Across the country, urban school districts are opting to close under-enrolled schools as a way to consolidate resources. Motivated by a reported $1 billion deficit and declining enrollments in depopulating neighborhoods, the Chicago Board of Education voted in May 2013 to close 49 elementary schools and one high school program located in an elementary school--the largest mass school closure to date. In order to accommodate the nearly 12,000 displaced students, Chicago Public Schools (CPS) designated specific "welcoming" schools for each of the closed schools. In this report, the authors provide evidence of the short-term and multi-year impacts of the 2013 CPS school closures on students' academic, behavioral, and other relevant outcomes. Using a mixed methods design, they sought to answer two primary questions: (1) How did staff and students affected by school closings experience the school closings process and subsequent transfer into designated welcoming schools? and (2) What effect did closing schools have on closed and welcoming schools students' mobility, attendance, suspensions, test scores, and core GPAs? In answering these questions, they illuminate the voices and experiences of the staff and students most directly affected by closures across six welcoming schools. [Included are commentaries by Eve L. Ewing and Douglas N. Harris. Additional support for this report was provided by the Consortium Investor Council.]