What's Radical About Possibility? The Destructive Powers of Political Economy in Policies for Homeless Students

• In Event: Remembering Jean Anyon: Radical Possibilities in Research, Policy, and Practice With and for Vulnerable Populations

Abstract

U.S. Department of Education data show that the number of students attending K-12 schools who were identified as homeless during school year 2015-2016 rose to more than 1.37 million, a forty six percent increase in the seven years that has passed since the 2008-2009 economic recession. In the nation’s largest school system, close to 100,000 students were identified in one of a number of federally designated temporary housing types this same year, with a third of those students living in the shelter system New York City funds.

There is a substantial body of research over the past few decades that address the myriad and profound ways homelessness can shape children’s schooling experiences and outcomes (Masten et al., 1997; Miller, 2011). Homeless students are particularly challenged by frequent school transfers, high rates of absenteeism and tardiness, and low academic engagement. Much of the discussion of homelessness and schooling is centered on the circumstances of students and their families and focuses more on risk than resilience (Moore, 2013).

This paper takes a political economy approach to examine the relationship of homelessness and schooling in New York City. Applying Jean Anyon’s framework, “What Counts as Education Policy,” (2005) it extends her argument that limited investments to confront poverty increases the unfair and unrealistic burdens on individual schools and families to facilitate education. Critically examining shelter policies designed for families with school-aged children, it sheds light on uncoordinated efforts that compound the difficulties homeless families with children face and maintain their segregation and lack of access. Lastly, it attempts to respond to Anyon’s call for putting educators at the center of a social movement for economic and educational justice (2014, p. 171).

This study utilizes detailed student-level data obtained from the NYC Department of Education. Descriptive analyses account for most of the statistical tests reported. Interview and focus group data with school staff across twelve schools and eight focus groups with parents provide insight into the specific challenges in supporting the educational success of students in shelters. Participation in the study was anonymous and voluntary. Qualitative data was analyzed using open, axial, and selective codes (Strauss & Corbin, 1998).

The primary formula for allocating funding for schools, weighted by individual needs of students, makes no additional provision for those living in shelters. The city’s shelter policy to place families wherever there is space without regard to schooling has translated into long travel arrangements and short-term and revolving school enrollment. Additionally the city’s education and homeless services departments struggle to coordinate serving the same school-aged children: their data systems are not integrated and there is not a clear delineation of roles and responsibilities concerning attendance. These findings highlight how a traditional education policy paradigm undermines any school-based efforts to support the educational success of their homeless students.

Author

• Liza Pappas, The New York City Independent Budget Office