School Closures and Student Attendance: Evidence from South Carolina

• In Event: Understanding Absenteeism Across the South: Patterns, Policies, and Practice

Abstract

School closures and consolidations are becoming an increasingly pressing issue for education systems nationwide, driven in part by sustained enrollment declines. The National Center for Education Statistics projects a 5.5% decrease in public school enrollment between 2022 and 2031, suggesting that closures may become more common in the coming years. Despite this trend, limited research examines how school closures affect students across diverse geographic contexts. Existing studies primarily focus on urban settings within single districts, leaving gaps in understanding how closures unfold across broader state systems and varied localities.

This study addresses these gaps by examining school closures across a statewide context, with a focus on heterogeneity by geography and student characteristics. Using longitudinal administrative data from South Carolina public schools from 2022-2023 to 2025-26, we identify approximately 30 school closures and track student outcomes before and after closure events. The analysis leverages detailed attendance records, including 22 distinct absence reason codes, to provide a nuanced understanding of how closures shape student engagement.

We examine changes in absenteeism patterns following school closures, with particular attention to differences across student subgroups and types of absences. Rather than relying solely on aggregate measures such as chronic absenteeism, this study disaggregates absence reasons to better understand the mechanisms through which closures may disrupt student experiences. For example, shifts in transportation, school climate, or access to services may manifest in different types of absences, offering insight into the pathways linking closure events to student outcomes.

In addition, we explore variation across geographic contexts, including differences between rural, town, suburban, and urban settings. This statewide approach allows us to assess whether the consequences of school closures differ depending on local conditions, such as area of the state, transportation infrastructure, and availability of alternative schooling options. By incorporating detailed absence reason data and a geographically diverse sample, this study contributes to a more comprehensive understanding of school closures. Overall, this research seeks to provide new evidence on the consequences of school closures across varied contexts and offers insights for policymakers and practitioners navigating ongoing enrollment declines.

Author

• Colby Woods, University of Pennsylvania
  Presenting Author