Education Week - January 28, 2015 - 6

Chicago's Closures Drove Most to Higher-Rated Schools
New study looks at
impacts on families
By Denisa R. Superville
The vast majority of students affected
by Chicago's massive school
closures in 2013 enrolled in betterperforming
schools than the ones
they left behind, a new report says.
However, nearly one-third of those
who did not attend the district's
designated "welcoming schools"
chose schools with lower academic
ratings, it says.
The report, released last week by
1/2 col-H
the University of Chicago's Consortium
on Chicago School Research,
is the latest in a series of studies
of how the city's closure of nearly
50 schools has impacted students
and families in the nation's third
largest school district. The consortium's
analysis focused on students
who were enrolled in grades K-7 at
the time, and is based on data from
the Chicago district and interviews
with 95 families from 12 schools
that were directly affected by the
closures.
The findings could have broad
implications for districts that are
contemplating school closures or
embarking on "portfolio" management
models where parental choice
is heavily emphasized.
The Chicago researchers found
that parents did not necessarily
choose new schools based on the
district's assigned academic ratings.
Those findings dovetail with new
research emerging from cities that
rely heavily on school choice, including
New Orleans, where a recent report
from Tulane University's Education
Research Alliance found that
factors such as location, after-care,
and extracurricular activities were
as important to parents-especially
those who were low income-in
making school choices as academics.
In selecting new schools, Chicago
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A student walks down a
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on its final day of operation in
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schools that closed as part of
a cost cutting and
consolidation measure by the
city's school officials.
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6 | EDUCATION WEEK | January 28, 2015 | www.edweek.org
parents prioritized proximity to
their homes, researchers found. The
emphasis on distance stemmed in
part from practical concerns, such as
the ability to retrieve a child during
bad weather. Researchers also found
that students traveled roughly the
same distance to school, regardless
of whether they attended a lowerranked
school or one that was higher
ranked. Proximity was also the main
factor in determining why parents
chose lower-performing schools.
These findings, the researchers said,
underscore the need for more highquality
schools in all neighborhoods
and pose an imperative for districts
to examine barriers parents encounter
in choosing schools.
Besides academic performance
and distance, choosing a "welcoming
school" or another option was
influenced by safety concerns and
personal connections to schools.
The project's lead researchers,
Marisa de la Torre, the associate director
for professional development
at the consortium, and Molly F. Gordon,
a senior research analyst, said
families' definitions of academic quality
may differ from the district's.
Academic Quality
For parents, academic quality may
mean "is my child going to get the
one-on-one attention that they need
in school? Are the courses and curriculum
geared toward the kinds
of things my child needs?" Ms. Gordon
said. "I think academic quality
is just broadly defined by families,
which makes sense, as most people
don't just judge schools based on
test scores."
Barbara Byrd Bennett, the ceo of
the Chicago district, said the report
"demonstrates that we kept our
promises and upheld our commitments
to our students and school
communities."
"The good news is that students
are doing better academically, attendance
rates are up, and rates
of misconduct have decreased," she
said in a statement. "These results
are based on the strategic, thoughtful,
coordinated approach we took to
managing the transition process."
The report confirmed that the
closures disproportionately affected
the district's most vulnerable students:
The majority of the students
qualified for free and reduced-price
meals and lived in neighborhoods
with higher crime rates than
the average for district students.
Eighty-eight percent of the students
were African-American, and
one-third of the shuttered schools
housed programs for students with
serious disabilities, according to
the report.
And while the closures were
aimed at moving students into
higher-performing schools, researchers
found that a higher-thanexpected
percentage of students
enrolled in schools that were rated
as Level 3, the district's designation
for the lowest-performing schools.
Fewer students chose to attend
Level 1 schools, the highest-ranking,
than projected by district officials.
Though 93 percent of students
enrolled in schools that were rated
higher than their old schools, only
21 percent attended Level 1 schools,
according to the report.
Previous research by the conEditor
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sortium found that when schools
closed, only those students who
attended schools that were significantly
better than their old schools
demonstrated higher outcomes in
math and reading.
Families who lived in neighborhoods
with more school options were
less likely to choose the district's
designated "welcoming schools," the
study found. To help students make
the transition to those schools, the
district provided extra supports
such as tutoring services, wireless
internet access, libraries, art rooms,
and new science, computer, and engineering
labs.
Parents also faced barriers when
selecting schools, the report found.
Some felt they were limited to the
"welcoming schools." Others said they
didn't have enough time and information
to make the best decisions. Others
had fewer choices because their
children needed special education
options that were not available at all
schools. Safety concerns and a lack of
transportation were also barriers for
some parents.
Scott Eisen/AP-File
http://www.edweek.org/go/books http://www.edweek.org/go/books http://www.edweek.org

Education Week - January 28, 2015

Table of Contents for the Digital Edition of Education Week - January 28, 2015

Education Week - January 28, 2015
Activists Learn Art of ‘Test Refusal’
Ed. School Deans Join Forces To Bolster Teacher Preparation
N.C. District Rebounds From Ed-Tech Meltdown
Poverty Data Signal Urgency for Schools
Contents
Report Roundup
News in Brief
Chicago’s Closures Drove Most to Higher-Rated Schools
More Districts Expected to Follow Boston on Longer Days
International Study Ranks Schools on Social Stress, Equity
Blogs of the Week
No Firm Direction on Testing Set At Senate Panel’s ESEA Hearing
As Job Description Grows, So Does Churn for State Chiefs
K-12 Issues Given Short Shrift in State of the Union Address
State of the States
Blogs of the Week
SUSAN H. FUHRMAN: Measurement Alone Cannot Propel Improvement
SAMINA HADI-TABASSUM: Too Much Discipline Hurts Majority-Minority Schools
GARRISON WALTERS: Dump Management ‘Science,’ And Change Learning Attitudes
Letters
TopSchoolJobs Recruitment
Marketplace
Education Week - January 28, 2015 - Poverty Data Signal Urgency for Schools
Education Week - January 28, 2015 - 2
Education Week - January 28, 2015 - Contents
Education Week - January 28, 2015 - News in Brief
Education Week - January 28, 2015 - 5
Education Week - January 28, 2015 - Chicago’s Closures Drove Most to Higher-Rated Schools
Education Week - January 28, 2015 - More Districts Expected to Follow Boston on Longer Days
Education Week - January 28, 2015 - International Study Ranks Schools on Social Stress, Equity
Education Week - January 28, 2015 - Blogs of the Week
Education Week - January 28, 2015 - 10
Education Week - January 28, 2015 - 11
Education Week - January 28, 2015 - 12
Education Week - January 28, 2015 - 13
Education Week - January 28, 2015 - 14
Education Week - January 28, 2015 - 15
Education Week - January 28, 2015 - 16
Education Week - January 28, 2015 - 17
Education Week - January 28, 2015 - As Job Description Grows, So Does Churn for State Chiefs
Education Week - January 28, 2015 - K-12 Issues Given Short Shrift in State of the Union Address
Education Week - January 28, 2015 - State of the States
Education Week - January 28, 2015 - Blogs of the Week
Education Week - January 28, 2015 - 22
Education Week - January 28, 2015 - 23
Education Week - January 28, 2015 - SAMINA HADI-TABASSUM: Too Much Discipline Hurts Majority-Minority Schools
Education Week - January 28, 2015 - GARRISON WALTERS: Dump Management ‘Science,’ And Change Learning Attitudes
Education Week - January 28, 2015 - Letters
Education Week - January 28, 2015 - 27
Education Week - January 28, 2015 - 28
Education Week - January 28, 2015 - Marketplace
Education Week - January 28, 2015 - 30
Education Week - January 28, 2015 - 31
Education Week - January 28, 2015 - 32
Education Week - January 28, 2015 - CT1
Education Week - January 28, 2015 - CT2
Education Week - January 28, 2015 - CT3
Education Week - January 28, 2015 - CT4
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