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Assessing Permanent School Closures: A Conceptual Framework

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.

Keywords
Permanent school closures; education policy
Education level
Document Object Identifier (DOI)
10.26300/46b0-g527
EdWorkingPaper suggested citation:
Anglum, J. Cameron, Dorothy Rohde-Collins, Jason Jabbari, and Yung Chun. (). Assessing Permanent School Closures: A Conceptual Framework. (EdWorkingPaper: -1229). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/46b0-g527

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