CERP3 contributors: Jason Jabbari and Yung Chun
Anglum, J. Cameron, Dorothy Rohde-Collins, Jason Jabbari, and Yung Chun. (2025). Assessing Permanent School Closures: A Conceptual Framework. (EdWorkingPaper: 25-1229). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/46b0-g527
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.