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ABSTRACT
The study examines assumptions in 1 urban district’s regulated choice plan and explores relationships between school performance and housing options of economically disadvantaged families. We use linear regression, analysis of variance (ANOVA), and plot distributions to analyze a uniquely constructed database combining advertised housing voucher rentals with available school choices across designated zones. Results indicate that 10 of 13 zones offer students an alternative to the low-performing school associated with their address. The distribution of high-performing schools and availability of housing across the zones indicates increased choice for families relying on housing vouchers. However, voucher rentals were not equally distributed across zones, and home schools of 93% of the available housing reported performance below the state median. Questions remain about the feasibility of families in poverty enacting choice. Results suggest the need for greater availability of rentals in areas with better performing schools.
Notes
1. Largely in response to the Supreme Court’s Gautreaux v. Chicago Housing Authority ruling, Section 8 of the U.S. Housing Act of 1937 was amended in 1974 to provide housing assistance in the form of vouchers. “Section 8” housing refers to the amended section of the legislation, and the term remains in common usage.
Additional information
Notes on contributors
Craig Hochbein
Craig Hochbein is an Assistant Professor of Educational Leadership in the College of Education at Lehigh University. His research utilizes quantitative analyses to examine the longitudinal development of school performance. Hochbein has specifically investigated factors associated with declining academic achievement and the effectiveness of policies intended to improve school performance.
Anne Marie FitzGerald
Anne Marie FitzGerald is an Assistant Professor of Educational Foundations and Leadership in the School of Education at Duquesne University. Her research examines the intersection of housing and educational policy, how teachers construct culturally and religiously responsive curriculum, and how school leaders enact culturally relevant parental and community engagement.