@EdWorkingPaper{ai25-1229,
title = "Assessing Permanent School Closures: A Conceptual Framework",
author = "J. Cameron Anglum, Dorothy Rohde-Collins, Jason Jabbari, Yung Chun",
institution = "Annenberg Institute at Brown University",
number = "1229",
year = "2025",
month = "June",
URL = "http://www.edworkingpapers.com/ai25-1229",
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.},
}