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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Core GPA for closed-school students did not increase as much as the comparison group in years three and four post-closures, with effects more pronounced for students in primary grades 3-5. → Gordon 2018

Evidence¶

Gordon 2018¶

Gordon, M.F., de la Torre, M., Cowhy, J.R., Moore, P.T., Sartain, L.S., & Knight, D. (2018). School closings in Chicago: Staff and student experiences and academic outcomes. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/school-closings-chicago-staff-and-student-experiences-and-academic-outcomes

q3 · i? · causal · r2

Multi-year administrative-data analysis of core GPA (English, math, science, social studies grades). The report finds GPA initially improved at similar rates for both groups, but in 2015-16 and 2016-17 closed-school students' gains lagged, with effects "more pronounced for students who were in primary grades (3-5)."

"the core GPA for students from closed schools did not increase as much as the comparison group. The effects on core GPA were small, but negative, in years three and four post-closures."

Discussion¶

Related Claims¶

• 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
• School closures had no effect on absences or suspension rates for affected students — related
• Students with the same absence rates had higher GPAs (and in grades 7-8, higher test scores) in post-pandemic years than pre-pandemic years — related
• Core GPA was unaffected immediately after closures, but closed-school students who were in grades 3-5 in the announcement year showed negative GPA effects three and four years post-closure — possibly the same claim (merge candidate)
• Test scores of students in both closed and welcoming schools were negatively affected, with closed-school students showing the largest negative effect — related
• 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