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Disposable Spaces: How Special Education Enrollment Affects School Closures.

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Title: Disposable Spaces: How Special Education Enrollment Affects School Closures.
Authors: Weber, Rachel N.1 (AUTHOR), Waitoller, Federico R.2 (AUTHOR) fwaitoll@uic.edu, Drucker, Joshua M.1 (AUTHOR)
Source: Urban Education. Jan2025, Vol. 60 Issue 1, p154-184. 31p.
Subject Terms: *Special education, *School districts, *School enrollment, *Individualized education programs, Poor communities
Abstract: Informed by austerity politics, struggling school districts have closed buildings to pursue cost savings. We investigate the factors affecting which schools are shuttered, proposing that the share of students with an Individualized Education Program (SIEP) influences the way building utilization is measured because of the different instructional spaces required. We examine the case of elementary schools in Chicago, where 44 of 402 schools were closed in 2013. Simulating administrative decision-making parameters with a logistic regression model and demographic, student, and school data, we find that Chicago Public Schools was more likely to close school buildings with higher shares of SIEPs. Such punitive measures reflect the politics of austerity and disposability, leaving students with disabilities, particularly those in low-income neighborhoods of color, with fewer educational options. [ABSTRACT FROM AUTHOR]
Copyright of Urban Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Disposable Spaces: How Special Education Enrollment Affects School Closures.
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  Data: <searchLink fieldCode="AR" term="%22Weber%2C+Rachel+N%2E%22">Weber, Rachel N.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Waitoller%2C+Federico+R%2E%22">Waitoller, Federico R.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> fwaitoll@uic.edu</i><br /><searchLink fieldCode="AR" term="%22Drucker%2C+Joshua+M%2E%22">Drucker, Joshua M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Urban+Education%22">Urban Education</searchLink>. Jan2025, Vol. 60 Issue 1, p154-184. 31p.
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  Data: *<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br />*<searchLink fieldCode="DE" term="%22School+enrollment%22">School enrollment</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+education+programs%22">Individualized education programs</searchLink><br /><searchLink fieldCode="DE" term="%22Poor+communities%22">Poor communities</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Informed by austerity politics, struggling school districts have closed buildings to pursue cost savings. We investigate the factors affecting which schools are shuttered, proposing that the share of students with an Individualized Education Program (SIEP) influences the way building utilization is measured because of the different instructional spaces required. We examine the case of elementary schools in Chicago, where 44 of 402 schools were closed in 2013. Simulating administrative decision-making parameters with a logistic regression model and demographic, student, and school data, we find that Chicago Public Schools was more likely to close school buildings with higher shares of SIEPs. Such punitive measures reflect the politics of austerity and disposability, leaving students with disabilities, particularly those in low-income neighborhoods of color, with fewer educational options. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Urban Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/00420859221126700
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        Text: English
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      – SubjectFull: Special education
        Type: general
      – SubjectFull: School districts
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      – SubjectFull: School enrollment
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      – SubjectFull: Individualized education programs
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              Text: Jan2025
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