Bolder Action? School Closure in New York City

• In Event: Making Difficult Decisions With Data: Does It Improve Student Learning?

Abstract

School districts and states have increasingly abandoned traditional school reform efforts in favor of simply closing low-performing schools. This movement reflects growing frustration among policymakers with traditional school improvement policies, and a recognition that some schools may simply lack the capacity to undertake meaningful improvements. This paper focuses on arguably the most aggressive school closure policies in the nation—those in New York City. Over the past decade, New York City has closed over 100 schools. Using a longitudinal database of students and schools, we explore the implementation and effects of closure and reconstitution of middle schools in New York City, and assess the links between school closure and student academic development and behavior.

Authors

• Megan Silander, Teachers College, Columbia University

• Douglas Ready, Teachers College, Columbia University