What’s Old is New? School Openings, Closings, and Student Achievement

December 20, 2024 | By Danielle Sanderson Edwards, Joshua M. Cowen

This paper examines changes in student achievement following transfers to newly opened schools in Michigan from 2010-11 to 2018-19. Using event study models, it identifies initial disruptive effects on math and English/Language Arts, with recovery over three years. The findings are discussed in the context of the high costs of school construction, resource allocation, and equity, particularly for students of color and lower-income students, who are disproportionately affected.