Suchergebnisse

A letter report issued by the General Accounting Office with an abstract that begins "About 3,000 public housing authorities--state, county, and municipal agencies--develop and manage low-income housing in cooperation with the Department of Housing and Urban Development (HUD). Since 1979, 15 housing authorities have been placed in the hands of receivers' outside parties designated to manage the authorities during a specific period of time, usually several years. GAO was asked to identify the circumstances that led to receiverships, any differences in the way they operate and in their results, and the factors that have influenced the termination of receiverships."

Fraser and Oakley have provided a compelling review of the hazards of the current public housing transformation project. I really appreciate their critical read on both the policy framework and its assumptions and how it has been implemented along with some specific guidance. On this last point, I particularly think it is important to consider the gravity of their observation that the "relationship between the state and the academy has been truncated as alternative perspectives offered by urban scholars critical of such initiatives have been largely dismissed or marginalized in policy circles." As such an urban scholar, I agree with the statement. However, I do not think the authors have pushed this point nearly far enough if their goal really is "decoupling housing as a right from one's position in a capitalist society." To do that I argue that we as urban scholars need to not only be critical of policy but also of the policy research that sustains this relationship as well.

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.

This report serves as an introduction to the federal public housing program. It provides information on the history of the program, how it is administered and funded, and the characteristics of public housing properties and the households they serve. While it introduces current policy issues, a full analysis of those issues and discussion of current legislation is not included in this report.