This report presents the first findings from a multi-year evaluation of the Knowledge Is Power Program (KIPP), a network of charter schools for disadvantaged students. Using a matched comparison group design, results show that for the vast majority of KIPP schools in the evaluation, impacts on...

This report updates the approach to estimating value-added models of teacher effectiveness in the District of Columbia Public Schools (DCPS) and eligible DC charter schools participating in Race to the Top during the 2012–2013 school year.

This working paper compares teacher/student links that have undergone a roster confirmation process—whereby teachers verify the subjects and students they taught—to teacher/student links from unconfirmed administrative data. Due to the departmentalization of instruction in math and...

This working paper outlines four options available to policymakers for addressing co-teaching in a value-added model: the partial credit method, the teacher team method, the full roster method, and the full roster-plus method. The authors discuss why the first two methods are impractical, and...

This report shows that Knowledge Is Power Program (KIPP) middle schools have significant and substantial positive impacts on student achievement in four core academic subjects: reading, math, science, and social studies. One of the report’s analyses confirms the positive impacts using a...