"The statistics are so unheard of in urban education that Levin hosts about 750 visitors a year from all over the world, mainly teachers, principals and superintendents looking for the golden secret."

Should there be a secret? They're bringing in selected students (either selected by the school, or at least have particularly motivated parents) and throw all sorts of extra resources at them. I don't see what the mystery is.

> They're bringing in selected students (either selected by the school, or at least have particularly motivated parents) and throw all sorts of extra resources at them. I don't see what the mystery is.

The way these discussions usually go is that someone makes the selection claim then someone else points out that said claim isn't actually true in the specific case.

And, what if the "motivated parents" claim is true? Said motivated parents weren't able to get decent results for their kids in the previous environment. Why begrudge their kids a better education?

The "extra resources" often turn out to be less expensive than the public schools in that area typically spend.

Let's cut to the chase "Bush lied" "Did not".

I am a KIPP student from Oklahoma and KIPP is "GREAT".Ilove it very much.That I will go around the United States just to find a KIPP college.

I am a KIPP student from Oklahoma and KIPP is "GREAT".Ilove it very much.That I will go around the United States just to find a KIPP college.

My comments as a career teacher, having worked in Public, Private and now in the Charter School arena as a former KIPP FOUNDING Teacher at KIPP Academy of Opportunity, in South Los Angeles:

• The Human Brain, regardless of aptitude, statistically learns best through repitition. Doing things over and over and over again until it becomes ROTE (like muscle memory for an athlete or Instrument Position for a Musician). KIPP Teachers all teach with the "No Child Left Behind" morality. This means that for the most part, students who have mastered their Multiplication Tables or can easily identify Nouns, Verbs, and Adjectives, do not continue with their specified curriculum, and ultimate year-end outcome until THE WHOLE CLASS or at least the MAJORITY of the (*usually) 30 students have ALL mastered the skill at hand.

• In order for that to occur at KIPP Schools, unlike Public Schools, students are provided with AMPLE opportunity in terms of "seat time." By the end of October each school year, KIPP students have already put in as many hours as Public School students do FOR THE ENTIRE SCHOOL YEAR. (*Taking into account KIPP's 2 week Summer School Session, and mandatory every-other Saturday morning School)

• Great, huh? well.... I can speak for myself when I say that 10 hour school days which begin at 7am and end well after 5pm ... repeating material that you have become accustomed to regurgitating without authentic knowledge ... "tuning out" due to frustrations in learning said material....OR WORST OF ALL...trying your very 10-year old best not to become a Discipline problem because you mastered the material weeks ago and have now become bored to tears .... can make education into what it was at the turn of last Century: Industrial (to say the least).

• Adults: think back to when you were 10 or 11 years old. How would you have liked being AT SCHOOL by 7:30am every morning, knowing that you'd be there well past 5pm. After arriving home, you'd most likely have to begin the stack of homework that could potentially have you working until 10pm....only to repeat the same thing...through the 3rd Week of June? REMEMBER: YOU ARE 10 OR 11 YEARS OLD.

• DISCIPLINE. So, in order for the Teachers to have some semblance of control in their classrooms, there has to be an almost Military-esque discipline, which begins with ROUTINE, ROUTINE, ROUTINE. Sounds fun, right? ah-hem. right.

• FUNDING. I can only speak for KIPP Academy of Opportunity, in Los Angeles, however I was not given, NOR DID I SPEND ONE CENT of KIPP Money for instructional purposes. NOT ONE CENT. Now, granted, I have been teaching for nearly a decade and I could write my own curriculum in the dark. However, when I read or hear that "KIPP gets their results for much less money than public schools," I cringe. It is just another message to teachers, "See....THEY'RE doing it. Why can't you?" My question to you: Could you do your job WITH NO MATERIALS except the THINGS YOU HAVE IN YOUR PERSONAL POSSESSION OR THAT YOU PURCHASE?

• and also regarding $$...I have only taught in Colorado and California, but I am fairly certain that the same is true in most other states. EVERY KIPP STUDENT IS WORTH FEDERAL MONEY, due to the fact that KIPP schools are PUBLIC. You're saying...."so, what?" Well....let's do the math here: Say each student is equivalent to $2500 in government funding and there are 100 students. Easy, huh? That's $250,000. Sounds great, right? Not for the "home" school that the student left in order to attend KIPP. This year alone (2004-2005) KIPP ACADEMY OF OPPORTUNITY in LOS ANGELES will get approximately $500,000 of money that just two years ago went into LAUSD'S coffers. When KIPP ACADEMY OF OPPORTUNITY is fully up and running, they will be getting $1,000,000 once paid to LAUSD. Since there are TWO KIPP Schools opening simultaneously in Los Angeles, in a few years it will mean the loss of $2,000,000 to LAUSD's already strained budget.

...So class....How does taking $2,000,000 (that's two MILLION dollars) away from Public Schools ... HOW DOES THAT HELP PUBLIC SCHOOLS?

• And regarding teachers, I hope I am not posting this after-the-fact for Washington State Teachers, but unless you have TAUGHT PUBLIC ELEMENTARY SCHOOL FOR A FULL YEAR, then please refer to the opinions of Career Teachers who have when exercising your "armchair quarterback" opinions. Being one with nearly a decade of experience, I can say that the KIPP schools are more like an educational cult than a philosophical revolution. There are chants, and rhymes, and school culture that would make most high school cheerleaders proud, yet there is a lack of Authentic Educational Assessment, Staff Development Evaluation, and overall direction in terms of Educational Scope and Sequence that is truly frightening.

• Finally, allow me to say that Teacher's Unions have never been my favorite organizations. I despised them from the moment I sat at my first "new teacher orientation" for Denver Public Schools when I learned that my Union Dues were to be automatically deducted from my paycheck. (we could request them at the end of the year...but it just "wasn't done") However, when I decided to decline the "educational Kool-Aid" being passed out to the students, parents, and fellow, also-disenchanted-with-KIPP Teachers, I only could dream of a Union Representative to help me. Suffice it to say that if you are a teacher ANYWHERE and have even REMOTELY heard of KIPP, take some time and read my page listed above. After reading my page I am sure you might even send a bouquet of flowers to your local Teacher's Union.

The bottom line:

• KIPP students do very well ... but ... it is due to REPITION and ROTE LEARNING. OVER AND OVER AND OVER AND OVER ... (get it?...ok, once more...OVER AND OVER AND OVER....)

• Children will only be children ONCE. KIPP students are college-bound...so...after going to school for 55+ hours a week IN THE FIFTH GRADE, they can look forward to school for AT LEAST another TEN YEARS. (55hrs/week x School year...FOR TEN YEARS. Besides....didn't we learn anything from CHILD LABOR LAWS?!

• Teachers: beware, be informed, be accountable, before the KIPP glad-handlers come a-knockin' at your school's door. Sure, it will mean class size reduction. It might also mean that you won't be using any school-purchased materials or that you will be laid off due to lack of funding.

• Parents: Honestly, the same results can happen at your local "home" school. KIPP Parents aren't being fed any special food nor do they have some fantastic power over their children. KIPP Parents are involved. In EVERY aspect of their child's learning. It would mean that you, as a non-KIPP parent would need to pick up where the school left off. Drill those Mulitplication Tables. Give them a required reading list. Test your student about States and Capitals. Then, afterwards....GIVE EM' A BIG HUG ... and let them go run and play outside, while their KIPP-going friends are still sitting at the kitchen table doing the never-ending pile of homework.

Please feel free to contact me via email if you have any questions regarding my experiences as a Founding Teacher of KIPP ACADEMY OF OPPORTUNITY, LOS ANGELES.

Go to the site below for more information regarding my experience at KIPP ACADEMY OF OPPORTUNITY, LOS ANGELES:

http://home.comcast.net/~darynbryden/legal/legal.html

darynbryden@hotmail.com

wow, Daryn, sounds like you left KIPP just in time. How have they managed without you? But frankly, you appear to be embittered, sarcastic, self impressed and closed minded. How has teaching been working for you? I personally would run, fast, from any teacher who boasts about being able to do lesson plans in the dark. Glad my kids weren't in Colorado in your fun classroom.

I had read about KIPP a few years ago, and understood back then that, like any "miraculous" success story involving schooling, public or private, that the students’ parents had to make a commitment in time and resources, perhaps even contractually.

I watched Dave Levin yesterday on C-SPAN during the last 40 or so minutes of his interview, and he did not mention parent involvement ONCE!

Even when he repeatedly emphasized that his new students were chosen by lottery, he made no mention that parents had to, as I understand it, commit to supporting the efforts of KIPP in order for their child to be included.

Of course, given the unorthodox schedule and school year, it is implied that the parents, and siblings, would have to make certain life-style accommodations to facilitate the process.

But it seemed to me that, at least in the interview, and even their website, where I was not able to see exactly what parental involvement is demanded, a faulty image of the educational process begins and ends at the school room door, not requiring family involvement, is being projected.

***UPDATED WEB LINK INFORMATION***

If you have read my posting above, God bless you. (especially you, "Ann"). If you were interested in reading my personal story as it relates to KIPP ACADEMY OF OPPORTUNITY, in Los Angeles, the link in my posting above has been changed.

The correct web link is as follows:

http://home.comcast.net/~dsneely/dbryden/legal/legal.html

I will admit at the time of the above posting I was bitter, and very angry, as "Ann" has so graciously pointed out, however one quick glance through the site above and I think any Teacher might understand.

Not that it would make any difference, but I know I am certainly not "self-impressed", and ANYTHING but close-minded. It was my open mind that led me out of Public Education in the first place...and eventually to KIPP.

Finally, in my own defense as a professional educator, I am providing a link to the Letters of Recommendation from both the Principal and the Vice-Principal at University City High School, in La Jolla Village, San Diego, CA, where I was the Co-Chair of the Performing Arts Department for three years. In addition, the final letter posted on the link below is from my Co-Chair of the Performing Arts Department at UCHS.

http://home.comcast.net/%7Edsneely/dbryden/letters.html

In closing, I would like to take this opportunity to thank all of those who have sent emails of support. For those interested in the news regarding my legal claims vs. KIPP ACADEMY OF OPPORTUNITY, my personal blog can be found at:

http://www.daryns.blogspot.com

Continue learning and sharing,

Daryn Bryden

I've been teaching in South LA for four years now, and I can see where all those items you mentioned could be so overwhelming. And I don't think you're all that pessimistic or cynical, you've just seen theories that sound great in a vacuum turn out poorly. Thanks for the note, as our school maybe a KIPP school sooner than later.

Hi,
I work for a public school in the Bay Area. Just recently I came across a job vacancy at a KIPP school in Santa Clara County and seriously considered applying for the position. My concern is job security. I have worked for several charter schools in the past that are no longer around. How secure are the certificated positions at KIPP? Also, with the long hours for teachers and students, including every other week-end, is high teacher turnover and burnout?

No job security. 70 hour work weeks. Good luck.

Oh, and wait until you find out that the guy down the hall -- the principals buddy with lesser academic credentials and less experience than you -- is making 20k more than you.

Run, don't walk, back to your union job.

No job security. 70 hour work weeks. Good luck.

Oh, and wait until you find out that the guy down the hall -- the principal's buddy with lesser academic credentials and less experience than you -- is making 20k more a year than you are making.

Run, don't walk, back to your union job.

If you want to work for a military academy, go work for one. KIPP pretends to be all warm and fuzzy, all about the kids. But it's a military school sans rifle drills.

I am a teacher at one of the many high-performing KIPP schools in the nation. Perhaps the things Mr. Bryden say are true, and perhaps they are exaggerated. There are disgruntled employees of every organization, and it probably wouldn't be too hard to find someone to opine with similar vigor against any public school. Regardless, it does not reflect the experience I have had.

At our school, KIPP has paid for every supply I have ever used, even though we are not particularly well-funded. I also make much more money than I would working for the district, though I'm not in it for the money and I love this job so much I'd do it for free (don't tell my boss that, though!) The teachers here are happy and generally don't leave, and the kids are even happier. Our discipline is strict, but couldn't be farther from the "militaristic" discipline of which you speak. As most good teachers know, students like having clear and consistently-applied rules. We also have fun with our students and get to know them really well on a personal level. Our teachers work extremely hard, but it's because we want to, because we care about our students, and because we are seeing the fruits of our labor in extremely high academic gains and extremely happy kids. On days when there is no school, students come anyway, and when offered extra days in school, they actually jump at the chance. It may seem too good to be true, but that has been my experience. I too have taught in the public schools in both NYC and Atlanta, and I can tell you that there are no public schools that I have seen even come close to having students as happy as ours are.

As to whether our students are self-selecting, having taught in public schools, I can attest to the fact that our students are much the same (in some cases they are worse off) as those in the public schools. In fact, our pre-testing shows them to be performing lower on the standardized tests than the public school average.

Perhaps your school was just that much different than mine (although I've met the teachers at KIPP Academy of Opportunity and they all seem very happy), or perhaps you are just a disgruntled outlier with an axe to grind. My hunch is the latter.

Perhaps the speculators should actually visit the school in question...instead of playing armchair debaters... then you may be able to seriously consider the sanity of this man who obviously couldn't hack providing a quality education to the hardest working students around. You may then also feel some apology bubbling up from your unneeded rudeness on the net about something you have a limited, derranged perspective on-- given you by person with no credit.

Check their results.... top 10% in math and top 15% in ELA for LAUSD, out performed the district and state average...in only their second year. An API for 2005 above every school within a 10 mile radius, besides one similar school with the same mission.

The philosophy of this organization is no shortcuts, no excuses. There lies the success. No self-selection. Just a commitment from adults and students. He obviously had commitment issues and lots of excuses to make. This organization also thrives on results and doing whatever it takes... whatever it takes. That is a description of the adults who have made the school what it is now. Reread all the comments up there, go check the results and rest assured that in the absence of this person... the school is thriving. Possibly thriving even to a higher degree because of his absence.

I can't believe it, my co-worker just bought a car for $47640. Isn't that crazy!