Kim uses two difference-in-differences models to compare the changes in outcomes among students affected by school closures with those who were not. The control schools share similar observable characteristics on twelve NCES variables with the closed schools at time of closure, then they are matched by group using a “nearest-neighbor” matching method, which also matches schools on their share of Black, Hispanic, and low-income students. Short run analyses track the same students over five years to see immediate impacts while long-run analyses (through age twenty-seven) examine how closures affect entire graduating classes. They compare cohorts that experienced closure with older cohorts from the same school that graduated within the last three years, relative to cohorts at matched control schools that didn’t close.