The Impact of Chicago School Closures From Parents' Perspectives

• In Event: 49.037 - Closing Neighborhood Schools and Opening Charter Schools: The Restructuring of Public Education in Chicago

Abstract

1) Objectives
We examine the impact of school closings on children, families, and communities from the perspective of those directly affected. In 2013, CPS closed a record 50 public schools, turned around 5, and consolidated 17. Although school closings have been increasing across urban districts, there is little research about their impact on families and their communities. Building on recent school closings research from the Collaborative for Equity and Justice in Education (Lipman, Vaughan, & Gutierrez, 2014), our study addresses this research gap. We aim to: 1) understand the impact of school closings on students, families and communities; 2) contextualize the decisions to close schools as part of neoliberal policies that have weakened public schools; 3) examine the impact of CPS’ school closings process on parental engagement; and 4) understand the meaning of school space and how the loss of that space impacts neighborhoods.
2) Theoretical framework
We draw from critical theorists Lipman (2011), Apple (2006), and Harvey (2005) to situate school closings within the context of neoliberal education reforms and consider the impact of these school actions on democracy in public education. We also draw from the work of Lefebvre (1996), Soja (1996 & 2010), and Foucault and Miskowiec (1986) to more deeply understand the intersection of educational, social, and economic policies that define school space “outside the margins” or as “thirdspace.”
3) Methods
We use qualitative methods to explore the perspectives of parents/caregivers and analyze publicly available school and community data. We conduct and transcribe 30 in-depth, semi-structured interviews with parents/caregivers impacted by Chicago’s 2013 and 2014 school actions (closings and turnarounds). We use AtlasTI qualitative data analysis software to find common themes across transcripts and documentary data. We also produce community asset maps to understand how the loss of school space impacts communities.
4) Data sources
In addition to parent/caregiver interviews, we analyze CPS data including official transcripts of 2013 and 2014 school action hearings, performance data, press releases, board actions, and school report cards. We also analyze field notes of CPS and community meetings, and media and academic reports. We produce community asset maps comparing affected neighborhoods before and after school closings.
5) Findings
Families and communities experienced significant loss when schools were closed, especially in communities that have experienced severe disinvestment. Parents reported deep distrust of the CPS school closing process and felt excluded from decision-making. Many parents also felt closings had a negative impact on their children socially, emotionally, and academically. Many school resources have disappeared or diminished in the transition. We also found during the closing process, parents shifted from a collective to individual action approach to find educational opportunities for their children.
6) Significance
Chicago’s 2013 school actions impacted “roughly 40,000” students (Vevea, 2013), disproportionately African American (Caref, et al, 2012). The prevalence of school closings, turnarounds, and consolidations in Chicago and beyond calls for more research to understand the impact of such drastic actions on students, families and communities. Based upon our study, we provide recommendations to inform public policy.

Authors

• Rhoda Rae Gutierrez, University of Illinois at Chicago

• Kelly P. Vaughan, Lewis University

• Michelle Hoereth, University of Illinois at Chicago (UIC)