The Short-Term Effects of School Consolidation on Student Achievement: Evidence of Disruption?

Abstract

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Short-Term Effects of School Consolidation on Student Achievement: Evidence of Disruption? Terms of use: Documents in EconStor may AbstractWe exploit variation stemming from school consolidations in Denmark from 2010-2011 to analyze the impact on student achievement as measured by test scores. For each student we observe enrollment and test scores one year prior to school consolidation and up to four years after. We find that school consolidation has adverse effects on achievement in the short run and that these effects are most pronounced for students exposed to school closings. Furthermore, students initially enrolled in small schools experience the most detrimental effects. The effects appear to weaken over time, suggesting that part of the effect is due to disruption.JEL-Codes: I210, J240.

The Effect of School Closures on Teacher Labor Market Outcomes: Evidence From Texas

“…A growing body of literature has explored the impact of school closure on the academic outcomes of displaced students. Several studies have examined the impact of closures on student test scores, graduation rates, attendance, and neighboring schools that absorb displaced students, finding mixed evidence for the effects of closures on students’ educational outcomes (Beuchert et al, 2018; Bross et al, 2016; Brummet, 2014; Carlson & Lavertu, 2015; de la Torre & Gwynne, 2009; Engberg et al, 2012; Gordon et al, 2018; Kemple, 2015; Steinberg & MacDonald, 2019; Stroub & Richards, 2020). While scholars have come to somewhat different conclusions regarding the overall effect of closures on academic achievement in different contexts and using different methodologies, recent work suggests that the relative quality of the schools that closed and to which displaced students transferred are important moderators of the effect of closures on student outcomes (e.g., Bifulco & Schwegman, 2020; Bross et al, 2016; Brummet, 2014; Carlson & Lavertu, 2015; De Haan et al, 2016; de la Torre & Gwynne 2009; Engberg et al, 2012; Stroub & Richards, 2020).…”

The Effect of School Consolidation on Student Achievement

“…This is consistent with previous evidence of classwork grading in Galloway, Kirkebøen and Rønning (2011). 3 A decline in the GPA may be perceived as a reduction in the underlying performance, and hence contribute to local resistance to consolidation.…”

Love Thy (Elected) Neighbor? Residential Segregation, Political Representation and Local Public Goods

“…3 Similar waves of school closures have taken place, for example, across the US (Engberg et al 2012 andBrummet 2014), Denmark Smith 2015 andBeuchert et al 2018), the Netherlands (De Haan et al 2016) and Sweden (Taghizadeh 2020).…”