Bibliographic Details
| Title: |
Assessing Permanent School Closures: A Conceptual Framework. EdWorkingPaper No. 25-1229 |
| Language: |
English |
| Authors: |
J. Cameron Anglum, Dorothy Rohde-Collins, Jason Jabbari, Yung Chun, Annenberg Institute for School Reform at Brown University |
| Source: |
Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: |
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: |
N |
| Page Count: |
22 |
| Publication Date: |
2025 |
| Document Type: |
Reports - Descriptive |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
School Closing, COVID-19, Pandemics, Educational Trends, Trend Analysis, Elementary Secondary Education, Declining Enrollment, Neighborhood Schools, Public Schools |
| Geographic Terms: |
Illinois (Chicago), Pennsylvania (Philadelphia), Missouri (Saint Louis) |
| Abstract: |
Amid widespread declining enrollment, the expiration of COVID-19 ESSER funding, and looming uncertainty in federal P-12 education involvement, many school districts may soon consider permanent school closures. While extant permanent school closure literature provides a starting point for future analyses, it often fails to advise the breadth of contexts in which future closures may occur, limiting what education leaders might learn from a disruptive intervention. In this article, we present a conceptual framework to guide permanent school closure research, inclusive of schooling and local contexts, idiosyncratic closure processes and dynamics, relevant analytic mechanics, and myriad important outcome measures and objectives. [The authors received financial support from the MIT Blueprint Labs Charter School Research Collaborative.] |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
ED674102 |
| Database: |
ERIC |
