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Accounting for School Moves to Help Understand the Impact of Assisted Housing in New York City

Fri, April 28, 8:15 to 9:45am, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 216 A

Abstract

To examine the impact of assisted housing programs on education outcomes in New York City, we enhanced the previously described base analytic design to allow for matching on educational achievement prior to assisted housing entrance. This was accomplished by narrowing down the third and seventh grade cohorts to focus on only those who began receiving assistance after the first year in which they have valid educational achievement data.

Controlling for this pre-treatment educational information substantially changed the conclusions we drew from the data. Analyses conducted without controlling for pre-treatment education achievement produced a consistent pattern such that assisted housing programs negatively impacted future educational outcomes. In contrast, analyses that controlled for pre-treatment educational achievement presented a more positive though complex picture of how assisted housing programs affect education outcomes.

Additional analyses will explore whether the presence of a non-normative school move after the receipt of assisted housing helps to understand when assisted housing promoted educational achievement and when it did not. Theoretically, it may be that (1) in some cases the receipt of assisted housing triggered a non-normative school move, and (2) that disruptions associated with a non-normative school move impeded subsequent educational achievement. The results should shed light on the mixed effects of assisted housing that we observed in this NYC data. The results may additionally shed light on the mixed findings found in the broader literature.

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