In this essay, Jacob Fay explores three potential moral claims underpinning popular objections to school closure: parental rights, existing value, and schools as democratic institutions. He argues that while each may reflect a compelling value, neither parental rights nor existing value sufficiently support an objection to closure. On the other hand, he proposes an account of schools as democratic institutions that emphasizes the importance of a distinction between education for democracy and education within democracy. The former refers to the knowledge and skills schools must develop in children so that children are prepared to live in a democracy; the latter acknowledges that schools are subject to democratic control. This account of schools as democratic institutions offers an important set of considerations that entail a clear but contingent limitation to the use of closure as school reform policy.