Factors Influencing the Improved Academic Success in Literacy at the Knowledge is Power Program (KIPP) Schools in the Delta Region According to Adult Perceptions

Oct 15, 2026

Uploaded by ahduag

A qualitative case study examines factors behind improved literacy outcomes for Knowledge is Power Program (KIPP) students in Arkansas’ Delta Region, focusing on adult administrators’ and teachers’ perceptions. The research reviews progress since KIPP implementation in KIPP College Preparatory and KIPP Delta Collegiate High Schools and analyzes how high expectations with rigor, relevance, relationships, and accountability support learning of literacy skills and state standards. The study situates findings within persistent achievement gaps impacting students in poverty.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Statement of the Problem

No Child Left Behind Act of 2001 (NCLB, 2002)

Main Research Question

Factors Influencing the Improved Academic Success in Literacy at the Knowledge is Power Program (KIPP) Schools in the Delta Region According to Adult Perceptions This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education. Kimberly J. Brown Carleton R. Holt University of Arkansas This qualitative case study explored factors that have influenced literacy success of Knowledge is Power Program (KIPP) students in the low-income, poverty stricken Delta Region of Arkansas. The study examined progress made since implementation of the KIPP Program and the influence the program had made upon student achievement in literacy at the KIPP College Preparatory and KIPP Delta Collegiate High Schools, according to administrators’ and teachers’perceptions. The study explored factors influencing improvement of previously at-risk students and adopted the theoretical framework of Gene Bottoms’ High Schools That Work (HSTW) Initiative that stated high expectations plus rigor, relevance, and relationships increased student achievement (2005). The factors that emerged from the study were high expectations, rigor, relevance, relationship, and accountability. These factors were identified as helping students master skills and state standards in literacy at the KIPP Delta Public Schools. It is imperative that public school leaders narrow the academic gap that exists between white students, black students, and students from poverty in the public schools (National Association for the Advancement of Colored People, 2009). Only 8.3% of students from low-income backgrounds have earned college degrees by their mid-20s (McDonald, Ross, Abney, & Zoblotsky, 2008). The numbers are more dismal from students from the Delta Region. However, students at KIPP Schools are taking the same state-wide assessments and are scoring at proficient or advanced levels (McDonald, Ross, Abney, & Zoblotsky, 2008). If KIPP Schools are successful in educating students who were failing in traditional public schools, the question remained: What factors have influenced the increased academic improvements in literacy of previously at-risk students in the Delta Region, according to adult perceptions? NCPEA Education Leadership Review of Doctoral Research, Vol. 1, No. 2 – October 2014 ISSN: 1532-0723 © 2014 National Council of Professors of Educational Administration This manuscript may not be used commercially or edited. When quoting portions of this text, attribution to the author/s is required. Introduction For decades a debate existed on whether or not minority students received a quality education from the American public school system. Organizations such as the National Association for the Advancement of Colored People (NAACP) argued there are gross inequities in the quality of education that minority and low-income students received (NAACP, 2009) . The federal government recognized that many students of color and low-socioeconomic status were at-risk of failing or dropping out of school. As a result, the federal government, under the previous No Child Left Behind Act of 2001 (NCLB, 2002) provided federal monies to schools under Title Ito provide various interventions for students from low-socioeconomic backgrounds to become successful and graduate from high school (NCLB, 2002) . Schools were designated Title I when 40% or more of the student population was from low-income or poverty-stricken backgrounds, and received free or reduced lunch. The Arkansas Department of Education estimated that 1,043 public schools were designated Title I schools (Arkansas Department of Education, 2012) . No Child Left Behind Act of 200l (NCLB, 2002) Prior to the approval of Flexibility Waivers under the Elementary and Secondary Education Act (ESEA) in 2012, Title I schools had to meet adequate yea

FAQs

What is the study’s focus in KIPP schools?

The study focuses on factors influencing literacy success for KIPP students in Arkansas’ Delta Region based on administrators’ and teachers’ perceptions.

Which framework guides the analysis of improved literacy achievement?

The study uses Gene Bottoms’ High Schools That Work (HSTW) Initiative framework emphasizing high expectations plus rigor, relevance, and relationships.

What factors emerged as important for students’ literacy improvement?

High expectations, rigor, relevance, relationship, and accountability emerged as key factors supporting mastery of literacy skills and state standards.

Oct 15, 2026

Uploaded by ahduag