Debunking the Myths of School Closures

In cities across the country, education officials are closing public schools en masse, impacting thousands of students, disproportionately those from communities of color or low-income families. Officials use a variety of justifications to defend the closures, citing everything from budget concerns to promises of better opportunities for students. But as this new infographic from the Opportunity To Learn Campaign illustrates, these justifications don’t hold up to scrutiny. Here is what the evidence from past and current school closures says: [Click here for more information and citations. And don't forget to share it on Facebook and Twitter!] Want to take action? Here's what to do: Read up on the alternatives. You can't improve schools by closing them – here is what we should be doing instead to support and turn around struggling schools. Find out if there's a local organizing group in your community fighting school closures. Contact the Journey for Justice coalition and Alliance for Educational Justice. Share this infographic on Facebook and Twitter. And view and share our previous infographic, "The Color of School Closures."
The National Opportunity to Learn Campaign 675 Massachusetts Avenue, 8th Floor | Cambridge, MA 02139 www.otlcampaign.org | 617-876-7700 Privacy Policy | Email Preferences ----------------------------------------------------------------------------------------------------------- Digging Deeper: More information Most students won’t go to better schools. The vast majority of students from closing schools are transferred to receiving schools that are struggling just as much as or worse than the schools that closed. A February 2013 report from Research for Action compares 32 schools recommended for closure or consolidation in Philadelphia with the 51 planned receiving schools. Overwhelmingly, the receiving schools posted similar or worse scores on the state math and reading exams and were in similar corrective action plans for failing to meet adequately yearly progress. A 2009 University of Chicago report on the effect of past closures in Chicago found that 40% of students from closing schools transferred to receiving schools that were on probation. 42 % transferred to schools with scores on the Iowa Tests of Basic Skills in the lowest quartile. Just 6% of students transferred to receiving schools with scores in the top quartile, most of them traveling well outside their designated attendance area to find a school with open seats. Closures won’t save the district big bucks. Closing schools is expensive. Officials have to pay to relocate and store inventory; transport students to new schools; renovate receiving schools to accommodate the influx of new students; reassess, fix up, and maintain or demolish closed school buildings. It can particularly difficult to sell closed school properties because they are often in economically disadvantaged areas with little investment, which forces the city to continue maintaining the properties. A 2012 audit of the closure and consolidation of 23 schools in Washington, D.C. in 2008 found that total cost of the closures was 39.5 million, roughly 4 times what the district was expected to save. A WBEZ Chicago report about the city’s current plans to close 50 public schools this fall notes that education officials have used the school district's $1 billion deficit as justification for the closures. Simultaneously, those officials are planning to put all the savings from the closed schools, plus an additional $329 million from new bond sales, towards improving the receiving schools. So not only is the district not saving money, it’s going further into debt. A 2011 report from the Pew Charitable Trusts examined the cost of past school closures in Chicago, Detroit, Kansas City, Milwaukee, Pittsburgh and Washington, D.C. The report found that "no district has reaped anything like a windfall" from selling or leasing closed school buildings because they are costly to maintain and are often located in low-investment areas with few interested buyers: “As of the summer of 2011, at least 200 school properties stood vacant in the six cities studied – including 92 in Detroit alone – with most having been empty for several years…Milwaukee spends more than $1 million a year maintaining vacant buildings, Pittsburgh $2 million, and Kansas City close to $3 million.” These aren’t empty schools. In determining the optimal number of students in a given school, education officials employ a double standard in terms of classroom “utilization.” Despite the documented benefits of small class sizes, a public school with 15-20 students per classroom can be labeled “underutilized,” while private schools (to which many politicians send their children) and charters just a few blocks away can pride themselves on having small class sizes. In Chicago, an analysis by researcher Jeanne Olson and a WBEZ report both highlight that the city’s utilization formula assumes from the start that every school should have 30-36 students per class. Anything less and the school is deemed “underutilized.” Closures do have a big impact – on everyone. School closings impact and disrupt whole communities. Many receiving schools aren’t equipped for an influx of new students. Though the receiving schools may get some additional resources from the district, chances are it won’t be enough to accommodate the needs of the incoming students, most of whom are from low-income communities. This creates a cycle of struggling schools and sets up the receiving schools for future closure. Students from closed schools will have to travel across unfamiliar neighborhoods to get to their new schools. This is a particular concern in Chicago, where some students will be forced to walk through gang territory. During non-school hours, school buildings often house pre-K programs, health clinics and other community programs. Closing the buildings destroys this hub of community resources. School closures fit into a larger pattern of community disinvestment, declining public housing and unemployment. Many of the neighborhoods with closing schools have seen their hospitals and police stations closed as well. Want to take action? Here’s what to do. Read up on the alternatives. You can’t improve schools by closing them – here’s what we should be doing instead to support and turn around struggling schools. Find out if there's a local organizing group in your community fighting school closures. Contact the Journey for Justice coalition and Alliance for Educational Justice, or send us an email. Share this infographic on Facebook and Twitter. And view and share our previous infographic, “The Color of School Closures." Tags: National School Closures District of Columbia Education as a Civil Right Equitable Funding Streams Equitable Materials and Policies Threats to Public Education Illinois New York Pennsylvania ----------------------------------------------------------------------------------------------------------- The Color of School Closures Posted on: Tuesday April 23rd, 2013 Mass school closings have become a hallmark of today's dominant education policy agenda. But rather than helping students, these closures disrupt whole communities. And as U.S. Department of Education data suggests, the most recent rounds of mass closings in Chicago, New York City and Philadelphia disproportionately hurt Black and low-income students. What can you do to end these discriminatory and unacceptable school closures? Share this infographic with your friends on Facebook and Twitter – start the conversation in your community! Send us your stories and data about closings in your district. Learn about alternatives that support students rather than close school doors on them. There is no evidence to suggest that school closures work. Despite what policymakers say to justify these mass closures, reports have shown that the majority of student who are affected do not get placed in high performing schools. And though closures are often touted as a way for districts to save money in tough economic times, those savings often fail to materialize and can in reality cost taxpayers millions in hidden costs. What is the alternative to closing schools? Evidence-based policies that provide students, schools and communities with the opportunities and resources they need to succeed, including: Wraparound academic, health and social services to help struggling students get back on track Recruiting, training and retaining high-quality teachers in every classroom Equitable school funding systems so that those who face the toughest hurdles receive the greatest resources Universal high-quality pre-K so that all students start school ready to learn Expanded learning time, including after-school and summer programming Turning schools into community hubs that provide expanded services to both students and community members For more information, check out this report from Communities for Excellent Public Schools, "A Proposal for Sustainable School Transformation." Here are just a few of the many groups organizing against school closures in the cities highlighted in the infographic. If your organization is doing anti-closures work, let us know and we'll add it! Chicago: Kenwood Oakland Community Organization New York: Coalition for Educational Justice Philadelphia: Philadelphia Student Union National: Journey for Justice Tags: National District of Columbia Education as a Civil Right Equitable Funding Streams Equitable Materials and Policies Threats to Public Education Illinois Pennsylvania -----------------------------------------------------------------------------------------------------------

AFT President Randi Weingarten calls for "Reclaiming the Promise" of Public Education

"Public education is under assault." 

"They aren't in education to make a difference. They are in education to make a buck." -- Randi Weingarten

AFT
Reclaiming the Promise - Uniting for Public Schools

Published on Jul 22, 2013

In her speech at TEACH 2013 AFT President Randi Weingarten contrasts AFT's vision for "Reclaiming the Promise" of quality public education for all with corporate education "reformers" ineffective approach of cuts, competition and closings.

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Dallas ISD did not vote last year to close "11 underperforming schools"

Editorial: Dallas ISD trustee's outrageous outburst

• "Dallas ISD trustee Bernadette Nutall has often impressed us. She brings valuable experience as a community outreach educator to the board, has supported several important reform efforts and courageously voted last year to close 11 under performing district schools, including five in her southern Dallas district. We’ve admired her composure and professionalism."

The above statement from a recent Dallas Morning News Editorial is incorrect. Dallas ISD did not vote to close 11 under performing district schools. Test score performance played no part in the decision.. On January 26, 2012, Trustees voted to close the 11 schools in order to save money - $11.5 million dollars.
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The crowd reacts as DISD trustee Lew Blackburn, center, called for the removal of Joyce Foreman, not pictured, prior to a vote on a proposal to close 11 schools. Trustees approved the $11.5 million cost-cutting plan in a 6-2 vote... Dallas ISD trustees vote to close 11 schools
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The money saved was a mere drop in the billion dollar budget.

At the end of the 2011-2012 school year - four months after voting to close the schools - Dallas ISD ended the 2011-2012 school year with a budget surplus. Another surplus is expected at the end of this school year.

Within five months after closing the schools, the Dallas Morning News Editorial Board and Todd Williams, who had become Chair of the Dallas ISD Citizens Budget Review Commission wanted the schools to be turned over to private charter school operators.

City Park Elementary, Frazier Elementary, Wheatley Elementary, Harllee Elementary, Arlington Park Elementary, Fannin Elementary, Bonham Elementary, O.M. Roberts Elementary, H.S. Thompson Elementary, D. A. Hulcy Middle School, Pearl C. Anderson Middle School
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Editorial: Opportunity for DISD, charters in closed campuses-June 17, 2012

"Todd Williams, a former Uplift Education board member who chairs DISD’s citizens budget review commission, sees it, too. His idea to require charter tenants to maintain at least state-recognized standing makes sense for quality control.

  

"Those eight elementary schools and one middle school are closed, perhaps forever. Shifting school-age populations left these buildings too empty to keep open. DISD trustees were right to make the wrenching decision to shutter them and save about $11.5 million in operating expenses.

Now, those campuses represent something different: opportunity."

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Todd Williams - Williams Preparatory Charter School - Uplift Charter Education

Todd Williams - appointed by Trustee Bernadette Nutall to represent District 9 on Dallas ISD Citizens Budget Review Commission

Todd Williams - former Uplift board member

Todd Williams - head of Committ

Todd Williams - former chair - Dallas ISD Citizens Budget Review Commission

Todd Williams - Education Advisor - Mayor Mike Rawlings

Phillip Montgomery - first Chair - Dallas ISD Citizens Budget Review Commission

Phillip Montgomery - founding Chairman - Uplift Charter Education - 2003-2011

Proposed budget cuts, mid-year grade level changes and school closings on Thursday’s agenda
DISD Trustees Don't Want to Close Campuses. But They're Told:They Have No Other Choice
Pressure mounts to pull school closure plan from tomorrow’s Dallas ISD school board meeting
Mayor Rawlings and Dallas ISD Board President Blackburn agree on: the need for more charter school
Dallas ISD says it won’t sell school buildings that were closed this month
What should DISD do with the closed schools?
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 DISD Trustees Don't Want to Close Campuses. But They're Told:They Have No Other Choice

" Later, Carla Ranger would characterize that number as "arbitrary..."

 "Ranger, who spent most of Thursday trying to put off the inevitable by delaying several items on the January 26 voting agenda, once again requested the trustees to put off voting on consolidation. But she wasn't asking for a mere month.

"I think we ought to take the opportunity to look at this for another year," she said. "There's a lot to be considered." Yes, she said, these campuses are small, "but there's a lot to be said for smaller schools. They have been and are being touted and promoted as being very successful schools, and many of these are high-performing schools. It was an arbitrary decision: 'Let's go below this number.' ... I am not ready or convinced this is what we ought to do."