One year after leaving closing schools, displaced students' reading and math achievement returned to expected levels, with no additional negative or positive effects¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? One year after displacement, achievement in reading and math was not significantly different from what would have been expected had schools not closed. → Marisa de la Torre 2009

Evidence¶

Marisa de la Torre 2009¶

Marisa de la Torre, Julia Gwynne. (2009). When Schools Close: Effects on Displaced Students in Chicago Public Schools. Consortium on Chicago School Research, University of Chicago Urban Education Institute. https://consortium.uchicago.edu/publications/when-schools-close-effects-displaced-students-chicago-public-schools

q3 · i? · causal · r2

Trajectory analysis comparing displaced students' actual post-closing ITBS achievement to their expected trajectory estimated from the comparison group; Figure 1 shows one-year-later differences of 0.19 (reading) and -0.77~ (math, p < 0.10), neither statistically significant at conventional thresholds.

"Once students left schools slated for closing, there were no additional negative effects on achievement. In fact, one year later, displaced students' reading and math achievement had returned to their expected level."

Discussion¶

Related Claims¶

• School closings showed no statistically significant long-term effects on displaced students' reading or math achievement two and three years later — related
• School closings reduced displaced students' reading and math achievement during the announcement year, about six months before schools actually closed — related
• Displaced students in the highest-achieving receiving schools gained about a month in reading and over two months in math above expectations, while those in the weakest schools lost achievement — related
• School closings had no effect on grade retention rates or special education referrals for displaced students — related
• Test scores of students in both closed and welcoming schools were negatively affected, with closed-school students showing the largest negative effect — reports the opposite
• The math test-score gap for students from closed schools persisted for four years post-closings, while reading scores rebounded to expected levels by the second year — reports the opposite
• Displaced students in receiving schools with high student-teacher trust and teacher personal attention showed larger reading and math gains than those in low-support schools — related
• Students from closed schools scored roughly one and a half months behind in reading and two months behind in math in the spring of the announcement year — related