Publications
-
Can Homeownership Transform Communities? Evidence on the Impact of Subsidized, Owner-Occupied Housing Investments on the Quality of Local Schools
While recent evidence demonstrates that subsidized investments in owneroccupied housing can lead to increases in property values (Schwartz et al. 2006), the impact of such housing on other community amenities is largely unexamined. Yet, the response of local services to public investments is crucial for policy-makers and community development practitioners who view increasing subsidized homeownership as a mechanism to improve urban neighborhoods. Drawing on evidence from New York City, we examine the impact of subsidized housing on the quality of local schools by studying exogenous variation in city investments in owner and rental units. Specifically, we explore whether – and in what ways – publicly financed investments in owner- or renter-occupied housing made in the late 1980s and 1990s by the City of New York affected the characteristics and performance of local public schools. Our results suggest that the completion of subsidized, owner-occupied housing is associated with a decrease in schools’ percentage of free lunch eligible students, an increase in schools’ percentage of white students, and controlling for these compositional changes, a positive change in pass rates on standardized reading and math exams.
-
An Opportunity to Stabilize New York City’s Neighborhoods: A Fact Sheet on the Neighborhood Stabilization Program
A core mission of the Furman Center is to provide essential data and analysis about New York City’s housing and neighborhoods to those involved in land use, real estate development, community economic development, housing, research and urban policy. Towards this end, we present this fact sheet describing some of the ways that government agencies and other stakeholders can use data to target the use of funds made available to stabilize neighborhoods in the wake of the foreclosure crisis.
-
Immigration and Urban Schools: The Dynamics of Demographic Change in the Nation’s Largest School District
The authors use a rich data set on New York City public elementary schools to explore how changes in immigrant representation have played out at the school level, providing a set of stylistic facts about the magnitude and nature of demographic changes in urban schools. They find that while the city experienced an overall increase in its immigrant representation over the 5 years studied, its elementary schools did not. Although the average school experienced little change during this period, a significant minority of schools saw sizable shifts. The change does not mirror the White flight and ‘tipping’ associated with desegregation but rather suggests a tendency to stabilize, with declines in immigrant enrollments concentrated in schools with larger immigrant populations at the outset. The authors also find that changes in the immigrant shares influence the composition of the school’s students, and that overall school demographic changes do not mirror grade-level changes within schools.
-
Continuing Isolation: Segregation in America Today
“Segregation: The Rising Costs for America” documents how discriminatory practices in the housing markets through most of the past century, and that continue today, have produced extreme levels of residential segregation that result in significant disparities in access to good jobs, quality education, homeownership attainment and asset accumulation between minority and non-minority households.
-
Do Economically Integrated Neighborhoods Have Economically Integrated Schools?
The goal of this book, the first in a series, is to bring policymakers, practitioners, and scholars up to speed on the state of knowledge on various aspects of urban and regional policy. The authors take a fresh look at several different issues (e.g., economic development, education, land use) and conceptualize how each should be thought of. Once the contributors have presented the essence of what is known, as well as the likely implications, they identify the knowledge gaps that need to be filled for the successful formulation and implementation of urban and regional policy.
-
Public Housing and Public Schools: How Do Students Living in NYC Public Housing Fare in School?
This report examines the school performance of children living in NYCHA housing and finds that children living in NYCHA housing perform less well on standardized math and reading tests than other students, even after controlling for the characteristics of the individual students and the schools they attend.
-
Supporting Integrative Choices
The author draws on her research on racially integrated neighborhoods—and in particular neighborhoods shared by white and black households—in order to suggest a few policies that might help to promote racial integration.
-
Disentangling the Racial Test Score Gap: Probing the Evidence in a Large Urban School District
We examine the size and distribution of the gap in test scores across races within New York City public schools and the factors that explain these gaps. While gaps are partially explained by differences in student characteristics, such as poverty, differences in schools attended are also important. At the same time, substantial within-school gaps remain and are only partly explained by differences in academic preparation across students from different race groups. Controlling for differences in classrooms attended explains little of the remaining gap, suggesting little role for within-school inequities in resources. There is some evidence that school characteristics matter. Race gaps are negatively correlated with school size—implying small schools may be helpful. In addition, the trade-off between the size and experience of the teaching staff in urban schools may carry unintended consequences for within-school race gaps.
-
The Impact of Subsidized Housing Investment on New York City’s Neighborhoods
The contemporary assumption is that the production of subsidized housing, if anything, accelerates neighborhood decline – “there goes the neighborhood” is the common refrain. Partially as a result, we’ve seen the policy pendulum swing away from place-based housing investment towards demand-side housing programs, such as housing vouchers. Through multiple studies, the Furman Center has consistently found significant, positive impacts from subsidized housing investment, suggesting that publicly-funded housing investments aimed at distressed urban properties can deliver significant benefits to the surrounding community.
-
School Finance Court Cases and Disparate Racial Impact
Although analyses of state school finance systems rarely focus on the distribution of funds to students of different races, the advent of racial discrimination as an issue in school finance court cases may change that situation. In this article, we describe the background, analyses, and results of plaintiffs’ testimony regarding racial discrimination in Campaign for Fiscal Equity Inc. v. State of New York. Plaintiffs employed multiple regression and public finance literature to show that New York State’s school finance system had a disparate racial impact on New York City students. We review the legal basis for disparate racial impact claims, with particular emphasis on the role of quantitative statistical work, and then describe the model we developed and estimated for the court case. Finally, we discuss the defendants’rebuttal, the Court’s decision, and conclude with observations about the role of analysis in judicial decision making in school finance.
