School closures can have negative impacts on the students attending them and the residential communities surrounding them, suggesting overlapping negative impacts on local children. Yet, it remains unclear that these two populations are one in the same. The current study uses administrative enrollment data from 18 public-school closures in Baltimore City (2010–15) to quantify student-resident displacement rates across neighborhoods. I find that closures displaced a small proportion of student-residents from many different neighborhoods, rather than displacing a large proportion of any one residential community. Displaced students’ residential neighborhoods are spatially dispersed and socio-demographically diverse. Employing school fixed-effects modeling to compare displaced students with their classmates, I show how recognizing these variations in geospatial dispersion can help to predict post-closure enrollments among displaced students. Findings suggest that many students and neighborhoods experience school closure as decoupled rather than doubled, with implications for how policies can better mitigate impacts of school closure.

学校停课可能对就读学生和他们周围的住宅社区产生负面影响，这表明对当地儿童的负面影响重叠。然而，目前尚不清楚这两个群体是否属于同一群体。目前的研究使用来自巴尔的摩市（2010-15 年）关闭的 18 所公立学校的行政招生数据来量化各个社区的学生居民流离失所率。我发现关闭使来自许多不同社区的一小部分学生居民流离失所，而不是取代任何一个住宅社区的大部分。流离失所的学生居住区空间分散，社会人口结构多样。使用学校固定效应模型来比较流离失所的学生和他们的同学，我展示了识别地理空间分散的这些变化如何有助于预测流离失所学生的关闭后入学率。调查结果表明，许多学生和社区将学校停课视为脱钩而不是加倍，这对政策如何更好地减轻学校停课的影响产生了影响。