"Closing and Opening Schools: The Association between Neighborhood Characteristics and the Location of New Educational Opportunities in a Large Urban District
Abstract
:New charter schools can potentially provide disenfranchised students with enhanced academic opportunities while simultaneously serving as neighborhood anchors that reinforce neighborhood socioeconomic growth. However, for both of these arguments to be true, charter schools would have to replace low-performing public schools in currently disadvantaged, but revitalizing, neighborhoods. Using data from the Chicago Public Schools, the Common Core, and the Census, we examine the neighborhood and school-level factors that account for where elementary schools closed and opened in Chicago during the late 1990s and 2000s. We find that schools in disadvantaged neighborhoods were more likely to close, but only because these were also underperforming and under-enrolled schools. After controlling for educational demand, new schools were more likely to open in neighborhoods that showed signs of socioeconomic revitalization and declining proportions of white residents.
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In cities like Baltimore, selective-enrollment, magnet, and charter schools are often located outside of highly disadvantaged neighborhoods, necessitating longer commutes for the disadvantaged students who are most likely to be taking public transportation.
“Second, in cities like Baltimore, selective-enrollment, magnet, and charter schools are often located outside of highly disadvantaged neighborhoods, necessitating longer commutes for the disadvantaged students who are most likely to be taking public transportation (Burdick-Will, Keels, and Shuble 2013;Lubienski, Gulosino, and Weitzel 2009;Stein et al. 2017).”
From Danger on the way to school: exposure to violent crime, public transportation, and absenteeism (2019) · cites this paper as Burdick-Will, Keels, and Shuble 2013
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Danger on the way to school: exposure to violent crime, public transportation, and absenteeism
Burdick-Will, J., Stein, M., & Grigg, J. (2019) · Sociological Science · doi:10.15195/v6.a5 · Cited by 81 · see citing works
“…enrollment, magnet, and charter schools are often located outside of highly disadvantaged neighborhoods, necessitating longer commutes for the disadvantaged students who are most likely to be taking public transportation (Stein et al., 2017; Burdick-Will et al., 2013; Lubienski et al., 2009).”
BackgroundSelf-citation
- Authors
- Burdick-Will, J., Keels, M., & Schuble, T.
- Affiliations
- University of Chicago
- University of Chicago (US)
- Corresponding author
- Keels, Micere
- ORCID
- Keels, Micere
- Venue
- Journal of Urban Affairs
- Publisher
- Informa UK Limited
- Published
- 2013-02
- Volume
- 35
- Issue
- 1
- Pages
- 59-80
- ISSN
- 0735-2166 (ISSN-L)
- 1467-9906
- OpenAlex
- W2075918346
- Cited by
- 87
- References
- 28
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 4 · 2023: 6 · 2022: 9 · 2021: 5 · 2020: 9 · 2019: 16 · 2018: 5 · 2017: 10 · 2016: 9 · 2015: 3 · 2014: 3 · 2013: 2
- FWCI
- 27.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Urban Affairs (publishedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Sociology and Political Science › Urban, Neighborhood, and Segregation Studies
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- charter schools, school closures, school opening, neighborhood characteristics, neighborhood revitalization, socioeconomic segregation, educational demand, academic performance, Chicago Public Schools, urban education
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