Tough on the 16 Hour KIPP workday

Alexander Russo has posted an interesting interview with Paul Tough, author of the much-discussed recent NYTimes article on the achievement gap. A sample:

AR: One of the things that folks have glommed onto is the idea that KIPP teachers work 16 hours a day. Where’d you get that from, and does it really matter?

PT: Dave Levin, one of the co-founders of KIPP, said that to me. I wish in retrospect that I’d made it a bit more conditional, and Dave might wish that, as well. (I don’t know that he does, I should say; I’m just guessing.) I think KIPP teachers work really hard and work long hours, and I think that was the point Dave was making. But I don’t think they all work 16 hours a day every day. I think both points are important to understand – and it’s obviously a critical question because of the debate over the replicability of the KIPP model. I do think there are a lot of really good and really committed teachers and potential teachers out there who would be (and are) eager to teach in a school that is well-run and is achieving great results, even if it means a lot of hard work and long hours.

AR: Sixteen hours a day or no, not everyone’s willing to go what I’m going to call the “KIPP route.” Where did you come out from your reporting on the topic of broader, non-instructional approaches- health insurance, living wages, affordable housing, financial incentives to attend and complete school, and – most timely – integration efforts?

PT: When you say “not everyone,” do you mean not every parent, not every child, not every teacher or not every administrator? I think the one thing we know is that there are many more parents and children willing to go the KIPP route than are now going the KIPP route. So I think that’s the first problem to solve. That seems like a good first principle, in fact: if there are poor children and poor parents willing to put in the kind of effort and hard work that KIPP students exert, we shouldn’t be denying them that opportunity.