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Using data for all students and teachers in Michigan schools that opened or closed between 2010-11 and 2018-19, it applies event-study models to estimate effects as local school supply evolves. Results show disruptive initial impacts on math and English/Language Arts, followed by recovery over three years, discussed through resources, equity, and opportunity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/whats-old-is-new-school-openings-closings-and-student-achievement-technical-report/587734/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/whats-old-is-new-school-openings-closings-and-student-achievement-technical-report/587734.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main research question of this paper?","Question",{"text":112,"@type":113},"How student achievement changes after students transfer to schools that are newly opened, using evidence from Michigan school openings and closings over time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and method does the paper use?",{"text":117,"@type":113},"It uses data on all students and teachers in Michigan for schools opening or closing between 2010-11 and 2018-19, estimating event-study models of student outcomes as local school supply changes.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes does the paper find after transfer to a newly opened school?",{"text":121,"@type":113},"The paper finds initial disruptive effects on math and English/Language Arts, with those effects recovering over a three-year period.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587734,1792208587,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","What’s Old is New?  \nSchool Openings, Closings, and Student Achievement  \nDanielle Sanderson Edwards and  \nJoshua Cowen  \nTechnical Report Published July 2024  \nWhat’s Old is New?  \nSchool Openings, Closings, and Student Achievement  \n(Original REACH Proposal ID: Papers 1B/1C)  \nDanielle Sanderson Edwards, Old Dominion University Joshua Cowen, Michigan State University (corresponding author)  \nJuly 2024  \nAbstract  \nIn this paper we examine how student achievement changes after transfer to a newly opened school. Using data on all students and teachers in schools opening or closing in Michigan between 2010-11 and 2018-19, we estimate event study models of student outcomes as the local supply of schools changes over time. We find evidence for initial disruptive effects of transferring to a new school on math and English/Language Arts, which eventually are recovered over a three-year time period. Given the high cost of school construction and maintenance and the fact that students of color and lower income students are disproportionately among those attending an opened school, we discuss these results in the contexts of resources, equity and opportunity.1  \nIntroduction  \nThe impact of newly constructed schools on student and, or, community outcomes is an important though understudied policy question. What results when districts or other authorities open a new school (hereafter referred to as a “school opening”) is relevant to several major and often controversial debates: the role that families’ residential options play in their children’s academic success; the role of school finance and of state and local funding options in equity and access; and—  \n1Funding and Disclaimer Statements: This work is one of a series of projects on school choice and school access funded by the U.S. Department of Education Institute for Education Sciences (\\# R305C180025) to The National Center for Research on Education Access and Choice (REACH Center)”at Tulane University (sub-contract to Joshua Cowen and Katharine Strunk at Michigan State University). This research used data structured and maintained by the MERIMichigan Education Data Center (MEDC). MEDC data is modified for analysis purposes using rules governed by MEDC and are not identical to those data collected and maintained by the Michigan Department of Education (MDE) and/or Michigan’s Center for Educational Performance and Information (CEPI). While at Michigan State University, Jesse Wood, now of Abt Associates, provided important insight and data analysis at earlier stages of this project’s development. We thank Jon Valant for helpful feedback on earlier versions of the manuscript at the APPAM virtual meetings in November 2020 and members of the REACH research advisory board for comments during a presentation in May 2023 . Results, information and opinions solely represent the analysis, information and opinions of the author(s) and are not endorsed by, or reflect the views or positions of, grantors, MDE and CEPI or any employee thereof. All errors are our own.  \nat times—opportunities for school choice within and between traditionally organized districts and across school sectors. In addition, school construction and access to high quality learning facilities are both questions of public investment. From 1995 to 2013, new building construction accounted for 45% of the $99 billion spent annually on school capital expenditures nationwide, despite overall public-school enrollment declines in 16 states (21st Century Fund, et al. 2016) . Through 2017, the average age of an American school building was 44 years, with 12 years having elapsed since the last major renovation, on average (Education Week 2017) .  \nOverall, 82 percent of capital outlays on school buildings are borne by local communities (Education Week 2017) leaving school facilities and maintenance, as well as access to state-of-the-art learning environments, sources of potential disparities between wealthy communities and those wi","cbCaifa7TJuHzQv2","https://ap.wps.com/l/cbCaifa7TJuHzQv2","pdf",2590058,34,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main research question of this paper?\",\"answer\":\"How student achievement changes after students transfer to schools that are newly opened, using evidence from Michigan school openings and closings over time.\"},{\"question\":\"What data and method does the paper use?\",\"answer\":\"It uses data on all students and teachers in Michigan for schools opening or closing between 2010-11 and 2018-19, estimating event-study models of student outcomes as local school supply changes.\"},{\"question\":\"What outcomes does the paper find after transfer to a newly opened school?\",\"answer\":\"The paper finds initial disruptive effects on math and English/Language Arts, with those effects recovering over a three-year period.\"}]","What’s Old is New? - School Openings, Closings, and Student Achievement - Technical Report | PDF",1792062829,86]