School closings reduced displaced students' reading and math achievement during the announcement year, about six months before schools actually closed¶

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? During the announcement year, displaced students' reading achievement was about one-and-a-half months below expected level and math more than half a month below expected. → 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

Quasi-experimental comparison of displaced students ages eight and older in 18 closing elementary schools against similar students in non-closing CPS schools, using pre- and post-closing ITBS scores to estimate expected learning trajectories. Figure 1 reports reading at -1.50** and math at -0.59** months (p < 0.01).

"During this announcement year, reading achievement for students in schools slated for closing was about one-and-a-half months of learning below the expected level, and math achievement was more than half a month below the expected level."

Discussion¶

Related Claims¶

• One year after leaving closing schools, displaced students' reading and math achievement returned to expected levels, with no additional negative or positive effects — related
• School closings showed no statistically significant long-term effects on displaced students' reading or math achievement two and three years later — 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
• Test scores of students in both closed and welcoming schools were negatively affected, with closed-school students showing the largest negative effect — related
• Core GPA was not affected immediately after closures, but students from closed schools showed small negative effects in years three and four, more pronounced for students in grades 3-5 at announcement — related
• 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 — related