School closings showed no statistically significant long-term effects on displaced students' reading or math achievement two and three years later¶

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? Two and three years after closings, differences between actual and expected achievement in reading and math were not statistically significant. → 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

Long-run trajectory analysis on a reduced sample of students with data three years after closings (Figure 2): reading -1.49 at two years and +1.41 at three years, math -0.32 and +0.21, none statistically significant. Equivalence was not formally tested.

"In reading, displaced students were about one-and-a-half months behind in learning two years after their schools closed; however, this difference between their actual learning and their expected learning is not statistically significant."

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 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
• 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
• Displaced students' freshman on-track-to-graduate rates did not differ from comparison students, regardless of their grade at closing — 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 — 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 — reports the opposite
• 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
• 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 — 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