Schools & Homes Research Presentation for the Town of West Hartford by students from the

1. Schools & Homes Research Presentation for the Town of West Hartford by students from the Cities, Suburbs, and Schools Research Project @ Trinity College with Professor Jack Dougherty March 2007

2. View research on our web: www.trincoll.edu/depts/educ/CSS

3. View research on our web: www.trincoll.edu/depts/educ/CSS

4. Two studies on schools & homes in West Hartford

5. Two studies on schools & homes in West Hartford Quantitative study:

6. Two studies on schools & homes in West Hartford Quantitative study: How much did elementary school test scores affect single-family home prices from 1996-2005, holding constant home and neighborhood characteristics?

7. Two studies on schools & homes in West Hartford Quantitative study: How much did elementary school test scores affect single-family home prices from 1996-2005, holding constant home and neighborhood characteristics?

8. Two studies on schools & homes in West Hartford Quantitative study: How much did elementary school test scores affect single-family home prices from 1996-2005, holding constant home and neighborhood characteristics? Very brief summary: For a 12 percentage point increase (one standard deviation) in students meeting goal on 4th grade CMT, the average home price (about $190k) increased:

9. Two studies on schools & homes in West Hartford Quantitative study: How much did elementary school test scores affect single-family home prices from 1996-2005, holding constant home and neighborhood characteristics? Very brief summary: For a 12 percentage point increase (one standard deviation) in students meeting goal on 4th grade CMT, the average home price (about $190k) increased: 1.2% ($2,200) from 1996-2000

10. Two studies on schools & homes in West Hartford Quantitative study: How much did elementary school test scores affect single-family home prices from 1996-2005, holding constant home and neighborhood characteristics? Very brief summary: For a 12 percentage point increase (one standard deviation) in students meeting goal on 4th grade CMT, the average home price (about $190k) increased: 1.2% ($2,200) from 1996-2000 4.2% ($8,060) from 2001-2005 * all $ values indexed to Year 2000

11. Two studies on schools & homes in West Hartford Quantitative study: How much did elementary school test scores affect single-family home prices from 1996-2005, holding constant home and neighborhood characteristics? Very brief summary: For a 12 percentage point increase (one standard deviation) in students meeting goal on 4th grade CMT, the average home price (about $190k) increased: 1.2% ($2,200) from 1996-2000 4.2% ($8,060) from 2001-2005 * all $ values indexed to Year 2000 More details in forthcoming web report

12. Two studies on schools & homes in West Hartford Qualitative study:

13. Two studies on schools & homes in West Hartford Qualitative study: • How do suburban homeowners form perceptions about school quality? • How do these perceptions factor into their home purchase decisions? • Do these perceptions and decision-making processes vary across different groups?

14. Two studies on schools & homes in West Hartford Qualitative study: • How do suburban homeowners form perceptions about school quality? • How do these perceptions factor into their home purchase decisions? • Do these perceptions and decision-making processes vary across different groups? Interviews with 89 recent homebuyers across all elementary school zones.

15. Two studies on schools & homes in West Hartford Qualitative study: • How do suburban homeowners form perceptions about school quality? • How do these perceptions factor into their home purchase decisions? • Do these perceptions and decision-making processes vary across different groups? Interviews with 89 recent homebuyers across all elementary school zones. Not random sample of sufficient size to generalize conclusions, but still valuable insights on school-home process

17. Shopping for Homes and Schools:A Qualitative Study of West Hartford, Connecticut Christina Ramsay, Cintli Sanchez, Jesse Wanzer and the Ed 308 Cities, Suburbs, and Schools seminar, with Professor Jack Dougherty Trinity College, Hartford CT Fall 2006

18. Cities, Suburbs, and Schools Seminar We read noteworthy studies, then design and conduct small-scale parallel research projects to test whether author’s claims apply to metropolitan Hartford area

19. Noteworthy Studies Importance of Social Networks Social Construction of “Good” and “Bad” Status Ideologies Harvard Educational Review (2002) Parents engaged in “Choice Work”

20. Our Research Questions • How do suburban homeowners form perceptions about school quality? • How do these perceptions factor into their home purchase decisions? • Do these perceptions and decision-making processes vary across different groups?

21. Study Area: West Hartford, CT • Northeastern US suburb (60,000 residents) • 11 elementary schools • 3 Middle and 2 High Schools • Wide variation among social groups • Low/High Income • Minority/Non-Minority

22. Methods • Reasons for buying in West Hartford • Perceptions of West Hartford • Perceptions of schools • Sources of perceptions • Demographics Designed interview guide, with IRB approval.

23. Sample: Recent homebuyers (from WH Property Records, 2005) located within 0.25 miles of elementary school attendance boundary

24. Methods Conducted 89 usable interviews. Transcribed and coded interviews into thematic categories.

25. Interview pool (89 homebuyers): • with K-12 school-age children (38%) • with or expecting any children (58%) • White (87%) • Minority (11%) • Unknown (2%) • Conard HS zone (49%) • Hall HS zone (51%) • Median home sale price • (in 2005 dollars) $277,000 Location of homebuyer interviews

26. Over 50 percent (29 out of 52) obtain information from social networks. Only 35 percent (18 out of 52) reported looking at test score information, websites or visiting schools. Claim 1: Most homeowners who have or are expecting children obtain information from others in their social networks; not test scores, school visits, or website information (“formal research”).

27. “Yeah word of mouth, I think people said ‘Hey, West Hartford Schools are good’” (Cintli 4). “There was one weekend that we were actually in a restaurant in the square and we were asking questions and we were in downtown Hartford asking questions in a bar there” (Cintli 3). Claim 1: Most homeowners who have or are expecting children obtain information from others in their social networks; not test scores, school visits, or website information (“formal research”). Perceived importance of subjective factors over objective factors

28. Over 40 percent (13 out of 31) of families above the median reported looking for test scores, websites, or school visits. Only 25 percent (5 out of 20) of families under the median “researched”. Claim 2: Families who currently have (or are expecting) children with homes above median price were more likely to do “formal research” than those below the median price ($277,000).

29. Above Median: “…you know we looked, we researched on the web and looked at the scholastic scores and generally we knew that West Hartford had a good school system” (Christina 5). Above Median: “…looked at the test scores, demographics, programs that were offered, the cost per student that was spent…[unclear], and the after school programs that were available” (Jared 3). Claim 2: Families who currently have (or are expecting) children with homes above median price were more likely to do “formal research” than those below the median price ($277,000).

30. 100 percent (7 out of 7) minority homeowners mentioned schools as a reason for moving to West Hartford. 75 percent (33 out of 44) White homeowners mentioned schools as a reason for moving to West Hartford. Claim 3: Minority homeowners who have (or are expecting) children were more likely to mention schools as a factor than White homeowners.

31. Claim 4a: Homeowners who mentioned schools as a reason were more likely to cite West Hartford district overall, rather than a specific school. • Over 70 percent (40 out of 56) mentioned district as a reason for moving to West Hartford. • “…we didn’t weigh [school zones] heavily, we were just happy with the public school system in West Hartford. Period” (Cintli 2).

32. Claim 4b: Of the remaining 30%, those who mentioned a specific school were most likely to mention Hall High School. • 50 percent (7 out of 14) mentioned Hall over any other school.

33. Claim 4b: Of the remaining 30%, those who mentioned a specific school were most likely to mention Hall High School. • “My husband went to Hall, so he would prefer to move to the other side, once we have established our family” (Jesse 1). • “…heard the differences between the Hall side and the Conard side”. (Ali 1). • “Hall High School—definitely a factor” (Bianca 2).

34. Claim 4b: Of the remaining 30%, those who mentioned a specific school were most likely to mention Hall High School. • Struck by perceived superiority of Hall over Conard • Assumptions Valid? • Hall: 18 AP, 1109 SAT, 49% CAPT • Conard: 21 AP, 1088 SAT, 43% CAPT • Influences attendance patterns

35. Claim 5: One out of four homeowners who said that schools were a part of their home buying decision were not able to accurately state both their elementary and middle/high school zone. 55 homeowners stated that schools played a factor in their home buying decision. Of those 55, 14 (25%) could not accurately state both their elementary and middle/high school zone.

36. Claim 5: One out of four homeowners who said that schools were a part of their home buying decision were not able to accurately state both their elementary and middle/high school zone. Of the 14 who got either one wrong: • 9 were incorrect about their elementary zone • 8 were incorrect about their middle/high school zone. • 3 were incorrect about BOTH • Possible reasons: • Bought for resale value • Wanted to be in district, didn’t care about particular school • Private school

37. Over 65 percent (60 out of 91) felt they were getting value from taxes. “We have a lot of services that other towns don’t…like the town programs, the sports, the kids’ activities, that kind of stuff, in addition to the schools.” (Tyler 1). Both educational and non-educational reasons Claim 6: Most homeowners had positive views about West Hartford tax value regardless of having school-age children.

38. Acknowledgements Researchers who consulted with us by phone: Jennifer Jellison Holme; Andre Lois-Bechely Trinity College guidance and support: Rachel Barlow, David Tatem, Lis Pennington West Hartford community partner: Terry Schmitt, Board of Education member

39. Questions & Comments?

40. References • Andre-Bechely, L. (2005). Public School Choice at the Intersection of Voluntary Integration and Not-So-Good Neighborhood Schools: Lessons From Parents’ Experiences. Educational Administration Quarterly. Vol 41. (2). 267-305. • Jellison Holme, J. (2002). Buying Homes, Buying Schools: School Choice and the Social Construction of School Quality. Harvard Educational Review. Vol 72. (2). 177-205. • See also the written report version of this presentation: • Ramsay, C. et al. (2006), “Shopping for Homes and Schools: A Qualitative Study of West Hartford, Connecticut.” A Cities, Suburbs, and Schools research project report, Trinity College, <http://www.trincoll.edu/depts/educ/CSS>