Closing schools in a shrinking district: Do student outcomes depend on which schools are closed?

Engberg, John; Gill, Brian; Zamarro, Gema; Zimmer, Ron

doi:10.1016/j.jue.2011.10.001

Cited by 133 publications

(119 citation statements)

References 21 publications

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“…As noted earlier, analyses have demonstrated very high rates of student mobility in school voucher programs in Milwaukee (Carlson, Cowen, & Fleming, 2013;Cowen et al, 2012), Washington, D.C. (Wolf et al, 2010), and New York City (Howell, 2004), as well as charter schools in several states including Florida, Texas, and Idaho (Ballou et al, 2006;Cowen & Winters, 2013;Hanushek et al, 2007). Such findings raise the possibility that increased levels of student mobility-particularly for disadvantaged populations-represent an unintended consequence of school choice policies, a possibility that is potentially troublesome given the large body of work demonstrating student mobility to have a negative effect on academic outcomes, specifically student achievement (Alexander, Entwisle, & Dauber, 1996;Engberg, Gill, Zamarro, & Zimmer, 2012;Hanushek, Kain, & Rivkin, 2004;Ingersoll, Scamman, & Eckerling, 1989;Kerbow, Azcoitia, & Buell, 2003;Lash & Kirkpatrick, 1990, 1994Rumberger et al, 1999;South, Haynie, & Bose, 2007;Temple & Reynolds, 1999;Xu, Hannaway, & D'Souza, 2009;Zimmer & Buddin, 2009). In the light of such possibilities, the results suggest that policymakers should concentrate on not only using school choice programs to provide disadvantaged populations with access to high-quality schools but also to design such programs in a manner that maximizes the stability and continuity of that access.…”

Section: Discussionmentioning

confidence: 99%

Dynamic Participation in Interdistrict Open Enrollment

Lavery

Carlson

2014

Educational Policy

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Interdistrict open enrollment is the nation's largest and most widespread school choice program, but our knowledge of these programs is limited. Drawing on 5 years of student-level data from the universe of public school attendees in Colorado, we perform a three-stage analysis to examine the dynamics of student participation in the state's interdistrict open enrollment program. First, we explore the characteristics of students who open enroll in a defined baseline year. Second, we analyze the characteristics of students who continue to participate in the program in subsequent years. Finally, we examine the characteristics of students who-conditional on not open enrolling in the defined-baseline year-choose to participate in the program in one or more subsequent years.

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Section: Discussionmentioning

confidence: 99%

Dynamic Participation in Interdistrict Open Enrollment

Lavery

Carlson

2014

Educational Policy

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“…However, these statements fail to acknowledge that multiple studies have found that most students impacted by school closing do not have better academic outcomes (see de la Torre and Gwynne, 2009;Dowdall, 2011, Engberg et al, 2012Pacer, 2013). Byrd Bennett's reference to the under resourced school neglects to acknowledge the role city and CPS Board policies, especially the decision to open 120 new schools since 2000, have had on enrollment (Vevea, Lutton, Karp, 2013).…”

Section: Resultsmentioning

confidence: 98%

Desire for democracy: Perspectives of parents impacted by 2013 Chicago school closings

Vaughan

Gutierrez

2017

EPAA

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Abstract:In this article, we discuss the historical shifts in the purposes of public education and examine how neoliberal education policies, like Chicago's school closings, attempt to limit the purpose of public education to be in service to and at the whim of the market. We juxtapose this dominant neoliberal narrative of public education with the voices of the parents from closed schools, whose deep involvement with and beliefs about public schools counter neoliberalism's shallow concept of the public purpose of public education. Drawing upon a 2014 qualitative Education Policy Analysis Archives Vol. 25 No. 57 SPECIAL ISSUE 2 study of parents and caregivers who were impacted by school closures and actions, as well as publically available data, we find that parents believe school closings cause great harm to students, families and communities, aim to reduce citizens to consumers in an educational marketplace, and seek to further undermine democracy in education toward a "thin democracy" (Gandin & Apple, 2002) of marketized education. However, we argue that there is an alternative to the neoliberal narrative reflected both in the ongoing historical struggle about the purposes of schooling and in the wisdom, experiences, and desires of parents most directly impacted by neoliberal education policies. Keywords: School closings; neoliberalism; history of education; parent voices Deseo de democracia: Perspectivas de los padres impactados en 2013 cierres escolares de Chicago Resumen: En este artículo, discutimos los cambios históricos en los propósitos de la educación pública y examinamos cómo las políticas educativas neoliberales, como el cierre de las escuelas de Chicago, intentan limitar el propósito de la educación pública para el servicio y el capricho del mercado. Nosotros yuxtaponemos esa narrativa neoliberal dominante de educación pública con las voces de los padres de escuelas cerradas, cuya profunda implicación y creencias sobre escuelas públicas cuestionan el concepto superficial del neoliberalismo del propósito público de la educación pública. En base a un estudio cualitativo de 2014 sobre padres y cuidadores que se vieron afectados por cierres y acciones escolares, así como datos públicamente disponibles, creemos que los padres creen que el cierre de las escuelas causa grandes daños a los e studiantes, familias y comunidades, Ciudadanos a los consumidores Un mercado educativo, y tratan de minar aún más la democracia en la educación para una "democracia delgada" (Gandin & Apple, 2002) de educación comercializada. Sin embargo, argumentamos que existe una alternativa a la narrativa neoliberal reflejada tanto en la lucha histórica en curso sobre los propósitos de la escolaridad como en la sabiduría, experiencias y deseos de los padres más directamente impactados por las políticas de educación neoliberales. Palabras clave: cierre de escuelas; neoliberalismo; historia de la educación; voz de los padres Desejo de democracia: Perspectivas dos pais impactadas em 2013 fechamentos escolares de ChicagoResumo: Neste a...

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“…13 In addition to the reported variables, PERFORMANCE, COHORT, FEMALE and BIRTH ORDER occur as in the fixed effects regressions. Table 8 presents average outcomes by treatment status.…”

Section: A1 Empirical Strategy and Resultsmentioning

confidence: 99%

The Effect of School Consolidation on Student Achievement

Thorsen

2017

SSRN Journal

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Many countries have seen a substantial increase in the average school size over the past decades, and a corresponding reduction in the number of schools. It has been widely argued that both students and local communities have suffered from these consolidations. Despite their vast extent and controversy, the literature is scarce with evidence of how consolidation affects performance of exposed students. This study explores how consolidation of 76 rural lower secondary schools in Norway affects students' educational performance, using rich register data. I find no indication that school consolidation reduces educational achievement.Nonetheless, the analysis suggests a negative association between school closure and grade point average, but this effect appears to be driven by lenient grading in small schools.

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Closing schools in a shrinking district: Do student outcomes depend on which schools are closed?

Cited by 133 publications

References 21 publications

Dynamic Participation in Interdistrict Open Enrollment

Dynamic Participation in Interdistrict Open Enrollment

Desire for democracy: Perspectives of parents impacted by 2013 Chicago school closings

The Effect of School Consolidation on Student Achievement

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