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¶

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? In the first year after displacement, students in top-quartile receiving schools scored almost a month above expected in reading and more than two months above in math, while bottom-quartile receiving school students lost over a month in reading and half a month in math. → 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

Moderator analysis of first-year achievement by receiving-school academic quality quartile (Figure 9): reading -1.20 (Q1) to +0.92 (Q4), math -0.48 (Q1) to +2.76 (Q4), with reading significant at p < 0.05 and math at p < 0.01. The overall academic achievement of receiving schools affected math scores more than reading scores.

"In reading, displaced students in the strongest receiving schools (those in the top quartile of the distribution) had an achievement level one year later that was almost a month above expected. However, students who attended some of the weakest schools in the system (those in the bottom quartile of the distribution) experienced a loss in achievement of over a month"

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
• 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
• Test scores of students in both closed and welcoming schools were negatively affected, with closed-school students showing the largest negative effect — 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
• Academic impacts of closures hinge on the quality of receiving schools, and fewer than half of displaced students transfer to higher-performing schools — possibly the same claim (merge candidate)