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Kathryn Pettit Urban Affairs Association March 19, 2011

The Foreclosure Crisis in Three Cities: Children, Schools, and Neighborhoods Cross-site Findings and Policy Implications. Kathryn Pettit Urban Affairs Association March 19, 2011. Range of Housing & School Contexts. Rising Share of Students Affected by Foreclosure in All Three Cities.

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Kathryn Pettit Urban Affairs Association March 19, 2011

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  1. The Foreclosure Crisis in Three Cities: Children, Schools, and NeighborhoodsCross-site Findings and Policy Implications Kathryn Pettit Urban Affairs Association March 19, 2011

  2. Range of Housing & School Contexts

  3. Rising Share of Students Affected by Foreclosure in All Three Cities

  4. Majority of Children Affected are African-American, Disproportionate Impact in NYC Baltimore DC NY 2008-09 2006-07

  5. Share of Renter Students in Foreclosure Households Is Increasing

  6. Residential Mobility: Descriptive Statistics

  7. Residential Mobility: Regression • In DC and Baltimore, students living in a property with a foreclosure filing were more likely to move (as expected). • In both cities, students who were African-American or received free/reduced lunch also more likely to move. • In DC, Hispanic students and renters also more likely to move. • In DC, interaction of foreclosure and renter not significant (“just cause” eviction policy gives them right to stay and could in theory make it less likely for them to move).

  8. Neighborhood Characteristics • In District of Columbia (regression) • Students affected by foreclosure started in neighborhoods that were more distressed thanthose of all students). • A move resulting from foreclosure (vs. other reasons) did not significantly effect the quality difference between the old and new neighborhoods. • In Baltimore (descriptive so far) • Opposite findings about origin neighborhoods – students in foreclosed homes live in less distressed neighborhoods. • Foreclosed movers moved to worse-off neighborhoods with relatively higher rates of juvenile arrests and vacant homes.

  9. Bronx Manhattan Queens Brooklyn Staten Island Where Do Foreclosed Students Go to School?

  10. School Switching: Descriptive Statistics

  11. School Switching: Regression • Different universes: DC – PS to grade 11; NYC – grades 1 to 8 • In DC and NYC, students living in a property with a foreclosure filing were more likely to switch schools. • In DC, students living in a property with a foreclosure filing were more likely to switch schools, even if they did not move. • In NYC: • Students living in multifamily homes that entered the foreclosure process were more likely to switch schools. • Even students living in units still in the foreclosure process or avoided foreclosure more likely to switch schools.

  12. Change in School Quality: Regression • In DC and NYC • Dependent variable: change in the standardized test score for either math or reading • Living in property with foreclosed filing had no significant effect on change in school quality for switchers. • In NYC • Students with a 2-4 unit property that went to foreclosure auction slightly more likely to move to a worse quality school.

  13. Implications for Program and Policy • Foreclosure harms public school children by increasing chance of school and housing instability, but changes to schools and neighborhoods similar to those of other movers. • Must view foreclosure in context of all residential & school instability – small piece of the whole picture. • But nonetheless, still policy opportunity to break down program silos and help this subset of children. • Coordination among education and housing services can help to mitigate harmful effects for displaced children.

  14. Actions for Schools • Understand the patterns and trends of students affected by foreclosure to design appropriate responses. • Review school policy and practice for requiring children who move out-of-boundary mid-year to change schools. • Improve identification of children who become homeless and qualify for McKinney-Vento benefits and protections. • Partner with housing counselors to do financial education outreach.

  15. Actions for Housing Counselors • Inform families who have to move about potential impacts on education, school policies, and support services. • Connect displaced families with housing search and rapid re-housing assistance. • Provide outreach and counseling for renters (many counseling programs focused on helping homeowners.) • For cities with increases in Hispanic families, boost Spanish-speaking counseling services.

  16. Next Steps in Research • Complete cross-site analysis • school mobility & student performance analysis (Baltimore) • neighborhood change analysis (Baltimore and NYC) • NYU grant from MacArthur to look at impact of all mobility on student performance • Proposal to match foreclosure addresses to address of originating homelessness from intake center in DC • Proposal to convene school and housing stakeholders to discuss issues and realistic responses

  17. Contacts Urban Institute Jennifer Comey jcomey@urban.org Kathy Pettit kpettit@urban.org Michel Grosz mgrosz@urban.org BNIA/Jacob France Institute Matthew Kachura mkachura@ubalt.edu New York University Vicki Been BeenV@exchange.law.nyu.edu Ingrid Gould Ellen ige2@nyu.edu Amy Schwartz aes1@nyu.edu Leanna Stiefel leanna.stiefel@nyu.edu

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