Public schools, public housing: The education of children living in public housing

Amy Ellen Schwartz, Brian J. McCabe, Ingrid Gould Ellen, Colin C. Chellman

Research output: Contribution to journalArticle

Abstract

In the United States, public housing developments are predominantly located in neighborhoods with low median incomes, high rates of poverty and disproportionate concentrations of minorities. While research consistently shows that public housing developments are located in economically and socially disadvantaged neighborhoods, we know little about the characteristics of the schools serving students living in public housing. In this paper, we examine the characteristics of elementary and middle schools attended by students living in public housing developments in New York City. Using the proportion of public housing students attending each elementary and middle school as our weight, we calculate the weighted average of school characteristics to describe the typical school attended by students living in public housing. We then compare these characteristics to those of the typical school attended by other students throughout the city in an effort to assess whether students living in public housing attend systematically different schools than other students. We find no large differences between the resources of the schools attended by students living in public housing and the schools attended by their peers living elsewhere in the city; however, we find significant differences in student characteristics and performance on standardized exams. These school differences, however, fail to fully explain the performance disparities amongst students. Our results point to a need for more nuanced analyses of the policies and practices in schools, as well as the outside-of-school factors that shape educational success, to identify and address the needs of students in public housing.

Original languageEnglish (US)
Pages (from-to)68-89
Number of pages22
JournalUrban Affairs Review
Volume46
Issue number1
DOIs
StatePublished - 2010

Fingerprint

public housing
education
student
school
housing development
elementary school
public
performance
low income
poverty
minority
income

Keywords

  • education
  • public housing
  • schools

ASJC Scopus subject areas

  • Sociology and Political Science
  • Urban Studies

Cite this

Public schools, public housing : The education of children living in public housing. / Schwartz, Amy Ellen; McCabe, Brian J.; Ellen, Ingrid Gould; Chellman, Colin C.

In: Urban Affairs Review, Vol. 46, No. 1, 2010, p. 68-89.

Research output: Contribution to journalArticle

Schwartz, Amy Ellen ; McCabe, Brian J. ; Ellen, Ingrid Gould ; Chellman, Colin C. / Public schools, public housing : The education of children living in public housing. In: Urban Affairs Review. 2010 ; Vol. 46, No. 1. pp. 68-89.
@article{2708e167176c4fb38a5a900420717a47,
title = "Public schools, public housing: The education of children living in public housing",
abstract = "In the United States, public housing developments are predominantly located in neighborhoods with low median incomes, high rates of poverty and disproportionate concentrations of minorities. While research consistently shows that public housing developments are located in economically and socially disadvantaged neighborhoods, we know little about the characteristics of the schools serving students living in public housing. In this paper, we examine the characteristics of elementary and middle schools attended by students living in public housing developments in New York City. Using the proportion of public housing students attending each elementary and middle school as our weight, we calculate the weighted average of school characteristics to describe the typical school attended by students living in public housing. We then compare these characteristics to those of the typical school attended by other students throughout the city in an effort to assess whether students living in public housing attend systematically different schools than other students. We find no large differences between the resources of the schools attended by students living in public housing and the schools attended by their peers living elsewhere in the city; however, we find significant differences in student characteristics and performance on standardized exams. These school differences, however, fail to fully explain the performance disparities amongst students. Our results point to a need for more nuanced analyses of the policies and practices in schools, as well as the outside-of-school factors that shape educational success, to identify and address the needs of students in public housing.",
keywords = "education, public housing, schools",
author = "Schwartz, {Amy Ellen} and McCabe, {Brian J.} and Ellen, {Ingrid Gould} and Chellman, {Colin C.}",
year = "2010",
doi = "10.1177/1078087410367780",
language = "English (US)",
volume = "46",
pages = "68--89",
journal = "Urban Affairs Review",
issn = "1078-0874",
publisher = "SAGE Publications Inc.",
number = "1",

}

TY - JOUR

T1 - Public schools, public housing

T2 - The education of children living in public housing

AU - Schwartz, Amy Ellen

AU - McCabe, Brian J.

AU - Ellen, Ingrid Gould

AU - Chellman, Colin C.

PY - 2010

Y1 - 2010

N2 - In the United States, public housing developments are predominantly located in neighborhoods with low median incomes, high rates of poverty and disproportionate concentrations of minorities. While research consistently shows that public housing developments are located in economically and socially disadvantaged neighborhoods, we know little about the characteristics of the schools serving students living in public housing. In this paper, we examine the characteristics of elementary and middle schools attended by students living in public housing developments in New York City. Using the proportion of public housing students attending each elementary and middle school as our weight, we calculate the weighted average of school characteristics to describe the typical school attended by students living in public housing. We then compare these characteristics to those of the typical school attended by other students throughout the city in an effort to assess whether students living in public housing attend systematically different schools than other students. We find no large differences between the resources of the schools attended by students living in public housing and the schools attended by their peers living elsewhere in the city; however, we find significant differences in student characteristics and performance on standardized exams. These school differences, however, fail to fully explain the performance disparities amongst students. Our results point to a need for more nuanced analyses of the policies and practices in schools, as well as the outside-of-school factors that shape educational success, to identify and address the needs of students in public housing.

AB - In the United States, public housing developments are predominantly located in neighborhoods with low median incomes, high rates of poverty and disproportionate concentrations of minorities. While research consistently shows that public housing developments are located in economically and socially disadvantaged neighborhoods, we know little about the characteristics of the schools serving students living in public housing. In this paper, we examine the characteristics of elementary and middle schools attended by students living in public housing developments in New York City. Using the proportion of public housing students attending each elementary and middle school as our weight, we calculate the weighted average of school characteristics to describe the typical school attended by students living in public housing. We then compare these characteristics to those of the typical school attended by other students throughout the city in an effort to assess whether students living in public housing attend systematically different schools than other students. We find no large differences between the resources of the schools attended by students living in public housing and the schools attended by their peers living elsewhere in the city; however, we find significant differences in student characteristics and performance on standardized exams. These school differences, however, fail to fully explain the performance disparities amongst students. Our results point to a need for more nuanced analyses of the policies and practices in schools, as well as the outside-of-school factors that shape educational success, to identify and address the needs of students in public housing.

KW - education

KW - public housing

KW - schools

UR - http://www.scopus.com/inward/record.url?scp=77955884335&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77955884335&partnerID=8YFLogxK

U2 - 10.1177/1078087410367780

DO - 10.1177/1078087410367780

M3 - Article

AN - SCOPUS:77955884335

VL - 46

SP - 68

EP - 89

JO - Urban Affairs Review

JF - Urban Affairs Review

SN - 1078-0874

IS - 1

ER -