Publications
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Housing, Neighborhoods, and Opportunity: The Location of New York City’s Subsidized Affordable Housing
This report examines changes in the location and neighborhood characteristics of subsidized rental housing in New York City. The study shows that the distribution of subsidized rental units across New York City’s neighborhoods changed significantly between 2002 and 2011, not just as a result of new development, but also because of differential opt-out rates across neighborhoods. As a result, the city is losing affordable housing in the neighborhoods with the highest quality schools, lowest crime rates, and greatest access to jobs. Released in conjuction with the report, the Subsidized Housing Information Project (SHIP) is an online, searchable database of privately-owned, subsidized rental housing in New York City. View the press release or view the NYU Furman Center's infographic, New York City's Opt-Out Outlook.
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Do Housing Choice Voucher Holders Live Near Good Schools?
The Housing Choice Voucher program was created, in part, to help low-income households reach a broader range of neighborhoods and schools. This study explores whether low-income households use the flexibility provided by vouchers to reach neighborhoods with high performing schools. "Do Housing Choice Voucher holders live near good schools?" was published in the Journal of Housing Economics in March 2014.
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High Stakes in the Classroom, High Stakes on the Street: The Effects of Community Violence on Students’ Standardized Test Performance.
This paper examines the effect of exposure to violent crime on students’ standardized test performance among a sample of students in New York City public schools. To identify the effect of exposure to community violence on children’s test scores, we compare students exposed to an incident of violent crime on their own blockface in the week prior to the exam to students exposed in the week after the exam. The results show that such exposure to violent crime reduces performance on English Language Arts assessments, and no effect on Math scores. The effect of exposure to violent crime is most pronounced among African Americans, and reduces the passing rates of black students by approximately 3 percentage points.
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Race and Neighborhoods in the 21st Century: What Does Segregation Mean Today?
Recent research has argued that racial segregation is no longer a concern in the 21st century. In response, this paper revisits these concerns about racial segregation and neighborhoods to assess their relevance today. This working paper finds that while segregation levels between blacks and whites have certainly declined, they remain quite high; Hispanic and Asian segregation have, meanwhile, remained unchanged. Further, this paper shows that the neighborhood environments of minorities continue to be highly unequal to those enjoyed by whites. Blacks and Hispanics continue to live among more disadvantaged neighbors, to have access to lower performing schools, and to be exposed to more violent crime. Further, these differences are amplified in more segregated metropolitan areas. See the Research Brief: Race and Neighborhoods in the 21st Century.
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Do Federally Assisted Households Have Access to High Performing Schools?
This study describes the elementary schools closest to families receiving four different forms of housing assistance, and finds that families in Project-based Section 8 developments and Public Housing and recipients of Housing Choice Vouchers tend to live near schools with lower test scores than the schools near the typical poor household. Only families in Low Income Housing Tax Credit (LIHTC) housing have access to schools that are slightly better than the schools available to other poor families. The report also finds that, despite the flexibility provided by vouchers, families with Housing Choice Vouchers, on average, live near lower performing schools than families in Project-based Section 8 or LIHTC developments. The report provides results for the 100 largest metropolitan areas, which show that assisted households tend to live near relatively higher performing schools in metropolitan areas with certain characteristics, including smaller size and less racial segregation. The analysis relies on a variety of different large data sources that have been brought together for the first time, including a national file of subsidized housing tenants from the Department of Housing and Urban Development (HUD), HUD’s publicly available LIHTC dataset, and data from the U.S. Department of Education on proficiency rates in math and English and additional school characteristics. In addition to the report below, the complete findings may be found in Appendix A (state-by-state tables), Appendix B (metropolitan area tables), Appendix C (national distributions of family units by school performance), and Appendix D (top 100 MSAs – percentile rankings for each housing program).
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Racial Segregation in Multiethnic Schools: Adding Immigrants to the Analysis
The authors explore how increases in immigration are likely to affect school segregation by comparing the schools that foreign-born and native-born minorities in New York City attend. They find that foreign-born blacks, Hispanics, and Asians tend to be more racially isolated than their native-born counterparts, even after controlling for differences in language skills and income. The heightened isolation is partially linked to the clustering of immigrant students from particular regions or countries within the same schools. How an increase in foreign-born students in a school district will shape racial segregation therefore will depend on the racial composition of the immigrant students as well as their country of origin.
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Do Vouchers Help Low Income Households Live in Safer Neighborhoods? Evidence on the Housing Choice Voucher Program
This article examines an important potential justification for the Housing Choice Voucher Program, namely, whether participants are able to access safer neighborhoods. We found that, in 2000, voucher households occupied neighborhoods that were about as safe as those housing the average poor renter household and were significantly safer than those in which households assisted through place-based programs lived.
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Foreclosure and Kids: Does Losing Your Home Mean Losing Your School?
The second in a two-part series on the effects of the foreclosure crisis on children, this report addresses the relationship between foreclosure and student mobility. New York University’s Institute for Education and Social Policy (IESP) and Furman Center for Real Estate and Urban Policy find that New York City public school students living in buildings entering foreclosure are more likely to switch schools than their peers, less likely to leave the school system, and that their new schools tend to be lower performing than the ones they left.
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Does City-Subsidized Owner-Occupied Housing Improve School Quality? Evidence from New York City
Policymakers have long promoted homeownership as a mechanism for community change. While previous studies have shown a positive association between homeownership and education at the individual level, ours is the first to systematically report on the effect of subsidized, owner-occupied housing on local schools. This New York City-focused analysis suggests that investments in subsidized, owner-occupied housing are associated with an increase in standardized reading and math scores at local schools, whereas similar investments in rental housing are not associated with any improvement in school quality. Subsidized, owner-occupied housing has also changed the demographic characteristics of local schools in New York City, increasing the percentage of white students and decreasing the percentage eligible for free lunch.
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Does Losing Your Home Mean Losing Your School?: Effects of Foreclosures on the School Mobility of Children
In the last few years, millions of homes around the country have entered foreclosure, pushing many families out of their homes and potentially forcing their children to move to new schools. Unfortunately, despite considerable attention to the causes and consequences of mortgage defaults, we understand little about the distribution and severity of these impacts on school children. This paper takes a step toward filling that gap through studying how foreclosures in New York City affect the mobility of public school children across schools. A significant body of research suggests that, in general, switching schools is costly for students, though the magnitude of the effect depends critically on the nature of the move and the quality of the origin and destination schools.
