Turnaround schools generally served the same students after reform, except Closure and Restart schools, which shifted toward more advantaged, higher-achieving students¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: baselines and conditions change

Subclaims¶

q3 i? Except under Closure and Restart, schools reenrolled 55 to 89 percent of eligible students, similar to prior year-to-year reenrollment rates, and student composition by race/ethnicity, socioeconomic status, and special education status was similar before and after reform. → de la Torre 2013 q3 i? Closure and Restart schools served more economically advantaged students, students of higher prior achievement, fewer special education students, and fewer neighborhood students after intervention. → de la Torre 2013 (2)

Evidence¶

de la Torre 2013¶

de la Torre, M., Allensworth, E., Jagesic, S., Sebastian, J., & Salmonowicz, M.; with Meyers, C., & Gerdeman, R. D. (2013). Turning Around Low-Performing Schools in Chicago. University of Chicago Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/turning-around-low-performing-schools-chicago-full-report

q3 · i? · associational · r2

Comparison of September enrollment the year before versus the first year of intervention using CPS administrative records, including home-address neighborhood indicators. Reenrollment under Reconstitution, STSP, AUSL, and OSI models ranged from 55 to 89 percent, similar to prior rates.

"With the exception of schools in the Closure and Restart model, schools reenrolled between 55 and 89 percent of students eligible to reenroll in the year after intervention—rates that were similar to their year-to-year reenrollment rates prior to intervention."

de la Torre 2013 (2)¶

de la Torre, M., Allensworth, E., Jagesic, S., Sebastian, J., & Salmonowicz, M.; with Meyers, C., & Gerdeman, R. D. (2013). Turning Around Low-Performing Schools in Chicago. University of Chicago Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/turning-around-low-performing-schools-chicago-full-report

q3 · i? · associational · r2

Analysis of student composition before and after Closure and Restart reforms, which closed schools for a year and reopened them with lottery-based application admission. Composition shifted toward more advantaged, higher-achieving students and fewer special education students.

"Schools under the Closure and Restart model experienced substantial changes to their student body composition, serving more economically advantaged students, students of higher prior achievement, and fewer special education students."

Discussion¶

Related Claims¶

• School turnaround is a gradual process rather than an immediate event triggered by replacing staff or leadership — related
• There was no increase in the share of families leaving CPS after the school closings; 94 percent reenrolled in a CPS school — related
• Students affected by the school closures were more disadvantaged than typical CPS students, and the closed schools served more vulnerable populations than other schools — related
• Two-thirds of reenrolled displaced students attended their designated welcoming school, with rates varying from 6 to 90 percent across closed schools — related
• Closure and Restart, AUSL, and OSI models rehired fewer than 10 percent of prior teachers, and post-reform workforces were younger, less experienced, more likely white, and more likely provisionally certified — related
• Academic impacts of closures hinge on the quality of receiving schools, and fewer than half of displaced students transfer to higher-performing schools — related