Linking public housing revitalization to neighborhood school improvement

Abravanel, Martin D.; Smith, Robin E.; Cove, Elizabeth

doi:10.1037/e722692011-001

Cited by 8 publications

(9 citation statements)

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“…These authors document a number of examples from cities across the country including Atlanta, Milwaukee, St. Louis, Tucson, Tacoma, and Washington, DC, where HOPE VI public housing revitalization projects resulted in the replacement of failing and distressed schools with new schools using revamped assignment plans or new themes and curricula. In Atlanta, Abravanel Smith, and Cove (2006) note that the Atlanta Housing Authority (AHA) was at the forefront of efforts to develop strong linkages between public‐housing redevelopment and neighborhood‐school improvements. The AHA formed alliances with real estate developers, philanthropic groups, and the city's school board and transformed the elementary school in the redeveloped HOPE VI site in the East Lake community into Atlanta's first charter school in the 1990s (AHA, 2011).…”

Section: Benevolent Urban Policy and School Reformmentioning

confidence: 99%

Linking Charter School Emergence to Urban Revitalization and Gentrification: A Socio-Spatial Analysis of Three Cities

Davis

Oakley

2013

Journal of Urban Affairs

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The link between neighborhood quality and school quality is long‐standing and well established. Over the last two decades there have been several federally sponsored initiatives aimed at revitalizing the urban core; initiatives that emerged around the same time as charter schools. Despite the changing urban context that has occurred alongside charter school emergence, little research has addressed the link between urban revitalization efforts and charter school emergence. Using three cities that have experienced massive urban core revitalization and metropolitan growth since the early 1990s (Atlanta, Chicago, and Philadelphia), we examine whether demographic changes resulting from urban revitalization and gentrification are associated with the opening of a charter school. Our findings illustrate a somewhat mixed account. We find some evidence to support this link in Chicago and Philadelphia, whereas we find little support for it in Atlanta.

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Section: Benevolent Urban Policy and School Reformmentioning

confidence: 99%

Linking Charter School Emergence to Urban Revitalization and Gentrification: A Socio-Spatial Analysis of Three Cities

Davis

Oakley

2013

Journal of Urban Affairs

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“…Utilizing that information, planners must develop partnership s that include a range of stakeholders and tap into each organization's area of expertise in order to maximize available resources. Stakeholders must be willing to share information and appropriately defer power in areas where others have more expertise (Abravanel, Smith, & Cove, 2006). Consistency in leadership is essential; our pilot study highlights the finding that partners must understand and commit to social processes , including building trust, familiarity, and reciprocity, that will take years to develop and evaluate (Fenwick, 2006).…”

Section: A Proposed Research Designmentioning

confidence: 99%

Public Housing Reform and Neighborhood Schools: How Local ContextsMustMatter

Smrekar

2009

Yearbook Nat Soc Study Edu

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“…In the 69 eight cities, the study revealed that "many, but not all, new housing environments for relocated residents are an improvement over their original distressed public housing" (Buron et al, 2002, p. 114) To date, only two case study-based reports have examined the link between HOPE VI initiatives and local schools. In their study, Abravanel, Smith and Cove (2006) concluded that they could not adequately define "what it means to join housing revitalization with school improvement" (p. 44). Meanwhile, Raffel, et al (2003) opined that the most effective approach for attracting families to HOPE VI is to create magnet schools, but also noted political and bureaucratic resistance.…”

Section: 5 Qualitative Research Methodologymentioning

confidence: 99%

“…To date, there are only two case study-based reports that have examined the link between HOPE VI and local schools. The first study, Abravanel, Smith and Cove (2006), maintained that the authors could not adequately define "what it means to join housing revitalization with school improvement" (p. 44). The second study by concluded that the most effective approach for attracting families to HOPE VI is to create magnet schools, but also noted political and bureaucratic resistance.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…Both studies relied exclusively on case studies. The first study by Abravanel, Smith and Cove (2006) focused on five HOPE VI communities (Atlanta, Milwaukee, Tacoma, Tucson, and Washington, DC) was inconclusive-the authors determined that they could not adequately define "what it means to join housing revitalization with school improvement" (p. 44). This could have been due to the differences in the nature of schools (charter schools, magnet schools, new public schools, and facilities improvements), although all served a high percentage of low income students.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of HOPE VI Public Housing on Public Schools

Comrie¹

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In the United States, public school enrollment is typically organized by neighborhood boundaries. This dissertation examines whether the federally funded HOPE VI program influenced performance in neighborhood public schools. In effect since 1992, HOPE VI has sought to revitalize distressed public housing using the New Urbanism model of mixed income communities. There are 165 such HOPE VI projects nationwide.Despite nearly two decades of the program's implementation, the literature on its connection to public school performance is thin. My dissertation aims to narrow this research gap. There are three principal research questions:(1) Following HOPE VI, was there a change in socioeconomic status (SES) in the neighborhood public school? The hypothesis is that low SES (measured as the proportion of students qualifying for the Free and Reduced Lunch Program) would reduce.(2) Following HOPE VI, did the performance of neighborhood public schools change? The hypothesis is that the school performance, measured by the proportion of 5 th grade students proficient in state wide math and reading tests, would increase. vii (3) What factors relate to the performance of public schools in HOPE VI communities? The focus is on non-school, neighborhood factors that influence the public school performance.For answering the first two questions, I used t-tests and regression models to test the hypotheses. The analysis shows that there is no statistically significant change in SES following HOPE VI. However, there are statistically significant increases in performance for reading and math proficiency. The results are interesting in indicating that HOPE VI neighborhood improvement may have some relationship with improving school performance. To answer the third question, I conducted a case study analysis of two HOPE VI neighborhood public schools, one which improved significantly (in Philadelphia) and one which declined the most (in Washington DC). The analysis revealed three insights into neighborhood factors for improved school performance: (i) a strong local community organization; (ii) local community's commitment (including the middle income families) to send children to the public school; and (iii) ties between housing and education officials to implement the federal housing program. In essence, the study reveals how housing policy is de facto education policy. viii In the United States, public school enrollment is typically organized by neighborhood boundaries (also known as 'neighborhood schools'). These boundaries inextricably link public schools and neighborhoods. In inner cities, economic segregation compounded with the profound effects of concentrated poverty, high crime rates, and low quality housing have affected the performance of neighborhood schools (Bolton, 1992;Crane & Manville, 2008 historic preservation, 6) low-maintenance (but not poor quality), and 6) the livable, workable, and walkable neighborhoods (HUD, 2000). In the end, HOPE VI's housing and community revitalization projects, incorporated five main goal...

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Linking public housing revitalization to neighborhood school improvement

Cited by 8 publications

References 1 publication

Linking Charter School Emergence to Urban Revitalization and Gentrification: A Socio-Spatial Analysis of Three Cities

Linking Charter School Emergence to Urban Revitalization and Gentrification: A Socio-Spatial Analysis of Three Cities

Public Housing Reform and Neighborhood Schools: How Local ContextsMustMatter

The Influence of HOPE VI Public Housing on Public Schools

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