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Students Need More Support After School Closures

Education Dive Feb 11, 2019
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Students Need More Support After School Closures Giving Compass
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Giving Compass’ Take:

• The author discusses the effects of school closures on student academic achievement, finding that usually students need more support systems after attending a school that closes.

• How can local school districts buffer the harmful effects of school closures on students?

• Read more about the five main insights that Chalkbeat learned from a decade of research on school closures.


A Chalkbeat review of 17 school closure studies published over the last 10 years, focused on how those closures affected students’ academic performance, examines the impact these events have on students future achievement.

The findings reveal that the displaced students’ graduation rates and college enrollment rates typically drop, along with immediate test scores — though that difference faded after three years. Not too surprisingly, some students who end up in higher-performing schools do better academically, but these scenarios are “more exception than rule,” Chalkbeat reports.

There are also negative impacts on students in schools that receive an influx of displaced students, and there’s very little research into how future students fare when a school is closed.

Sometimes schools close because they have low enrollment. Other times, closures are due to underperformance. Despite the reasons, the research suggests students typically suffer when schools close.

While schools with a higher enrollment of students of color and low-income students are more likely to be shut down for poor performance, the majority of those students don’t end up in better schools — though those who do may see academic success, according to the Center for Research and Education Outcomes.

It’s important to note that displaced students may find themselves traveling further to attend school, often through sketchy neighborhoods.

Districts should also consider the legal ramifications of closing schools. Often, attorneys are called in to represent the students of the schools set to be closed. They’ll consider what type of harm could befall a student if their home school closes and address issues like the potential of lost school records, the quality of the new schools, and how it will affect students with disabilities.

Read the full article about school closures by Shawna De La Rosa at Education Dive

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Interested in learning more about Youth Development? Other readers at Giving Compass found the following articles helpful for impact giving related to Youth Development.

  • This article is deemed a must-read by one or more of our expert collaborators.
    Click here for more.
    Rethinking Early Childhood Policy: Finding Our Way Out of the Silos

    Giving Compass' Take: · Unfortunately, a majority of U.S. early childhood work is based on program-first approaches operating in silos. With references to Daniel Patrick Moynihan, Project Evident addresses the differences between programs and policies and the need for coordinated public policy to connect the singular early childhood programs. · What early childhood policies are needed? How can policy change the way the U.S. approaches early childhood care? · Read about the importance of early childhood care and education. It has been 15 years since the death of Senator Daniel Patrick Moynihan (D-New York). While at times provocative, Moynihan was a keen observer of the systemic barriers facing poor and underserved communities in the United States and respected across both parties for his policy and diplomatic leadership. Accordingly, his views on social policy can be instructive given the current state of domestic affairs and can also help us rethink whether today’s approaches to early childhood education and care are truly positioning allchildren, regardless of their background, to flourish. In the early 1970s, Moynihan explicitly warned against the risks associated with emphasizing government programs over government policy (See “Policy vs. program in the ‘70’s”, The Public Interest, Summer 1970). We have, for instance, a federal employment policy; the Employment Act of 1946 established that the federal government would bear principal responsibility for promoting maximum employment. This law goes far beyond the establishment of workforce development, apprenticeships, or vocational rehabilitation programs, and extends across various government agencies, industries, systems, and sectors. The Act also established the Council of Economic Advisors and the Joint Economic Committee to advise the President and Congress on economic policy. These entities and their broad view of the economy allow the President and Congress to act on the goals of the Employment Act in meaningful and proportionate ways. Unfortunately, the bulk of our country’s current government-sponsored early childhood work is dependent on (and crippled by) a program-first approach to public policy—one that Moynihan spoke so wisely against. U.S. early childhood “policy” is too frequently defined as a set of programs (pre-K, home visiting, child care, etc.) operating in siloes rather than as a coordinated public policy approach connecting singular programs together. Read the full article about early childhood policy by Joe Waters and Sara Peters at Project Evident.


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