School closings had no effect on grade retention rates or special education referrals for displaced students¶

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? Displaced students were no more or less likely than comparison students to be retained in grade or referred to special education before or after closings. → 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

Comparison of retention and special-education referral rates between displaced and matched comparison students before and after closings (Figures 6 and 7): retention 4.2% vs 4.7% prior and 4.5% vs 3.9% after; referrals 0.81% vs 0.81% prior and 0.95% vs 0.64% after; no significant differences reported.

"The school closing policy did not have an effect either on retention rates or on special education referrals for displaced students (Figures 6 and 7)."

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — outcome: instruction changes it

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
• Displaced students' freshman on-track-to-graduate rates did not differ from comparison students, regardless of their grade at closing — related
• At-risk children in SWPBIS schools were significantly less likely to be referred to special education than at-risk peers in comparison schools — related
• Socially-emotionally skilled children in SWPBIS schools were less often held back a grade than skilled peers in comparison schools (1.8% vs 4.2%, d = -0.39) — related
• Students were identified for special education after failing the promotion gate, not before taking it — related