2014 Primary MAP Results
Our youngest KIPPsters continue to outperform the national norm on the Measures of Academic Progress (MAP) test, a test administered in the fall and spring to assess academic growth over the year. Compared to a 50 percent national norm, 88 percent of KIPP Metro Atlanta Schools' Kindergarten students met or exceeded typical growth in reading, and 92 percent did so in math.
2013 Eight Grade CRCT Results
Below are the results of the 2013 Georgia Criterion Referenced Competency Test (CRCT).
2013 High School EOCT Results
KIPP Atlanta Collegiate students outperformed their peers on the 9th Grade Literature and Geometry end of course tests. Statewide, student scores in algebra saw a decline as the new Common Core-aligned algebra assessment was introduced. We view these scores as indicative of the increased rigor of the Common Core curriculum and will continue to work hard to ensure that our students are equipped with the academic skills necessary to meet the demands of the new curriculum. There is no APS comparison for the Geometry EOCT, as KIPP Atlanta Collegiate was the only school in the district to administer it.
View our School's Results
KIPP's National Impact
The KIPP Foundation commissioned Mathematic Policy Research to conduct a rigorous third party evaluation to examine how KIPP schools fare over the long term. KIPP WAYS Academy, KIPP STRIVE Academy, and KIPP South Fulton Academy were included in the study. Key findings released in 2013 included:
KIPP middle schools have positive and statistically significant impacts on student achievement across all years and all subject areas examined. According to a matched comparison design study, KIPP students showed gains in math, reading, science, and social studies on state assessments. This finding confirms that we have been able to maintain the quality of our middle schools as we have expanded our network.
The magnitude of KIPP’s achievement impacts is substantial. Across all grade levels and subjects studied, KIPP’s achievement impacts are large enough to be educationally significant.
The matched comparison design produces estimates of KIPP’s achievement impacts similar to estimates of the same impacts based on an experimental, lottery-based design. Researchers found that KIPP’s achievement gains are similar for the matched comparison design and the experimental lottery analysis--demonstrating that parental motivation cannot explain our student’s achievement gains.
In the lottery sample, average KIPP impacts on a nationally normed test that includes items assessing higher-order thinking skills were similar to impacts on high-stakes state tests. For students in the lottery sample, gains on the national norm referenced test mimicked those on state tests.
To read the report click here.