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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q3 i? Students from closed schools experienced a long-term negative impact on math test scores lasting four years, but reading scores returned to expected levels by year two. → 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 comparing closed-school students to similar comparison students. The report finds "the gap in math test scores remained for four years post-closings" at roughly two months behind, while reading rebounded without improving faster than comparison students.

"However, the gap in math test scores remained for four years post-closings, the last year in our analyses. The size of the effect was similar to the effect during the year of the announcement, which was approximately two months behind in math."

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 closings showed no statistically significant long-term effects on displaced students' reading or math achievement two and three years later — reports the opposite
• Test scores of students in both closed and welcoming schools were negatively affected, with closed-school students showing the largest negative effect — a broader claim this one bears on
• One year after leaving closing schools, displaced students' reading and math achievement returned to expected levels, with no additional negative or positive effects — reports the opposite
• 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 reduced displaced students' reading and math achievement during the announcement year, about six months before schools actually closed — related