This study examines patterns of entry into and exit from the Food Stamp Program (FSP). We estimat... more This study examines patterns of entry into and exit from the Food Stamp Program (FSP). We estimate the degree to which changes in entry and exit patterns contributed to the FSP caseload growth of the early 1990s and the subsequent caseload decline of the late 1990s. The study concludes that the caseload growth period of the early 1990s was driven predominantly by an increase in the rate individuals entered the program; however, the fact that individuals tended to stay longer in the FSP during this period than at other points of the 1990s also contributed to the growth. The caseload decline of the late 1990s was driven predominantly by a shortening of the length of time individuals participated, although lower rates of entry also contributed to the decline. The rate at which single mothers entered the program remained relatively constant over the 1990s, but the length of participation spell declined in the late 1990s. Surprisingly, despite eligibility restrictions imposed in the late 1990s, the rate of entry for noncitizens also remained fairly constant over the 1990s. While the rate at which able-bodied adults entered the program decreased after time limits were imposed in the mid-1990s, the length of their participation spells appeared unaffected by these time limits. This may reflect the fact that able-bodied adults always tended to have short participation spells, even without time limits. Among all new entrants into the FSP in the 1990s, more than half exit the program within eight months and twothirds exit within one year. Among individuals participating in the FSP for longer than one year, the typical length of the participation spell declined over the 1990s.
Securing data on students' academic achievement is typically one of the most important and costly... more Securing data on students' academic achievement is typically one of the most important and costly aspects of conducting education experiments. As state assessment programs have become practically universal and more uniform in terms of grades and subjects tested, the relative appeal of using state tests as a source of study outcome measures has grown. However, the variation in state assessments-in both content and proficiency standardscomplicates decisions about whether a particular state test is suitable for research purposes and poses difficulties when planning to combine results across multiple states or grades. This discussion paper aims to help researchers evaluate and make decisions about whether and how to use state test data in education experiments. It outlines the issues that researchers should consider, including how to evaluate the validity and reliability of state tests relative to study purposes; factors influencing the feasibility of collecting state test data; how to analyze state test scores; and whether to combine results based on different tests. It also highlights best practices to help inform ongoing and future experimental studies. Many of the issues discussed are also relevant for nonexperimental studies. NCEE 2009-013 U.S. DEPARTMENT OF EDUCATION This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under Contract ED-04-CO-0112/0006. Disclaimer The Institute of Education Sciences (IES) at the U.S. Department of Education contracted with Mathematica Policy Research to develop a discussion paper on the issues that researchers should consider when making decisions about whether and how to use state test data in education experiments. The views expressed in this report are those of the author and they do not necessarily represent the opinions and positions of the Institute of Education Sciences or the U.S. Department of Education.
The use of epidemiologic research designs and analytical methods is common in dietetics research.... more The use of epidemiologic research designs and analytical methods is common in dietetics research. Food and nutrition professionals who seek to perform evidence-based practice or participate in research design, analysis, and communication need skills in the essentials of epidemiology. This is one of a series of monographs on research methodology that addresses these needs and supports the goals of the Board of Editors of the Journal of the American Dietetic Association to further enhance competency and skills. This monograph focuses on statistical approaches for univariate analyses used with the primary observational study designs associated with epidemiology. Tables illustrating the presentation and interpretation of these results are included. J Am Diet Assoc. 2009;109:1728-1737.
Special Nutrition Programs Report No. CN-00-DC-ix-4. Identify factors, specifically implementatio... more Special Nutrition Programs Report No. CN-00-DC-ix-4. Identify factors, specifically implementation processes and systems and characteristics of jurisdictions (including populations) implementing direct certification, that contribute to successful direct certification efforts. Information for the study was collected from seven data sources. They were: (1) a survey of all 51 NSLP state administrators; (2) a screening survey of 1,014 School Food Authorities (SFAs); (3) a survey of 148 SFAs that use direct certification; (4) a survey of 157 schools in directly certifying SFAs; (5) a survey of 30 AFDC/food stamp agencies involved in the direct certification process; (6) administrative data from FNS; and (7) demographic educational data from the National Center for Educational Statistics.
ABSTRACT Skeptics of the KIPP (Knowledge Is Power Program) charter school network argue that thes... more ABSTRACT Skeptics of the KIPP (Knowledge Is Power Program) charter school network argue that these schools rely on selective admission, attrition, and replacement of students to produce positive achievement results. We investigate this using data covering 19 KIPP middle schools. On average, KIPP schools admit students disadvantaged in ways similar to other local students, and attrition patterns are typically no different at KIPP than at nearby schools. Unlike district schools, however, KIPP schools tend to replace students who exit with higher achieving students, and fewer students are replaced in the later years of middle school. Overall, KIPP’s positive achievement impacts do not appear to be explained by advantages in the prior achievement of KIPP students, even when attrition and replacement patterns are taken into account.
This PowerPoint presentation was made at the American Educational Research Association Annual Mee... more This PowerPoint presentation was made at the American Educational Research Association Annual Meeting.
KIPP is an influential and rapidly growing network of over 100 charter schools that serve primari... more KIPP is an influential and rapidly growing network of over 100 charter schools that serve primarily disadvantaged minority students. Prior evidence suggests that KIPP may positively affect student achievement, but these studies do not provide conclusive evidence due to methodological limitations. Federal and state education policy makers and district administrators may be interested in learning more about the impacts on this large network of charter schools on student achievement. We use propensity score matching to identify traditional public school students with similar characteristics and prior achievement histories as students who enter KIPP. Across 22 KIPP schools, we find positive and statistically significant impacts of KIPP on student achievement, with larger impacts in math than in reading. These impacts persist over four years following admission, and are not driven by attrition of low performers from KIPP schools. KEYWORDS KIPP, charter schools, charter management organizations, propensity score matching, student achievement 2 DO KIPP SCHOOLS BOOST STUDENT ACHIEVEMENT? I. INTRODUCTION KIPP is a rapidly growing network of charter schools, designed to expand educational opportunities for low-income students. The first two KIPP schools opened in Houston and New York City in 1995, and the network has grown to 109 schools operating in 20 states and the District of Columbia in the 2011-2012 school year. The ultimate goal of KIPP, according to the KIPP Foundation mission statement, is to become a-national network of public schools that are successful in helping students from educationally underserved communities develop the knowledge, skills, character, and habits needed to succeed in college and the competitive world beyond‖ (see http://www.kipp.org/about-kipp/the-kipp-foundation). In this paper, we examine KIPP's success in helping students develop knowledge and skills, by providing the first largescale, systematic, and rigorous assessment of the impacts KIPP schools have on academic achievement in math and reading. The influence of KIPP in the national debate over education policy has been disproportionate to its size. Although the KIPP network is growing rapidly and it now serves as many students as a medium-sized urban school district (about 32,000 students in 2011-2012), this constitutes only about 2 percent of all charter school students and less than 0.1 percent of all public school students in the U.S. Nonetheless, KIPP is often cited as an example of a successful model for educating disadvantaged students. For example, shortly after taking office as U.S. Secretary of Education in 2009, Arne Duncan appeared before American Council on Education and told them,-From Teach For America to the KIPP charter schools to instructional innovations at colleges and universities, we have proven strategies ready to go to scale‖ (See
This study was made possible by the efforts of many individuals and organizations over several ye... more This study was made possible by the efforts of many individuals and organizations over several years. We sincerely appreciate the willingness of KIPP school principals and other administrative staff to participate in the evaluation, especially their endless patience in providing access to their admissions practices. We would also like to acknowledge the staff of the state and district departments of education who generously made their data available to our team and who provided valuable assistance and guidance. This report would not have been possible without contributions from many other people at Mathematica. Lisbeth Goble and Emily Dwoyer, the project's survey directors, oversaw all the primary data collection efforts with assistance from Nikkilyn Morrison.
ABSTRACT Skeptics of the KIPP (Knowledge Is Power Program) charter school network argue that thes... more ABSTRACT Skeptics of the KIPP (Knowledge Is Power Program) charter school network argue that these schools rely on selective admission, attrition, and replacement of students to produce positive achievement results. We investigate this using data covering 19 KIPP middle schools. On average, KIPP schools admit students disadvantaged in ways similar to other local students, and attrition patterns are typically no different at KIPP than at nearby schools. Unlike district schools, however, KIPP schools tend to replace students who exit with higher achieving students, and fewer students are replaced in the later years of middle school. Overall, KIPP’s positive achievement impacts do not appear to be explained by advantages in the prior achievement of KIPP students, even when attrition and replacement patterns are taken into account.
This study examines patterns of entry into and exit from the Food Stamp Program (FSP). We estimat... more This study examines patterns of entry into and exit from the Food Stamp Program (FSP). We estimate the degree to which changes in entry and exit patterns contributed to the FSP caseload growth of the early 1990s and the subsequent caseload decline of the late 1990s. The study concludes that the caseload growth period of the early 1990s was driven predominantly by an increase in the rate individuals entered the program; however, the fact that individuals tended to stay longer in the FSP during this period than at other points of the 1990s also contributed to the growth. The caseload decline of the late 1990s was driven predominantly by a shortening of the length of time individuals participated, although lower rates of entry also contributed to the decline. The rate at which single mothers entered the program remained relatively constant over the 1990s, but the length of participation spell declined in the late 1990s. Surprisingly, despite eligibility restrictions imposed in the late 1990s, the rate of entry for noncitizens also remained fairly constant over the 1990s. While the rate at which able-bodied adults entered the program decreased after time limits were imposed in the mid-1990s, the length of their participation spells appeared unaffected by these time limits. This may reflect the fact that able-bodied adults always tended to have short participation spells, even without time limits. Among all new entrants into the FSP in the 1990s, more than half exit the program within eight months and twothirds exit within one year. Among individuals participating in the FSP for longer than one year, the typical length of the participation spell declined over the 1990s.
Securing data on students' academic achievement is typically one of the most important and costly... more Securing data on students' academic achievement is typically one of the most important and costly aspects of conducting education experiments. As state assessment programs have become practically universal and more uniform in terms of grades and subjects tested, the relative appeal of using state tests as a source of study outcome measures has grown. However, the variation in state assessments-in both content and proficiency standardscomplicates decisions about whether a particular state test is suitable for research purposes and poses difficulties when planning to combine results across multiple states or grades. This discussion paper aims to help researchers evaluate and make decisions about whether and how to use state test data in education experiments. It outlines the issues that researchers should consider, including how to evaluate the validity and reliability of state tests relative to study purposes; factors influencing the feasibility of collecting state test data; how to analyze state test scores; and whether to combine results based on different tests. It also highlights best practices to help inform ongoing and future experimental studies. Many of the issues discussed are also relevant for nonexperimental studies. NCEE 2009-013 U.S. DEPARTMENT OF EDUCATION This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under Contract ED-04-CO-0112/0006. Disclaimer The Institute of Education Sciences (IES) at the U.S. Department of Education contracted with Mathematica Policy Research to develop a discussion paper on the issues that researchers should consider when making decisions about whether and how to use state test data in education experiments. The views expressed in this report are those of the author and they do not necessarily represent the opinions and positions of the Institute of Education Sciences or the U.S. Department of Education.
The use of epidemiologic research designs and analytical methods is common in dietetics research.... more The use of epidemiologic research designs and analytical methods is common in dietetics research. Food and nutrition professionals who seek to perform evidence-based practice or participate in research design, analysis, and communication need skills in the essentials of epidemiology. This is one of a series of monographs on research methodology that addresses these needs and supports the goals of the Board of Editors of the Journal of the American Dietetic Association to further enhance competency and skills. This monograph focuses on statistical approaches for univariate analyses used with the primary observational study designs associated with epidemiology. Tables illustrating the presentation and interpretation of these results are included. J Am Diet Assoc. 2009;109:1728-1737.
Special Nutrition Programs Report No. CN-00-DC-ix-4. Identify factors, specifically implementatio... more Special Nutrition Programs Report No. CN-00-DC-ix-4. Identify factors, specifically implementation processes and systems and characteristics of jurisdictions (including populations) implementing direct certification, that contribute to successful direct certification efforts. Information for the study was collected from seven data sources. They were: (1) a survey of all 51 NSLP state administrators; (2) a screening survey of 1,014 School Food Authorities (SFAs); (3) a survey of 148 SFAs that use direct certification; (4) a survey of 157 schools in directly certifying SFAs; (5) a survey of 30 AFDC/food stamp agencies involved in the direct certification process; (6) administrative data from FNS; and (7) demographic educational data from the National Center for Educational Statistics.
ABSTRACT Skeptics of the KIPP (Knowledge Is Power Program) charter school network argue that thes... more ABSTRACT Skeptics of the KIPP (Knowledge Is Power Program) charter school network argue that these schools rely on selective admission, attrition, and replacement of students to produce positive achievement results. We investigate this using data covering 19 KIPP middle schools. On average, KIPP schools admit students disadvantaged in ways similar to other local students, and attrition patterns are typically no different at KIPP than at nearby schools. Unlike district schools, however, KIPP schools tend to replace students who exit with higher achieving students, and fewer students are replaced in the later years of middle school. Overall, KIPP’s positive achievement impacts do not appear to be explained by advantages in the prior achievement of KIPP students, even when attrition and replacement patterns are taken into account.
This PowerPoint presentation was made at the American Educational Research Association Annual Mee... more This PowerPoint presentation was made at the American Educational Research Association Annual Meeting.
KIPP is an influential and rapidly growing network of over 100 charter schools that serve primari... more KIPP is an influential and rapidly growing network of over 100 charter schools that serve primarily disadvantaged minority students. Prior evidence suggests that KIPP may positively affect student achievement, but these studies do not provide conclusive evidence due to methodological limitations. Federal and state education policy makers and district administrators may be interested in learning more about the impacts on this large network of charter schools on student achievement. We use propensity score matching to identify traditional public school students with similar characteristics and prior achievement histories as students who enter KIPP. Across 22 KIPP schools, we find positive and statistically significant impacts of KIPP on student achievement, with larger impacts in math than in reading. These impacts persist over four years following admission, and are not driven by attrition of low performers from KIPP schools. KEYWORDS KIPP, charter schools, charter management organizations, propensity score matching, student achievement 2 DO KIPP SCHOOLS BOOST STUDENT ACHIEVEMENT? I. INTRODUCTION KIPP is a rapidly growing network of charter schools, designed to expand educational opportunities for low-income students. The first two KIPP schools opened in Houston and New York City in 1995, and the network has grown to 109 schools operating in 20 states and the District of Columbia in the 2011-2012 school year. The ultimate goal of KIPP, according to the KIPP Foundation mission statement, is to become a-national network of public schools that are successful in helping students from educationally underserved communities develop the knowledge, skills, character, and habits needed to succeed in college and the competitive world beyond‖ (see http://www.kipp.org/about-kipp/the-kipp-foundation). In this paper, we examine KIPP's success in helping students develop knowledge and skills, by providing the first largescale, systematic, and rigorous assessment of the impacts KIPP schools have on academic achievement in math and reading. The influence of KIPP in the national debate over education policy has been disproportionate to its size. Although the KIPP network is growing rapidly and it now serves as many students as a medium-sized urban school district (about 32,000 students in 2011-2012), this constitutes only about 2 percent of all charter school students and less than 0.1 percent of all public school students in the U.S. Nonetheless, KIPP is often cited as an example of a successful model for educating disadvantaged students. For example, shortly after taking office as U.S. Secretary of Education in 2009, Arne Duncan appeared before American Council on Education and told them,-From Teach For America to the KIPP charter schools to instructional innovations at colleges and universities, we have proven strategies ready to go to scale‖ (See
This study was made possible by the efforts of many individuals and organizations over several ye... more This study was made possible by the efforts of many individuals and organizations over several years. We sincerely appreciate the willingness of KIPP school principals and other administrative staff to participate in the evaluation, especially their endless patience in providing access to their admissions practices. We would also like to acknowledge the staff of the state and district departments of education who generously made their data available to our team and who provided valuable assistance and guidance. This report would not have been possible without contributions from many other people at Mathematica. Lisbeth Goble and Emily Dwoyer, the project's survey directors, oversaw all the primary data collection efforts with assistance from Nikkilyn Morrison.
ABSTRACT Skeptics of the KIPP (Knowledge Is Power Program) charter school network argue that thes... more ABSTRACT Skeptics of the KIPP (Knowledge Is Power Program) charter school network argue that these schools rely on selective admission, attrition, and replacement of students to produce positive achievement results. We investigate this using data covering 19 KIPP middle schools. On average, KIPP schools admit students disadvantaged in ways similar to other local students, and attrition patterns are typically no different at KIPP than at nearby schools. Unlike district schools, however, KIPP schools tend to replace students who exit with higher achieving students, and fewer students are replaced in the later years of middle school. Overall, KIPP’s positive achievement impacts do not appear to be explained by advantages in the prior achievement of KIPP students, even when attrition and replacement patterns are taken into account.
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