70,000 students
today. In 2010, the KIPP Foundation received a $50 million federal

Investing in Innovation, or i3, grant,
which allowed it to double the number of students it served over five
years. The study released last week,
the final report in the long-running
Mathematica evaluation funded
under i3, aimed to see how the expansion affected school quality.
"As KIPP has scaled, the network
has continued to demonstrate the
kinds of positive impacts demonstrated in previous studies," Christina Tuttle, the report's lead author,
said in a Sept. 16 webinar.

Scope of Research
For this latest study, the researchers gathered data from eight elementary, 43 middle, and 18 high
schools using a combination of lottery-based and quasi-experimental
designs. They looked at results from
state-administered assessments,
assessments from researchers, and
student and parent surveys.
At the elementary level, the impact of getting into a KIPP school
was, after two years, equivalent to
improving a student's score on a
reading test from the 78th to the
84th percentile. In math, KIPP elementary students scored at the 68th
percentile on a calculation test, compared to their non-KIPP peers, who
scored at the 58th percentile.

6 | EDUCATION WEEK | September 23, 2015 | www.edweek.org

Critics of KIPP have long said
low performers and students who
lack parental support tend to drop
out or not enroll, which inflates the
charters' scores. For this study, students who were chosen by lottery to
attend KIPP schools but did not enroll or left midyear were counted as
KIPP students. Those who entered
the lottery but were not chosen constituted the control group. The aim
was to ensure "that treatment and
control group students are similar
at baseline," the report says.
For middle school, the researchers
were able to look at student achievement over 10 years. They found
that, overall, KIPP middle school
students improved more in math,
reading, science, and social studies than their peers at non-KIPP
schools.
The impact of getting into a KIPP
middle school was equivalent to a
student moving from the 37th to the
44th percentile in reading over two
years. In math, it was equal to going
from the 40th to the 50th percentile.
But the size of the impacts in
math and reading declined from
2005 to 2014. "Undoubtedly, the
largest impacts occurred in the
earliest years of KIPP," said Philip
Gleason, the principal investigator.
The effect size peaked in 2006 and
fell, yet remained statistically sig-

nificantly positive, from there.
During the five years of the federal i3 grant (2010-2014), the number of schools expanded rapidly
but the effect size "remained fairly
steady," noted Gleason.
"I think it shows that organizations like KIPP can grow pretty
substantially while maintaining
quality," said Chris Torres, an assistant professor of educational leadership at Montclair State University
in New Jersey. He was not part of
the study but has researched charter organizations like KIPP. But he
cautioned against holding up KIPP
as a model for all schools, given its
longer school days and demands on
teachers.
KIPP high schools provided an academic boost for students who were
new to the system, but not for those
who had attended KIPP middle
schools. The researchers noted that
a large proportion of students who
attended KIPP middle schools but
not KIPP high schools went to other
college-preparatory private, magnet,
or high-performing charter schools.

student motivation, engagement,
behavior, or educational aspirations.
KIPP schools are known for their
efforts in character education. (Their
motto is "Work Hard. Be Nice.") They
also emphasize college preparation.
"Either they aren't accomplishing
what they intend to accomplish, or
they're affecting achievement in spite
of not affecting the things they feel are
critical to achievement," said Torres.
The data on behaviors and attitudes were gathered through parent
and student surveys. Researchers
asked about students' academic confidence, grit, self-control, illegal activities, how much time they spent
on homework, how much effort they
put into school, and other behaviors.
The researchers said one explanation could be reference bias-that
KIPP students are comparing themselves to other KIPP students.
"The standard at KIPP for hard
work is candidly a lot higher than at
a typical school," said Steve Mancini,
KIPP's director of public affairs. "It
may be that the bar in the comparison
group of schools is just not as high."

No Motivation Effects

Scan this tag with your
smartphone for a link to
"Understanding the Effect
of KIPP as It Scales:
Volume I, Impacts on Achievement and Other
Outcomes." www.edweek.org/links

Perhaps the most surprising finding from the report was this: KIPP
schools had no statistically significant impact on most measures of


http://www.edweek.org/links http://www.edweek.org

Education Week - September 23, 2015

Table of Contents for the Digital Edition of Education Week - September 23, 2015

Education Week - September 23, 2015
Research Agency Faces Deep Cuts In Budget Bills
Schools Seek Split From Confederacy
English-Learner Tests Moving to Digital Realm
Despite Research on Teens’ Sleep, Change to School Start Times Difficult
Contents
News in Brief
Report Roundup
To Combat Inequity, Ferguson Panel Urges K-12 Changes
Study: KIPP Confers an Edge in Academics But Not in Attitudes
DIGITAL DIRECTIONS: Online Credit Recovery in Need of Overhaul, Study Says
Blogs of the Week
From Pre-K to Higher Ed., Duncan Tour Touts Priorities
GOP Presidential Debaters Give Glancing Mention to Education
In Wide-Ranging Discussion, Duncan Mulls Issues, Agenda
ANN MYERS & JILL BERKOWICZ: STEM Doesn’t Narrow the Curriculum
MARY ANN ZEHR: Can a Former Journalist Teach English-Language Learners to Write?
GREG MILO: Why Do Students Hate History? Some Thoughts on the ‘Boring’ Social Studies
Letters
TopSchoolJobs Recruitment Marketplace
CAROL DWECK: Growth Mindset, Revisited
Education Week - September 23, 2015 - Despite Research on Teens’ Sleep, Change to School Start Times Difficult
Education Week - September 23, 2015 - 2
Education Week - September 23, 2015 - Contents
Education Week - September 23, 2015 - News in Brief
Education Week - September 23, 2015 - Report Roundup
Education Week - September 23, 2015 - Study: KIPP Confers an Edge in Academics But Not in Attitudes
Education Week - September 23, 2015 - 7
Education Week - September 23, 2015 - DIGITAL DIRECTIONS: Online Credit Recovery in Need of Overhaul, Study Says
Education Week - September 23, 2015 - Blogs of the Week
Education Week - September 23, 2015 - 10
Education Week - September 23, 2015 - 11
Education Week - September 23, 2015 - 12
Education Week - September 23, 2015 - GOP Presidential Debaters Give Glancing Mention to Education
Education Week - September 23, 2015 - In Wide-Ranging Discussion, Duncan Mulls Issues, Agenda
Education Week - September 23, 2015 - 15
Education Week - September 23, 2015 - 16
Education Week - September 23, 2015 - 17
Education Week - September 23, 2015 - ANN MYERS & JILL BERKOWICZ: STEM Doesn’t Narrow the Curriculum
Education Week - September 23, 2015 - GREG MILO: Why Do Students Hate History? Some Thoughts on the ‘Boring’ Social Studies
Education Week - September 23, 2015 - Letters
Education Week - September 23, 2015 - 21
Education Week - September 23, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - September 23, 2015 - 23
Education Week - September 23, 2015 - CAROL DWECK: Growth Mindset, Revisited
Education Week - September 23, 2015 - CT1
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