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Tieken, Mara Casey, and Trevor Ray Auldridge-Reveles. "Rethinking the School Closure Research: School Closure as Spatial Injustice." Review of Educational Research 89, no. 6 (October 8, 2019): 917–53. http://dx.doi.org/10.3102/0034654319877151.
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Recent mass closings of schools have rocked cities across the United States. Though these urban closures—and widespread community protests—have made headlines, rural schools have also long experienced and opposed the closure of their schools. A large body of research examines these urban and rural closures from a variety of perspectives, including their economic motivations and policy implications. This review reexamines this literature, looking across context to show how school closure can produce spatial injustice. Advocates argue that closures further academic opportunity, efficiency, and equality. But our analysis shows that closures are unevenly distributed, disproportionately affecting places where poor communities and communities of color live, and they can bring negative effects, harming students and adults and reducing their access to an important educational and community institution. We conclude with recommendations for research and practice.
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Bayham, Jude, Gerardo Chowell, Eli P. Fenichel, and Nicolai V. Kuminoff. "Time Reallocation and the Cost and Benefit of School Closures during an Epidemic." Frontiers of Economics in China 16, no. 2 (December 15, 2021): 263–306. http://dx.doi.org/10.54605/fec20210204.
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School closures are an important public health intervention during epidemics. Yet, the existing estimates of policy costs and benefits overlook the impact of human behavior and labor market conditions. We use an integrated assessment framework to quantify the public health benefits and the economic costs of school closures based on activity patterns derived from the American Time-Use Survey (ATUS) for a pandemic like COVID-19. We develop a policy decision framework based on marginal benefits and costs to estimate the optimal school closure duration. The results suggest that the optimal school closure depends on how people reallocate their time when schools are closed. Widespread social distancing behavior implemented early and for a long duration can delay the epidemic for years, buying time for the development of pharmaceutical interventions and yielding substantial net benefits. Conversely, school closure, with behavior targeted to adjust only to the school closure, is unlikely to provide substantial delay or sufficient net benefits to justify closing schools for pathogen control.
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Albrecht, Joëlle N., Helene Werner, Noa Rieger, Oskar G. Jenni, and Reto Huber. "Sleep and Health-Related Characteristics among Adolescents during COVID-19: An Update." International Journal of Environmental Research and Public Health 19, no. 9 (April 21, 2022): 5078. http://dx.doi.org/10.3390/ijerph19095078.
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Two opposing effects on adolescents’ health during COVID-19 lockdown have been described: A beneficial one due to longer sleep times during school closures and a detrimental one of psychological distress. This study investigated how sleep and health changed in the course of the pandemic when schools were open again. Overall, 12,238 adolescents in Switzerland participated in three cross-sectional online surveys: In 2017 under regular conditions (control group), during pandemic school closures in 2020 (closure group), and in 2021 still under pandemic conditions, but schools were open again (postclosure group). Sleep behavior and health-related characteristics (health-related quality of life; caffeine, alcohol, and nicotine use) in all three groups and depressive symptoms in the closure and postclosure groups were assessed. The sleep period on school days was longer in the closure group (median 9.00 h, interquartile range 8.25–9.75) and similar in the postclosure (7.92, 7.00–8.50) compared to the control group (7.75, 7.08–8.33). Health-related characteristics were better during school closures and similar to worse in the postclosure compared to the control group. Depressive symptom levels were higher in the postclosure than in the closure group. Therefore, beneficial effects were specific to school closures and adolescents’ psychological distress increased over the course of the pandemic.
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Zviedrite, Nicole, Jeffrey D. Hodis, Ferdous Jahan, Hongjiang Gao, and Amra Uzicanin. "COVID-19-associated school closures and related efforts to sustain education and subsidized meal programs, United States, February 18–June 30, 2020." PLOS ONE 16, no. 9 (September 14, 2021): e0248925. http://dx.doi.org/10.1371/journal.pone.0248925.
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Pre-emptive school closures are frontline community mitigation measures recommended by the US Centers for Disease Control and Prevention (CDC) for implementation during severe pandemics. This study describes the spatiotemporal patterns of publicly announced school closures implemented in response to the coronavirus disease 2019 (COVID-19) pandemic and assesses how public K-12 districts adjusted their methods of education delivery and provision of subsidized meals. During February 18–June 30, 2020, we used daily systematic media searches to identify publicly announced COVID-19–related school closures lasting ≥1 day in the United States (US). We also collected statewide school closure policies from state government websites. Data on distance learning and subsidized meal programs were collected from a stratified sample of 600 school districts. The first COVID-19–associated school closure occurred on February 27, 2020 in Washington state. By March 30, 2020, all but one US public school districts were closed, representing the first-ever nearly synchronous nationwide closure of public K-12 schools in the US. Approximately 100,000 public schools were closed for ≥8 weeks because of COVID-19, affecting >50 million K-12 students. Of 600 districts sampled, the vast majority offered distance learning (91.0%) and continued provision of subsidized meal programs (78.8%) during the closures. Despite the sudden and prolonged nature of COVID-19–associated school closures, schools demonstrated flexibility by implementing distance learning and alternate methods to continue subsidized meal programs.
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McWilliams, Julia A., and Erika M. Kitzmiller. "Mass School Closures and the Politics of Race, Value, and Disposability in Philadelphia." Teachers College Record: The Voice of Scholarship in Education 121, no. 1 (January 2019): 1–44. http://dx.doi.org/10.1177/016146811912100107.
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Background With the expansion of charter school networks, population losses in urban district schools and stretched budgets have encouraged struggling districts to adopt closure-as-reform. School closings have received considerable attention in the media as a controversial reform, reconfiguring the educational landscapes of over 70 post-industrial cities like Chicago, Detroit, and New Orleans. However, in the last decade, few scholars have considered the project of examining closures—their process and their effects—empirically. Purpose In this article, we examine the rollout of 30 school closures in Philadelphia in 2012 and 2013 to explain how school closures have become yet another policy technology of Black community and school devaluation in the United States. Moving beyond educational studies that have focused on the outcomes of mass school closures like student achievement and cost savings, we argue that a thorough theorization of how race, violence, and community values relate to school closure as process could help to explain the ways in which contemporary educational policy reforms are creating new modes of communal disposability in cities’ poorest zip codes. Setting/Participants Data collection occurred in two comprehensive high schools in Philadelphia slated for closure in 2012 and 2013: Johnson High and Franklin High. Participants at both schools included students, teachers, parents, community members, and district officials. Research Design The authors spent several years in their respective schools recording observations of instructional practice, community meetings, and district events and interviewing key informants such as students, teachers, administrators, and district officials. The first author spent three years at Johnson High School, from September 2011 to June 2013. The second author spent five years at Franklin High School, from September 2008 to June 2013. She also spent hundreds of hours at the high school examining archival materials and interviewing students, teachers, and alumni about their experiences in the school and community. In addition to their individual case studies, the authors jointly transcribed and coded over two dozen community and district meetings’ video recordings during the 2012 and 2013 closures. In the aftermath of the school closures process, we used a comparative ethnographic method to compare and contrast the events that occurred at these two schools. Findings Suturing anthropologies of violence and education to frame the analysis, we explore moments of collision between policy discourses deployed by state and local officials that crafted closures as inevitable and threatened school communities’ articulations of the racialized implications of the closures. We further localize our analysis to demonstrate how two school communities—one majority Asian and another majority Black—with similar performances and characteristics met dramatically different fates. Given the lack of transparency in how decisions were made around which schools to close, the ways in which these communities read and responded to the closure threat offer a window into the ways in which race informed the valuation process across schools. Conclusions/Recommendations We conclude with a plea to state and federal policymakers to consider the long-term ramifications of school choice expansion and state disinvestment for the health and stability of traditional public schools. We encourage policymakers to move in a more reparative direction, prioritizing the needs of those “unchosen” by choice and imagining a system that might serve all students more equitably.
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Schrag, Francis. "School Closure and Justice." Philosophy of Education 70 (2014): 370–72. http://dx.doi.org/10.47925/2014.370.
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Gilblom, Elizabeth A., and Hilla I. Sang. "Charter School Closure in Ohio’s Largest Urban Districts: The Effects of Management Organizations, Enrollment Characteristics and Community Demographics on Closure Risk." Journal of Education and Learning 10, no. 3 (April 6, 2021): 1. http://dx.doi.org/10.5539/jel.v10n3p1.
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This study builds on previous research investigating management organizations (MOs), charter school locations, and closure by examining the effects of MO type (EMO, CMO and freestanding schools), racial enrollment, student achievement, and the community characteristics surrounding each charter school in Ohio’s eight largest counties with the largest urban school districts on the likelihood of closure between 2009 and 2018. We conducted a discrete-time survival analysis using life tables and binary logistic regression. Findings indicated that freestanding charter schools experience higher risks of closure than EMO and CMO managed charter schools in those counties. Although they are more likely to close, freestanding schools have higher student achievement in math and reading. Higher math proficiency reduces the likelihood of closure by 2.8%. However, community and enrollment characteristics are not statistically significant predictors of closure.
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Kirshner, Ben, and Kristen M. Pozzoboni. "Student Interpretations of a School Closure: Implications for Student Voice in Equity-Based School Reform." Teachers College Record: The Voice of Scholarship in Education 113, no. 8 (August 2011): 1633–67. http://dx.doi.org/10.1177/016146811111300806.
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Background/Context School closure is becoming an increasingly common policy response to underperforming urban schools. Districts typically justify closure decisions by pointing to schools’ low performance on measures required by No Child Left Behind. Closures disproportionately fall on schools with high percentages of poor and working-class students of color. Few studies have examined how students interpret or respond to school closures. Purpose Our purpose was to document narratives articulated by students about the closure of their high school. Doing so is important because students, particularly students of color from low-income families, are often left out of policy decisions that affect their lives. Population/Participants Research participants were recruited from the population of youth who had attended the closed school and who remained in the district during the subsequent year. Twenty-three percent of students at the school were African American, 75% were Latino, and 2% were White. Over 90% of students were eligible for free and reduced lunch. A total of 106 students responded to surveys and peer interviews, and 12 youth who had dropped out of school participated in focus groups. Research Design This was a youth participatory action research (YPAR) study, designed collaboratively by former Jefferson students, university researchers, and adult community members. Data sources included open-ended surveys, peer interviews, focus groups, and field notes describing public events and YPAR meetings. Findings Our data show that most respondents did not agree with the decision to close their school. Student disagreement surfaced two counternarratives. First, students critiqued the way the decision was made—they felt excluded from the decision-making process that led to closure. Second, they critiqued the rationale for the decision, which suggested that students needed to be rescued from a failing school. Students articulated features of Jefferson that they valued, such as trusting relationships with adults, connection to place, and sense of belonging, which they felt were discounted by the decision. Conclusions/Recommendations Evidence from this study lends support to developmental and political justifications for robust youth participation in equity-based school reform. By developmental justification, we mean evidence that young people were ready to participate, which counters discourses about youth as immature or unprepared. By political justification, we mean evidence that youth articulated interests that were discounted in the decision-making process and that challenged normative assumptions about school quality. In our conclusion, we point to examples of expanded roles that students could play in decision-making processes.
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CHEN, S. L., R. C. LIU, F. M. CHEN, X. X. ZHANG, J. ZHAO, and T. M. CHEN. "Dynamic modelling of strategies for the control of acute haemorrhagic conjunctivitis outbreaks in schools in Changsha, China (2004–2015)." Epidemiology and Infection 145, no. 2 (October 19, 2016): 368–78. http://dx.doi.org/10.1017/s0950268816002338.
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SUMMARYOutbreaks of acute haemorrhagic conjunctivitis (AHC) – a rapidly progressing and highly contagious infection – often occur in schools during summer and autumn. We used dynamic modelling to evaluate the efficacy of interventions to control AHC outbreaks in schools. A susceptible-infected-recovered (SIR) model was built to simulate AHC outbreaks in Chinese schools, with isolation or school closure added into the model. We used outbreak data from the period 2004–2015 in our models to estimate the effective reproduction number and assess the efficacy of interventions. The median effective reproduction number (uncontrolled) of AHC outbreaks was 7·00 (range 1·77–25·87). The median effective reproduction number (controlled) of AHC outbreaks was 0·16 (range 0·00–2·28). Intervention efficacy is affected by the timing of isolation; earlier isolation is associated with a lower morbidity peak and smaller total attack rate (TAR). School closures were not effective; TARs were almost 100% and did not change even when different school closure durations were adopted. Isolation and school closure as a combined intervention strategy was used to simulate outbreak control, but the efficacy was the same as isolation alone. An isolation programme could be an effective primary intervention during AHC outbreaks in schools. However, school closure is not recommended.
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Grimes, Amanda, Joseph S. Lightner, Katlyn Eighmy, Chelsea Steel, Robin P. Shook, and Jordan Carlson. "Decreased Physical Activity Among Youth Resulting From COVID-19 Pandemic–Related School Closures: Natural Experimental Study." JMIR Formative Research 6, no. 4 (April 15, 2022): e35854. http://dx.doi.org/10.2196/35854.
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Background The COVID-19 pandemic has resulted in the closure of schools and may have inadvertently resulted in decreased physical activity for youth. Emerging evidence suggests that school closures due to the COVID-19 pandemic could have hastened the inactivity of youth, possibly due to a lack of structure outside of school and increased access to sedentary activities. Objective The purpose of this study was to assess changes in physical activity from pre–school closure (before the pandemic) to post–school closure (during the pandemic) among youth in spring 2020. Methods This study used a natural experimental design; youth were enrolled in a physical activity study prior to the lockdown, which was enforced due to the pandemic. The number of device-assessed steps per day and moderate-to-vigorous physical activity minutes per week were measured by using a Garmin Vivofit 4 (Garmin Ltd) accelerometer over 8 weeks. Mixed effects models were used to compare physical activity variables, which were measured before and during the COVID-19 pandemic. Results Youth were primarily Hispanic or Latinx (8/17, 47%) and female (10/17, 59%). The number of daily steps decreased by 45.4% during the school closure, from a pre–school closure mean of 8003 steps per day to a post–school closure mean of 4366 steps per day. Daily moderate-to-vigorous physical activity decreased by 42.5%, from a pre–school closure mean of 80.18 minutes per week to a post–school closure mean of 46.13 minutes per week. Conclusions Youth are engaging in roughly half as much physical activity during the school closure as they were prior to the school closure. If additional evidence supports these claims, interventions are needed to support youths’ engagement in physical activity in the Midwest.
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Paino, Maria, Rebecca L. Boylan, and Linda A. Renzulli. "The Closing Door." Sociological Perspectives 60, no. 4 (October 26, 2016): 747–67. http://dx.doi.org/10.1177/0731121416674948.
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Charter schools are promoted by policy makers and advocates as a way to reduce educational inequality. Charter schools tend to enroll higher proportions of black students than do traditional public schools. However, the accountability function of charter schools means that these schools are also more likely to close than traditional public schools. A high incidence of closure can lead to educational instability with students moving in and out of charter schools and traditional schools. We use critical race theory to build on prior work, examining the factors that may promote or constrain charter school closure. Specifically, we ask, how do the racial demographics of a charter school affect its likelihood of closure? Our findings reveal that as the proportion of black students in a charter school increases, so too does its likelihood of closings. Our work suggests that the promotion of charter schools as avenues of racial equity may be misleading.
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Kneale, Dylan, Alison O'Mara-Eves, Rebecca Rees, and James Thomas. "School closure in response to epidemic outbreaks: Systems-based logic model of downstream impacts." F1000Research 9 (May 12, 2020): 352. http://dx.doi.org/10.12688/f1000research.23631.1.
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Background: School closures have been a recommended non-pharmaceutical intervention in pandemic response owing to the potential to reduce transmission of infection between children, school staff and those that they contact. However, given the many roles that schools play in society, closure for any extended period is likely to have additional impacts. Literature reviews of research exploring school closure to date have focused upon epidemiological effects; there is an unmet need for research that considers the multiplicity of potential impacts of school closures. Methods: We used systematic searching, coding and synthesis techniques to develop a systems-based logic model. We included literature related to school closure planned in response to epidemics large and small, spanning the 1918-19 ‘flu pandemic through to the emerging literature on the 2019 novel coronavirus. We used over 170 research studies and a number of policy documents to inform our model. Results: The model organises the concepts used by authors into seven higher level domains: children’s health and wellbeing, children’s education, impacts on teachers and other school staff, the school organisation, considerations for parents and families, public health considerations, and broader economic impacts. The model also collates ideas about potential moderating factors and ethical considerations. While dependent upon the nature of epidemics experienced to date, we aim for the model to provide a starting point for theorising about school closures in general, and as part of a wider system that is influenced by contextual and population factors. Conclusions: The model highlights that the impacts of school closures are much broader than those related solely to health, and demonstrates that there is a need for further concerted work in this area. The publication of this logic model should help to frame future research in this area and aid decision-makers when considering future school closure policy and possible mitigation strategies.
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Walsh, Sebastian, Avirup Chowdhury, Vickie Braithwaite, Simon Russell, Jack Michael Birch, Joseph L. Ward, Claire Waddington, et al. "Do school closures and school reopenings affect community transmission of COVID-19? A systematic review of observational studies." BMJ Open 11, no. 8 (August 2021): e053371. http://dx.doi.org/10.1136/bmjopen-2021-053371.
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ObjectivesTo systematically reivew the observational evidence of the effect of school closures and school reopenings on SARS-CoV-2 community transmission.SettingSchools (including early years settings, primary schools and secondary schools).InterventionSchool closures and reopenings.Outcome measureCommunity transmission of SARS-CoV-2 (including any measure of community infections rate, hospital admissions or mortality attributed to COVID-19).MethodsOn 7 January 2021, we searched PubMed, Web of Science, Scopus, CINAHL, the WHO Global COVID-19 Research Database, ERIC, the British Education Index, the Australian Education Index and Google, searching title and abstracts for terms related to SARS-CoV-2 AND terms related to schools or non-pharmaceutical interventions (NPIs). We used the Cochrane Risk of Bias In Non-randomised Studies of Interventions tool to evaluate bias.ResultsWe identified 7474 articles, of which 40 were included, with data from 150 countries. Of these, 32 studies assessed school closures and 11 examined reopenings. There was substantial heterogeneity between school closure studies, with half of the studies at lower risk of bias reporting reduced community transmission by up to 60% and half reporting null findings. The majority (n=3 out of 4) of school reopening studies at lower risk of bias reported no associated increases in transmission.ConclusionsSchool closure studies were at risk of confounding and collinearity from other non-pharmacological interventions implemented around the same time as school closures, and the effectiveness of closures remains uncertain. School reopenings, in areas of low transmission and with appropriate mitigation measures, were generally not accompanied by increasing community transmission. With such varied evidence on effectiveness, and the harmful effects, policymakers should take a measured approach before implementing school closures; and should look to reopen schools in times of low transmission, with appropriate mitigation measures.
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Richards, Meredith P., Kori J. Stroub, and Sarah Guthery. "The Effect of School Closures on Teacher Labor Market Outcomes: Evidence From Texas." AERA Open 6, no. 2 (April 2020): 233285842092283. http://dx.doi.org/10.1177/2332858420922837.
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Recent scholarship has highlighted the phenomenon of urban public school closures and their effects on student academic outcomes. However, we know little about the broader impact of closures, particularly on teachers who are also displaced by closure. We assess labor market outcomes for over 15,000 teachers in nearly 700 Texas schools displaced by closure between 2003 and 2015. Using a unique administrative data set, we find that closures were associated with an increased likelihood of teachers leaving teaching as well as changing school districts. Notably, teachers in charters that closed were particularly likely to leave. In addition, closures appear to push out senior teachers and worsen the already substantial underrepresentation of Black teachers.
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Kahn, Laura H. "Pandemic Influenza School Closure Policies." Emerging Infectious Diseases 13, no. 2 (February 2007): 344–45. http://dx.doi.org/10.3201/eid1302.061109.
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Cohen, MW. "Closure of Loyola dental school." Journal of Dental Education 56, no. 10 (October 1992): 671. http://dx.doi.org/10.1002/j.0022-0337.1992.56.10.tb02685.x.
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Manullang, Sarjdana Orba, and Erwinsyah Satria. "The Review of the International Voices on the Responses of the Worldwide School Closures Policy Searching during Covid-19 Pandemic." Jurnal Iqra' : Kajian Ilmu Pendidikan 5, no. 2 (September 1, 2020): 1–13. http://dx.doi.org/10.25217/ji.v5i2.1036.
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This article was to determine the voice of the international community in responding to the challenges of school closure policies during the 2019 Covid-19 pandemic. Effort to break the chain transmission of Covid-19 was believed to be closely related to the closure of all business activities including schools around the world. In order to understand the impacts and challenges of school closure, a series of critical searches were undertaken on various online sources, for instance news updates publications, practitioners, and school reactions to unplanned global policies to obligate students learning from home. The collecting data was analyzed using a qualitative phenomenological approach and in-depth interpretation to at the collective voice fulfills the reliability and validity of the research problem. The findings indicated that 16 international voices from different perspectives show relatively deep concern about school closures. Voices from these discussions were matched with existing questions and knowledge about difficulties resulting from school closures. The findings of this study can be categorized into three votes; First are voices in support of the national school closure policy. Second, questioning national policies without prior data. Third, there is concern that families face serious challenges in supporting children learning from home with low facilities and the ability to handle student needs. Therefore, these voices would provide essential insights for further decision-making regarding community school participation in supporting of government in fighting the coronavirus epidemic. Hence, a similar study was needed as additional research evidence that helps the government anticipate the spread of this deadly virus, especially in countries and regions experiencing different impacts.
Keywords: School Closure Policy in Covid-19, Learning from Home Policy, Covid-19
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Rosário, Rafaela. "COVID-19 and Schools Closure: Implications for School Nurses." Journal of School Nursing 36, no. 4 (May 14, 2020): 241–42. http://dx.doi.org/10.1177/1059840520925533.
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Lee, Helen, and Lauren Sartain. "School Closures in Chicago: What Happened to the Teachers?" Educational Evaluation and Policy Analysis 42, no. 3 (June 1, 2020): 331–53. http://dx.doi.org/10.3102/0162373720922218.
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In 2013, the Chicago Board of Education closed 47 elementary schools, directly affecting 13,000 students and 900 teachers. The closures created employment uncertainty for closed-school teachers, and this article investigates the labor market consequences for teachers. We employ a difference-in-differences approach that compares the exit rates of closed-school teachers with teachers in schools that only experienced threat of closure. We estimate that the closures resulted in a near doubling of teacher exit among teachers in closed schools, particularly among low-performing teachers. We also find that, among closed-school teachers, Black teachers were more likely to return than White teachers. Given the nationwide trend of school closures for budgetary or performance reasons, this article has implications for strategic retention of effective teachers.
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Phipps, A. G. "An Institutional Analysis of School Closures in Saskatoon and Windsor." Environment and Planning A: Economy and Space 25, no. 11 (November 1993): 1607–26. http://dx.doi.org/10.1068/a251607.
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During the 1978–88 period the public and the Catholic separate boards closed seventeen schools in Saskatoon and twenty-two in Windsor. The repertories of involvements and interactions between the community representatives and the school board officials during the reviews of the closure of these schools are theorized. The empirical analysis utilizes archival data for two episodes of school closures in each city, after which the school boards might have amended their procedures for the closures. The findings illustrate the real and instantiated powers, and the agency skills of the involved community representatives versus those of the school board officials.
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Weber, Rachel, Stephanie Farmer, and Mary Donoghue. "Predicting School Closures in an Era of Austerity: The Case of Chicago." Urban Affairs Review 56, no. 2 (October 22, 2018): 415–50. http://dx.doi.org/10.1177/1078087418802359.
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What factors do administrators consider when (dis)investing in public facilities? We model school closure decisions in Chicago from 2003 to 2013 with multinomial logit models that estimate the decision to close or “turnaround” schools as a function of building, student, geographic, political, and neighborhood factors during two mayoral administrations. The results from our specifications validate the “official” rationale for closures and turnarounds: Low test scores are associated with closures and turnarounds under Mayor Daley, and underutilization is associated with closures under Mayor Emanuel. However, our findings also reveal some distance between technical-rational decision making and the realities of capital budgeting under austerity. The race of students and proximity to both the Central Business District and charter schools also predicted closures. This suggests multiple, potentially conflicting, interests that school districts balance to serve the needs of school-age populations and taxpayers and also the potential for burdening already vulnerable populations with the negative effects of disinvestment.
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Nazif-Muñoz, José Ignacio, Sebastián Peña, and Youssef Oulhote. "The global viralization of policies to contain the spreading of the COVID-19 pandemic: Analyses of school closures and first reported cases." PLOS ONE 16, no. 4 (April 1, 2021): e0248828. http://dx.doi.org/10.1371/journal.pone.0248828.
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Background On January 30th 2020, the World Health Organization (WHO) declared a international health emergency due to the unprecedented phenomenon of COVID-19. After this declaration countries swiftly implemented a variety of health policies. In this work we examine how rapid countries responded to this pandemic using two events: the day in which the first case of COVID-19 was reported, and first day in which countries used school closure as one of the measures to avoid outbreaks. We also assessed how countries’ health systems, globalization, economic development, political systems, and economic integration to China, Republic of Korea and Italy increased the speed of adoption. Methods We compiled information from multiple sources, from December 31st 2019 to June 1st 2020, to trace when 172 countries reported their first COVID-19 case and implemented school closure to contain outbreaks. We applied cross-national Weibull survival analysis to evaluate the global speed of detection of first COVID-19 reported cases and school closure. Results Ten days after WHO declared COVID-19 to be an international emergency, relative to seven days from this declaration, countries were 28 (95% CI: 12–77) times more likely to report first COVID-19 cases and 42 (95% CI: 22–90) times more likely to close schools. One standard deviation increase in the epidemic security index rises the rate of report first cases by 37% (Hazard Ratio (HR) 1.37 (95% CI: 1.09–1.72) and delays the adoption for school closures by 36% (HR 0.64 (95% CI:0.50–0.82). One standard deviation increase in the globalization index augments the adoption for school closures by 74% (HR 1.74 (95% CI:1.34–2.24). Conclusion After the WHO declared a global emergency, countries were unprecedently acting very rapidly. While countries more globally integrated were swifter in closing schools, countries with better designed health systems to tackle epidemics were slower in adopting it. More studies are needed to assess how the speed of school closures and other policies will affect the development of the pandemic.
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House, Thomas, Marc Baguelin, Albert Jan Van Hoek, Peter J. White, Zia Sadique, Ken Eames, Jonathan M. Read, et al. "Modelling the impact of local reactive school closures on critical care provision during an influenza pandemic." Proceedings of the Royal Society B: Biological Sciences 278, no. 1719 (February 2, 2011): 2753–60. http://dx.doi.org/10.1098/rspb.2010.2688.
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Despite the fact that the 2009 H1N1 pandemic influenza strain was less severe than had been feared, both seasonal epidemics of influenza-like-illness and future influenza pandemics have the potential to place a serious burden on health services. The closure of schools has been postulated as a means of reducing transmission between children and hence reducing the number of cases at the peak of an epidemic; this is supported by the marked reduction in cases during school holidays observed across the world during the 2009 pandemic. However, a national policy of long-duration school closures could have severe economic costs. Reactive short-duration closure of schools in regions where health services are close to capacity offers a potential compromise, but it is unclear over what spatial scale and time frame closures would need to be made to be effective. Here, using detailed geographical information for England, we assess how localized school closures could alleviate the burden on hospital intensive care units (ICUs) that are reaching capacity. We show that, for a range of epidemiologically plausible assumptions, considerable local coordination of school closures is needed to achieve a substantial reduction in the number of hospitals where capacity is exceeded at the peak of the epidemic. The heterogeneity in demand per hospital ICU bed means that even widespread school closures are unlikely to have an impact on whether demand will exceed capacity for many hospitals. These results support the UK decision not to use localized school closures as a control mechanism, but have far wider international public-health implications. The spatial heterogeneities in both population density and hospital capacity that give rise to our results exist in many developed countries, while our model assumptions are sufficiently general to cover a wide range of pathogens. This leads us to believe that when a pandemic has severe implications for ICU capacity, only widespread school closures (with their associated costs and organizational challenges) are sufficient to mitigate the burden on the worst-affected hospitals.
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Green, Terrance L., Joanna D. Sánchez, and Andrene J. Castro. "Closed Schools, Open Markets: A Hot Spot Spatial Analysis of School Closures and Charter Openings in Detroit." AERA Open 5, no. 2 (April 2019): 233285841985009. http://dx.doi.org/10.1177/2332858419850097.
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The purpose of this study is to use geographic information systems to map the spatial distribution of traditional public school closures and the opening of charter schools in Detroit. To achieve this purpose, we examine the following research questions: (a) How are traditional public school closures and the opening of charter schools spatially distributed throughout neighborhoods in Detroit during three education policy eras? (b) How, if at all, might these schools’ spatial patterns cluster in certain neighborhoods to create hot spots of traditional public school closures and/or charter school openings? As such, this descriptive study uses hot spot geospatial analysis to identify whether the spatial occurrence of traditional public school closures and charter school openings is randomly distributed or if it occurs in statistically significant spatial clusters. Rollback and rollout neoliberalism is used to theoretically frame the study and guide the analysis. Findings suggest that charter school openings occur more often in hot spots or concentrated ways than the closure of traditional public schools in Detroit. We conclude with implications for future research.
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Siegel-Hawley, Genevieve, Kimberly Bridges, and Thomas J. Shields. "Solidifying Segregation or Promoting Diversity?" Educational Administration Quarterly 53, no. 1 (July 18, 2016): 107–41. http://dx.doi.org/10.1177/0013161x16659346.
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Purpose: Layered with myriad considerations, school closure and rezoning processes in urban school systems are politically fraught with the potential for damaging consequences. This article explores the politics and impacts of a closure and rezoning process in Richmond, Virginia, through the lens of themes applicable to urban school systems and students across the nation. These include the intersection of closure and rezoning with growing White reinvestment in urban school systems, as well as the importance of focusing on diversity and equity during a time of intense pressure to close schools. Research Methods/Approach: Drawing on the case of Richmond, Virginia, we use an explanatory sequential mixed methods research design, employing qualitative methods to examine the political process of a 2013 school closure and elementary school rezoning effort and quantitative and spatial methods to examine its impact on racial composition and segregation in attendance zones and schools. Findings and Implications: We find that the political process of redrawing elementary school attendance boundaries in Richmond was associated with a dramatic increase in racial segregation between elementary attendance zones over a short period of time. Leadership changes and political considerations drove a rapid and antagonistic decision-making process that minimized broad-based public participation and privileged the voices of White families in a city school system that is less than 10% White. Despite a contentious and opaque decision-making process and starkly segregative impacts, community response and support for school diversity points to the potential for leveraging urban population shifts to increase rather than decrease diverse school settings.
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Pandey, Lakshmi, David L. Sjoquist, and Mary Beth Walker. "An Analysis of Private School Closings." Education Finance and Policy 4, no. 1 (January 2009): 34–59. http://dx.doi.org/10.1162/edfp.2009.4.1.34.
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We add to the small literature on private school supply by exploring exits of K–12 private schools. We find that the closure of private schools is not an infrequent event and use national survey data from the National Center for Education Statistics to study closures of private schools. We assume that the probability of an exit is a function of excess supply of private schools over demand as well as of the school's characteristics, such as age, size, and religious affiliation. Our empirical results generally support the implications of the model.
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Phipps, A. G., and P. M. Anglin. "A Rational Economic Analysis of Public-School Closings in Saskatoon." Environment and Planning A: Economy and Space 25, no. 3 (March 1993): 339–55. http://dx.doi.org/10.1068/a250339.
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The Saskatoon public board closed eleven elementary schools and one high school during the period 1978–88. The finding from two economic models is that the school board did not act as a discriminating rational economic decisionmaker in closing two elementary schools located in a case-study neighbourhood. The postponement of the closures resulted in an annual subsidy to the remaining students and their families for an amount eventually equivalent to 40% of the actual savings. The school board thus incorporated noneconomic factors into its decisions in anticipation of the community reactions to a closure.
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Koonin, Lisa M., and Martin S. Cetron. "School Closure to Reduce Influenza Transmission." Emerging Infectious Diseases 15, no. 1 (January 2009): 137–38. http://dx.doi.org/10.3201/eid1501.081289.
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Cowling, Benjamin J., Eric H. Y. Lau, and Gabriel M. Leung. "School Closure to Reduce Influenza Transmission." Emerging Infectious Diseases 15, no. 1 (January 2009): 138. http://dx.doi.org/10.3201/eid1501.081407.
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Corrales, Antonio. "Factors Impacting School Closure and Configuration." Journal of Cases in Educational Leadership 20, no. 4 (July 30, 2017): 85–105. http://dx.doi.org/10.1177/1555458917714285.
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Wright-Costello, Beth, and Kate Phillippo. "Constrained Consumers: Middle-Class Parents’ Resistance of School Closure and Consolidation in Chicago." Education and Urban Society 52, no. 9 (April 3, 2020): 1372–96. http://dx.doi.org/10.1177/0013124520908259.
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Many urban districts use a portfolio management model, hoping to promote school choice and improve school performance. This model requires school closure, which has predominantly impacted lower income families. In 2013, Chicago Public Schools relocated Granger Elementary into one of 48 schools it closed, placing its middle-class parents in the unusual position of resisting a school closure-related decision. Our case study explores parents’ resistance from a perspective of capital use and parental agency. Interview participants leveraged extensive capital in response to the proposed closure–relocation. When their efforts failed to halt the directive, they used their resources as consumers, largely finding their children spaces in other schools. Parents were unable to effectively exercise agency to influence district-level policy, but they secured educational advantages for their own children by leveraging their capital. Findings inform implications for market-based policy theory, equity, and democratic control of public schools.
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Brazil, Noli. "Effects of Public School Closures on Crime: The Case of the 2013 Chicago Mass School Closure." Sociological Science 7 (2020): 128–51. http://dx.doi.org/10.15195/v7.a6.
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Evans, Candace, Renita Moore, Scot Seitz, Isatou Jatta, Gabriel P. Kuperminc, and Christopher C. Henrich. "Youth Perspectives on Virtual After-School Programming During the COVID-19 Pandemic." Journal of Youth Development 16, no. 5 (December 14, 2021): 251–68. http://dx.doi.org/10.5195/jyd.2021.1063.
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After-school programs provide a range of support for students. During school closures due to the COVID-19 pandemic, many after-school programs were also forced to close or to find new ways to provide services to youth, such as through virtual after-school programming. We surveyed 244 youth who participated in virtual after-school programs about their access to virtual programming as well as their experiences. We considered their pre-closure experiences as well. We also surveyed 8 program directors of after-school programs who were providing virtual programming. We found that Internet access hindered the ability of more than 1 in 4 students to access the programs. Pre-closure program experiences, including ongoing relationships with program staff and positive peer relationships contributed to more positive experiences with virtual programming. Whenever students were able to access the programs, they generally reported positive experiences. This work has implications for after-school program providers, parents, and policymakers.
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Smith, William C. "Consequences of school closure on access to education: Lessons from the 2013–2016 Ebola pandemic." International Review of Education 67, no. 1-2 (April 2021): 53–78. http://dx.doi.org/10.1007/s11159-021-09900-2.
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AbstractThe COVID-19 pandemic has seen an unprecedented shutdown of society. Among the various safety measures taken, much attention has been given to school closure as a non-pharmaceutical mitigation tool to curb the spread of the disease through ensuring “social” (physical) distancing. Nearly 1.725 billion children in over 95% of countries worldwide have been affected by school closures implemented in April 2020 as the virus continued to spread. In the field of education, policymakers’ attention has been directed at keeping students on board through remote learning and addressing the immediate needs of schools upon reopening. The study presented in this article focuses on who remains absent after schools resume. Using publicly available survey data from the USAID Demographic Health Surveys Program and the UNICEF Multiple Indicator Cluster Survey from before and after the 2013–2016 Ebola pandemic in Guinea and Sierra Leone in West Africa, the author examined changes in school enrolment and dropout patterns, with targeted consideration given to traditionally marginalised groups. At the time, schools closed for between seven to nine months in the two countries; this length and intensity makes this Ebola pandemic the only health crisis in the recent past to come close to the pandemic-related school closures experienced in 2020. The author’s findings suggest that post-Ebola, youth in the poorest households saw the largest increase in school dropout. Exceeding expected pre-Ebola dropout rates, an additional 17,400 of the poorest secondary-age youth were out of school. This evidence is important for minimising the likely post-COVID-19 expansion in inequality. The author’s findings point to the need for sustainable planning that looks beyond the reopening of educational institutions to include comprehensive financial support packages for groups most likely to be affected.
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Ikeda, Masato, and Shintaro Yamaguchi. "Online learning during school closure due to COVID-19." Japanese Economic Review 72, no. 3 (June 10, 2021): 471–507. http://dx.doi.org/10.1007/s42973-021-00079-7.
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AbstractThis paper estimates the effects of school closure on students’ study time and the number of messages sent from teachers to students using an online learning service. We find that both study time and message numbers increased significantly from the beginning of the school closure but they returned to pre-COVID-19 levels when the state of emergency ended in late May 2020. In addition, we find that students with prior access to the online learning service at home and students at higher-quality schools increased their study time more than other students. However, we find no gender differences in these outcomes.
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Chaabane, Sonia, Sathyanarayanan Doraiswamy, Karima Chaabna, Ravinder Mamtani, and Sohaila Cheema. "The Impact of COVID-19 School Closure on Child and Adolescent Health: A Rapid Systematic Review." Children 8, no. 5 (May 19, 2021): 415. http://dx.doi.org/10.3390/children8050415.
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School closures during pandemics raise important concerns for children and adolescents. Our aim is synthesizing available data on the impact of school closure during the coronavirus disease 2019 (COVID-19) pandemic on child and adolescent health globally. We conducted a rapid systematic review by searching PubMed, Embase, and Google Scholar for any study published between January and September 2020. We included a total of ten primary studies. COVID-19-related school closure was associated with a significant decline in the number of hospital admissions and pediatric emergency department visits. However, a number of children and adolescents lost access to school-based healthcare services, special services for children with disabilities, and nutrition programs. A greater risk of widening educational disparities due to lack of support and resources for remote learning were also reported among poorer families and children with disabilities. School closure also contributed to increased anxiety and loneliness in young people and child stress, sadness, frustration, indiscipline, and hyperactivity. The longer the duration of school closure and reduction of daily physical activity, the higher was the predicted increase of Body Mass Index and childhood obesity prevalence. There is a need to identify children and adolescents at higher risk of learning and mental health impairments and support them during school closures.
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Karanxha, Zorka, Vonzell Agosto, William R. Black, and Claudius B. Effiom. "School Consolidation and the Politics of School Closure Across Communities." Journal of Cases in Educational Leadership 16, no. 3 (August 27, 2013): 31–46. http://dx.doi.org/10.1177/1555458913498477.
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ITOH, Shunsuke, and Ryoko KURAKAZU. "TRANSFORMATION OF SCHOOL SERVICES IN HJØRRING, DENMARK: SCHOOL CLOSURE, CONSOLIDATION AND ESTABLISHMENT OF PRIVATE SCHOOLS." AIJ Journal of Technology and Design 26, no. 62 (February 20, 2020): 251–56. http://dx.doi.org/10.3130/aijt.26.251.
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Green, Terrance. "“We felt they took the heart out of the community”: Examining a community-based response to urban school closure." education policy analysis archives 25 (March 13, 2017): 21. http://dx.doi.org/10.14507/epaa.25.2549.
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Massive school closures are occurring in urban school districts across the United States. Research suggests that school closures are the outcome of racialized neoliberal policies and decades of disinvestment that have left many urban districts with fiscal deficits and declining student enrollments. However, some urban communities have successfully organized against school closures and reopened neighborhood schools. As such, this study examines how leaders in a community-university coalition in the Midwestern United States reopened a high school that was closed by its district. This case study draws on interviews and document data, and describes the forces that promoted school closure and its impacts on the community. Concepts from social capital and social network theories are used to guide the analysis. Findings indicate these leaders leveraged networks to negotiate a community-university social contract, took strategic and socially connected actions, and formed a community-driven education task force. This study offers implications for policy, future research, and communities in similar contexts.
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VYNNYCKY, E., and W. J. EDMUNDS. "Analyses of the 1957 (Asian) influenza pandemic in the United Kingdom and the impact of school closures." Epidemiology and Infection 136, no. 2 (April 20, 2007): 166–79. http://dx.doi.org/10.1017/s0950268807008369.
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SUMMARYMany countries plan to close schools during a future influenza pandemic, although the potential impact is poorly understood. We apply a model of the transmission dynamics of pandemic influenza to consultation, serological and clinical data from the United Kingdom from the 1957 (Asian) influenza pandemic, to estimate the basic reproduction number (R0), the proportion of infected individuals who experience clinical symptoms and the impact of school/nursery closures. The R0 for Asian influenza was about 1·8 and 60–65% of infected individuals were estimated to have experienced clinical symptoms. During a future pandemic, closure of schools/nurseries could reduce the epidemic size only by a very small amount (<10%) if R0 is high (e.g. 2·5 or 3·5), and modest reductions, e.g. 22% might be possible if it is low (1·8) and schools are closed early, depending on assumptions about contact patterns. Further data on contact patterns and their dependence on school closures are needed.
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Witten, Karen, Robin Kearns, Nick Lewis, Heather Coster, and Tim McCreanor. "Educational Restructuring from a Community Viewpoint: A Case Study of School Closure from Invercargill, New Zealand." Environment and Planning C: Government and Policy 21, no. 2 (April 2003): 203–23. http://dx.doi.org/10.1068/c05r.
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Beyond their educational function, schools are frequently a focal point for community life. We argue that this latter role was compromised in New Zealand by a decade of neoliberal realignments within education policy. During the 1990s the abolition of school zones, the commodification of education, and the drive for efficiency in the allocation of educational resources undermined the place of school in community life. In this paper we explore the impacts of a school closure on an urban neighbourhood in Invercargill, New Zealand. We present and interpret narratives gathered during an interview-based study of the closure of Surrey Park Primary School. Our analysis highlights parents' perspectives on the role of the educational bureaucracy in the closure debate, the ambiguous role assigned to ‘community’ within the restructured system, the impact of the closure for low-income families, and the place of schools in contributing to the neighbourhood social cohesion. Our analysis concurs with international research suggesting that breaking links between schools and communities has potentially significant educational impacts on children.
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Lee, Jin, and Christopher Lubienski. "The Impact of School Closures on Equity of Access in Chicago." Education and Urban Society 49, no. 1 (July 27, 2016): 53–80. http://dx.doi.org/10.1177/0013124516630601.
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This study examines the impact of school closures on the sociospatial distribution of equitable access to schooling following the school closure policy pursued by the Chicago Public Schools in 2013. By examining access in terms of proximity between students and schools, the study estimates the changes in accessibility before and after school closings. The change in accessibility is compared with density maps constructed around a number of variables, including population aged 5 through 14 by race and ethnicity, proportion of families with children younger than 18 years old below the poverty level, and crime incidence during the previous 12 months. The overall results suggest that school closing may cause sociogeographic inequality in access to education.
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Mueed, Abdul, Taimoor Ahmad, Mujahid Abdullah, Faisal Sultan, and Adnan Ahmad Khan. "Impact of school closures and reopening on COVID-19 caseload in 6 cities of Pakistan: An Interrupted Time Series Analysis." PLOS Global Public Health 2, no. 9 (September 19, 2022): e0000648. http://dx.doi.org/10.1371/journal.pgph.0000648.
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Schools were closed all over Pakistan on November 26, 2020 to reduce community transmission of COVID-19 and reopened between January 18 and February 1, 2021. However, these closures were associated with significant economic and social costs, prompting a review of effectiveness of school closures to reduce the spread of COVID-19 infections in a developing country like Pakistan. A single-group interrupted time series analysis (ITSA) was used to measure the impact of school closures, as well as reopening schools, on daily new COVID-19 cases in 6 major cities across Pakistan: Lahore, Karachi, Islamabad, Quetta, Peshawar, and Muzaffarabad. However, any benefits were contingent on continued closure of schools, as cases bounced back once schools reopened. School closures are associated with a clear and statistically significant reduction in COVID-19 cases by 0.07 to 0.63 cases per 100,000 population, while reopening schools is associated with a statistically significant increase. Lahore is an exception to the effect of school closures, but it too saw an increase in COVID-19 cases after schools reopened in early 2021. We show that closing schools was a viable policy option, especially before vaccines became available. However, its social and economic costs must also be considered.
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Arnadi, Arnadi. "Revisiting the Relevance of School Closure Policy as Efforts to Prevent COVID-19 Infection Among Students in Indonesia." Jurnal Iqra' : Kajian Ilmu Pendidikan 5, no. 2 (December 10, 2020): 142–50. http://dx.doi.org/10.25217/ji.v5i2.1198.
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This article revisited the relevance of returning students home's national policy while avoiding the dangers of coronavirus 2019 in the school environment. There has been no medical certainty stating that the danger of the Coronavirus spread among schools is that the government must issue policies that are without good reason as the safest solution. On the other hand, the policy of returning students to study at home also raises some doubts. This study intended to examine various literatures on the suitability of government policies regarding school closures that have been running for almost one year. The data were then analyzed using a descriptive phenomenological approach to obtain medical reasons related to the risk of spreading the virus among school adolescents. Finally, the researchers found that the government policy to repatriate students is still motivated by excessive concern about the transmission of the epidemic among students in the school environment. Until now, the government has not had a strong reason to close schools to avoid the virus. On the other hand, this policy may impact on student learning and other socio-economic disadvantages. Thus, the government would consider these findings in evaluating policies related to overcoming the dangers of the pandemic in the school environment, which consider the disadvantages of education.
Keywords: Learning from Home, School Closure Policy, Learning in Covid-19 Condition
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Velojić, Dalibor. "Closure of Serbian elementary school in Shkodra in 1934." Zbornik radova Filozofskog fakulteta u Pristini 51, no. 3 (2021): 145–56. http://dx.doi.org/10.5937/zrffp51-33901.
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After signing the treaties of Tirana, Albania became the representative of Italy for the Balkans. The activities directed toward the Kingdom of Yugoslavia were determined by Yugoslav and Italian relations, which were rather tense at that period. General negation of Yugoslav presence in Albania was evident in the area of education, and as a result, Serbian schools were closed in territories predominantly inhabited with Serbian people, under the pretext of carrying out reforms. The example of the Serbian elementary school in Shkodra best reflects the effects of Albanian education policy regarding ethnic minorities. Archives of Yugoslavia, department of the Ministry of Education, contains the file (pages of documents) related to this school. This paper is based on the mentioned file, as well as available general literature on Yugoslav Albanian relations.
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Syeed, Esa. "“It just doesn’t add up”: Disrupting official arguments for urban school closures with counterframes." education policy analysis archives 27 (September 16, 2019): 110. http://dx.doi.org/10.14507/epaa.27.4240.
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Mass school closures have become commonplace in urban school districts. To explain their actions, school system leaders often rely on a dominant frame that presents closures as an inevitable, data-driven, and politically neutral phenomenon in an educational landscape defined by shrinking budgets, demographic changes, and increased school choice. In response, research has typically focused on how communities tell counternarratives that seek to interrupt official accounts of school closures. Using a critical frame analysis of qualitative data from the 2013 school closure process in Washington, DC, I discuss another grassroots approach to disrupting school closures: counterframes. Drawing on Critical Race Theory and social movement theory, I discuss counterframes as discursive arguments that allow communities to directly challenge official rhetoric and offer alternatives. Findings show that communities in DC crafted counterframes that pushed back on the notion that the closures were inevitable, questioned the data guiding the process, and attempted to expose hidden agendas and interests behind shuttering schools. The article concludes with the relevance of counterframes to broader educational mobilizations as well as their limitations.
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Abbott, Alison. "Protests mark threatened closure of medical school." Nature 415, no. 6869 (January 2002): 247. http://dx.doi.org/10.1038/415247b.
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Smith, Mary Ellen, Sandra K. Krafft, and Marylou K. McHugh. "Program Closure in a School of Nursing." Nurse Educator 24, no. 2 (March 1999): 20–22. http://dx.doi.org/10.1097/00006223-199903000-00008.
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Wiwanitkit, Viroj. "School closure, COVID‐19 and influenza A." Pediatric Pulmonology 55, no. 10 (July 28, 2020): 2501. http://dx.doi.org/10.1002/ppul.24972.
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Ewing, Eve L., and Terrance L. Green. "Beyond the Headlines: Trends and Future Directions in the School Closure Literature." Educational Researcher 51, no. 1 (October 13, 2021): 58–65. http://dx.doi.org/10.3102/0013189x211050944.
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With the looming impacts of COVID-19 on district budgets, the growth of school choice options, and population shifts across urban, suburban, and rural contexts, an increasing number of districts have closed schools and more districts are expected to follow this trend. Rich scholarship has examined school closures; however, this field of research is limited in scope and methodological approach, and overwhelmingly focuses on the mass urban school closures of the mid-2010s. This offers a timely opportunity to consider new directions in the field. In this article, we identify trends in the scholarship on school closures by examining the empirical research in this area over nearly two decades. We conclude by offering a research agenda for future scholarship on school closures.