Should Failing Schools Be Closed? What the Research Says. Issue Brief

Autor/in	Winters, Marcus A.
Institution	Manhattan Institute for Policy Research
Titel	Should Failing Schools Be Closed? What the Research Says. Issue Brief
Quelle	(2019), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Effectiveness; Failure; School Closing; School Turnaround; Outcomes of Education; Educational Assessment; Evaluation Methods; Educational Policy; Educational Quality; Educational Strategies; Student Mobility; School Choice + Suchen Sie Ihr Suchwort? Schuleffizienz; School closings; Schule; Schließung; Schließung (von Schulen); Lernleistung; Schulerfolg; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Lehrstrategie; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Choice of school; Schulwahl
Abstract	School closure is relatively common in the United States. An analysis by the Urban Institute found that about 2% of public schools, on average, were closed each year between 2003 and 2013, and these closures were found in urban, suburban, and rural communities. A substantial number of public schools have been closed in Michigan, California, Ohio, and Pennsylvania. Urban school systems that have closed several schools include New York City, Washington D.C., Chicago, Detroit, and Baltimore. In many cases, schools are closed in response to declining populations or other factors that led to a substantial decline in available resources. In other cases, school boards and elected officials struggle with the decision of what to do with persistently ineffective schools. This paper argues that, based on the available research, closing persistently ineffective schools can be a promising strategy for improving the educational outcome of the students who attend them. When considering whether to close a school, policymakers must weigh the interests of that school's current (and future) students, the students attending the school or schools that will receive the displaced students, and the quality of the schools that displaced students will attend. The paper describes the underlying theory and the empirical evidence related to the effect of school closure on each of these groups, in the short and long run. (ERIC).
Anmerkungen	Manhattan Institute for Policy Research. 52 Vanderbilt Avenue, New York, NY 10017. Tel: 212-599-7000; Fax: 212-599-3494; Web site: http://www.manhattan-institute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01