![]() The problematic outcomes of school closure are readily apparent in the data from Chicago and has been fairly consistently bad news over time. New Orleans and Chicago are probably THE most infamous locales where school closure has occurred en masse.įirst I’ll discuss Chicago. Additionally, while 76% of student technically went to schools that were “higher” performing- only 14 percent of students transitioned to a school with a performance composite above 60 percent passing. A study conducted by State Board of Education found that students displaced by closure experienced negative effects in the announcement year. Research out of North Carolina showed that school closure impacts students negatively during the closure year. Clearly there are too many factors to consider that could explain an increase in graduation rates for students who never even attended the closed schools. However, they still proffered that school closure improved graduation rates for students who would have theoretically attended the closed schools. NEPC noted that the Fordham study did not separately report, or apparently control for, the academic performance of students who remained in low performing schools.Ī November 2015 study of New York school closure by the New York Research Alliance found that closures had little impact on the academic outcomes of students who had attend closed schools. However, the National Education Policy Center’s review of the study noted that that forty percent of students in closed Ohio schools transferred to campuses that were not higher performing. However, the study also found that students in receiving schools “suffered” academically due to the influx of students.Ī Fordham Foundation study examining Ohio school closures found that test scores marginally increased for students after their schools closed. I’ll begin with the minority of research that purports that there are SOME benefits of school closure.Ī Journal of Public Economics study focusing only on test scores in Michigan found that achievement of displaced students improved if the closed school is low-performing. I will also briefly talk about research from lesser discussed school closure in Ohio and North Carolina. I will discuss research from some of the most well-known school closure locales: New Orleans, Chicago, New York and Michigan. I’d like to walk you through some of the more prominent research and data on school closure. But it is still an open question whether school closure does what its proponents purport it to do. Proponents of school closure argue that students should receive relief from low-performing schools. Dallas and more recently Los Angeles have considered this option. We have even come to the point where discussions have occurred that would essentially close entire districts and turn them over to top-down, private control- similar to New Orleans. School boards- often politically appointed and sometimes elected- have recently focused on a variety of top-down policies such as school closure. School closure has become a highly contentious issue in our society. In May 2013, the Chicago Board of Education voted to close 47 elementary schools-at the time, it was the largest number of schools closed in one year by any district in the nation. Massive school closure is a relatively new educational policy approach. You can watch the presentation on YouTube here: My remarks focused on reviewing school closure evidence. We explored how Congress and federal agencies can promote alternatives to school closings that will improve student learning and support students, educators, and families in communities across the country. Keron Blair, Director, The Alliance to Reclaim Our Schools.Julia Daniel, Doctoral Student Researcher, University of Colorado, Boulder.Linda Darling-Hammond (moderator), Faculty Director, SCOPE.Julian Vasquez Heilig, Professor, California State University, Sacramento.Anna Jones, Parent Leader & #FightForDyett Hunger Striker, Kenwood Oakland Community Organization. ![]() ![]()
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