High School Closures in New York City: Impacts on Students' Academic Outcomes, Attendance, and Mobility. Brief

Autor/in	Kemple, James J.
Institution	New York University, Research Alliance for New York City Schools
Titel	High School Closures in New York City: Impacts on Students' Academic Outcomes, Attendance, and Mobility. Brief
Quelle	(2015), (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High Schools; School Closing; Academic Achievement; Outcomes of Education; Attendance Patterns; Student Mobility; Low Achievement; Educational Indicators; Transfer Students; School Choice; Educational Change; Educational Strategies; Institutional Characteristics; Student Characteristics; Graduation Rate; Dropout Rate; Educational Improvement; Grade 9; Comparative Analysis; Educational Assessment; Cohort Analysis; Statistical Data; Regression (Statistics); Educational Trends; New York (New York) + Suchen Sie Ihr Suchwort? High school; Oberschule; School closings; Schule; Schließung; Schließung (von Schulen); Schulleistung; Lernleistung; Schulerfolg; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Unterdurchschnittliche Leistung; Educational indicato; Bildungsindikator; Hochschulwechsel; Schulwechsel; Studienortwechsel; Choice of school; Schulwahl; Bildungsreform; Lehrstrategie; Teaching improvement; Unterrichtsentwicklung; School year 09; 9. Schuljahr; Schuljahr 09; Education; assessment; Bewertungssystem; Kohortenanalyse; Regression; Regressionsanalyse; Bildungsentwicklung
Abstract	In the first decade of the 21st century, the New York City (NYC) Department of Education implemented a set of large-scale and much debated high school reforms, which included closing large, low-performing schools, opening new small schools, and extending high school choice to students throughout the district. The school closure process was the most controversial of these efforts. Yet, apart from the general sense that school closures are painful, there has never been a rigorous assessment of their impact in NYC. To begin to fill this gap, the Research Alliance undertook a study of the 29 low-performing high schools that were designated for closure in New York City between 2002 and 2008, looking particularly at the impact of these closures on students' academic performance, attendance, and mobility. This brief summarizes key findings and implications from the study. Key findings include: (1) The schools designated for closure were, in fact, among the lowest performing in the City, based on a composite of 10 performance indicators averaged over four years leading up to the closure decision; (2) Closures had little impact, positive or negative, on the academic outcomes of students who were enrolled during the phaseout process; (3) The phaseout process did increase student mobility, largely through transfers to other New York City high schools, rather than transfers to other districts or students dropping out; and (4) Closing high schools produced meaningful benefits for future students--i.e., middle schoolers who had to choose another high school because the school they likely would have attended was closing. The findings from this study, together with strong evidence on the positive effects of NYC's new small schools, provide support for the strategic use of school closures in the context of this kind of multi-dimensional high school reform effort. While this study shows clear gains for students in the wake of a closure, these students still did not fare well. Dramatic actions like school closures have helped set the system on a more positive trajectory. However, additional strategies are likely needed for the challenges of today and the future. [For the full report, see ED573426. For the technical appendices, see ED573427.] (ERIC).
Anmerkungen	Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01