Disparities in School Closures: A Growing Concern for Black Students
As schools close nationwide Black students – Across the United States, school districts are grappling with financial constraints driven by shrinking student numbers, dwindling budgets, and the expiration of pandemic-related aid. These challenges have reignited debates about consolidating schools and streamlining operations to save costs. Yet, the impact of these decisions is not evenly distributed. Our findings reveal that Black students and students from low-income backgrounds are disproportionately affected by closures, exacerbating existing inequities in education.
The Financial Context of School Closures
Over the past decade, approximately 1% of public schools have closed annually, according to our data. This means between 671 and 1,174 schools have shut down each year, displacing 100,000 to 250,000 students. In essence, the student population of a major district is often disrupted yearly by these closures. While the pandemic initially slowed the rate of permanent closures due to paused accountability measures and federal funding, the trend has since resumed, reaching levels comparable to pre-pandemic times.
A Pattern of Unequal Impact
Despite the statistical averages, the burden of closures falls heaviest on marginalized communities. Our analysis shows that majority-Black schools and high-poverty institutions are more frequently targeted for closure. In 2024-2025, schools with a Black majority accounted for roughly a quarter of all closures, even though they make up less than 10% of the total school population. Similarly, high-poverty schools exhibit a similar trend, with a higher proportion of closures than their representation in the system would suggest.
Decades of research confirm that these communities are not just affected by closures—they are systematically prioritized for them.
This disparity is not merely a coincidence. Even when schools face the same enrollment declines, those serving Black students are twice as likely to be closed compared to schools with no such demographic concentration. For instance, in high-poverty districts experiencing a 50% drop in student numbers, closures of schools with all Black student bodies were significantly more common than in schools with mixed populations.
Academic Consequences of Displacement
The effects of school closures extend beyond immediate financial savings. For students, these changes often disrupt their learning environments, relationships, and daily routines. Research from multiple cities highlights how these disruptions disproportionately harm academic progress. When students are moved to schools of similar or lower quality, they frequently experience short-term declines in performance. In Chicago, displaced students saw no improvement in reading or math skills during the year before their schools closed, unless they transferred to higher-performing institutions.
For many, the shift to a less supportive school reeks of lost opportunity.
Philadelphia studies echo this pattern, finding that students who moved to underperforming schools saw no overall gains in achievement. However, those who transitioned to better schools did show measurable improvements. This suggests that while closures can sometimes benefit students, they also risk leaving others behind. Moreover, the influx of displaced students into existing schools often strains resources, leading to reduced academic outcomes for the entire student body.
Systemic Barriers and Long-Term Risks
Systemic challenges such as long commutes, unreliable transportation, and limited capacity in receiving schools further complicate the picture. These barriers prevent displaced students from accessing higher-quality education, limiting the potential benefits of closures. For example, students forced to travel farther faced increased rates of absenteeism and suspensions, indicating that the disruption extends beyond the classroom.
While closures are often framed as a cost-saving measure, their financial impact is not always straightforward. Evidence from Texas suggests that the long-term costs of school closures can outweigh short-term savings. These closures are linked to measurable declines in test scores, higher disciplinary incidents, and reduced rates of high school graduation and college enrollment. The ripple effects also include lower employment rates and earnings among adults who attended closed schools.
Equity in Educational Recovery
One of the most pressing concerns is how closures hinder the progress of students still recovering from pandemic-related setbacks. Black and low-income students have experienced the largest academic losses, yet they have also shown the most significant gains in recent years. Stability is crucial to maintaining this momentum. Closing schools risks undoing the hard-earned improvements by creating instability in learning environments and disrupting established support systems.
These findings underscore the need for targeted policies that address the unique challenges facing Black students and low-income families. While consolidation can be a necessary strategy, it must be done with equity in mind. For instance, districts should prioritize preserving schools that serve vulnerable populations and invest in strategies to improve performance rather than closing them outright. This approach would not only reduce displacement but also ensure that all students have access to quality education.
A Call for Reform
As the push for school closures intensifies, it is essential to recognize the deeper implications for equity. The data clearly shows that these decisions are not neutral—they reinforce existing gaps in educational access and outcomes. By prioritizing closures in majority-Black and high-poverty schools, districts risk perpetuating cycles of disadvantage. This calls for a reevaluation of how closures are decided, emphasizing the need for inclusive planning and sustained investment in underserved communities.
In conclusion, the ongoing wave of school closures highlights a critical issue: the need to address educational inequities through thoughtful policies. While financial pressures are real, they should not come at the expense of the most vulnerable students. By ensuring that closures are equitable and that support systems remain intact, school districts can better serve all students and foster long-term academic success.
