Who Benefits from Accountability-Driven School Closure? Evidence from New York City
Bob Bifulco () and
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Bob Bifulco: Center for Policy Research, Maxwell School, Syracuse University, 426 Eggers Hall, Syracuse, NY 13244, https://www.maxwell.syr.edu/cpr_about.aspx?id=6442451850
David Schwegman: enter for Policy Research, Maxwell School, Syracuse University, 426 Eggers Hall, Syracuse, NY 13244
No 212, Center for Policy Research Working Papers from Center for Policy Research, Maxwell School, Syracuse University
We estimate the effects of accountability-driven school closure in New York City on students who attended middle schools that were closed at the time of closure and students who would have likely attended a closed middle school had it remained open. We find that students who would have entered the closed school, had it not closed, attended schools that perform better on standardized exams and have higher value-added measures than did the closed schools. While we find that closure did not have any measurable effect on the average student in this group, we do find that high-performing students in this group attended higher-performing schools and experienced economically-meaningful and statistically-significant improvements in their sixth, seventh, and eighth-grade math test scores. We find that these benefits persisted for several cohorts after closure. We also find that closure adversely affected students, low-performing students in particular, who were attending schools that closed. For policymakers, our results highlight a key tradeoff of closing a low-performing school: future cohorts of relatively high-performing students may benefit from closure while low-performing students in schools designated for closure are adversely affected.
Keywords: School Closure; School Accountability; Urban School Reform (search for similar items in EconPapers)
JEL-codes: I20 I21 I28 (search for similar items in EconPapers)
Pages: 66 pages
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Persistent link: https://EconPapers.repec.org/RePEc:max:cprwps:212
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