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• W320895907 abstract "The Moving to Opportunity (MTO) for Fair Housing demonstration provided a definitive opportunity to consider the o ft en- wondered question of what would result from helping relocate lowincome families away from some of the worst living conditions in the United States. I commend all those involved for the study's extremely clever design, well-executed operation, and thorough data analysis. I hope the work helps further inspire government and academic collaboration to create demonstration projects to answer equally important policy questions.The public housing projects in which MTO families initially resided were often characterized by poorly maintained facilities, high levels of crime, extreme ethnic and racial segregation, and isolation from other neighborhoods. Ethnographic studies documenting life in these projects offer persuasive examples of how these conditions adversely affected every aspect of tenants' day-to-day existence (for example, Venkatesh, 2000). Given this setting, it is perhaps not surprising that, 5 years after being offered housing vouchers and assistance to move, participants felt substantially safer at night and more satisfied with their environment. As the final impacts evaluation (Sanbonmatsu et al., 201 1) suggests, these improvements in living conditions may very well relate to the observed subsequent improvements in self-reported mental health (feeling calm and less depressed).The MTO experiment, however, appears to have had no effect, or possibly negative effects, on children's educational outcomes. This article focuses on these provoking results. Sanbonmatsu et al. (2011) showed that MTO had no detectable long-term effects on math or reading achievement test scores, whether for youth aged 10 to 12, who spent little of their lives in housing projects, or for the combined youth sample aged 13 to 20. High school graduation and postsecondary attendance rates for older youth were actually lower for the experimental group than for the control group, and the difference was statistically significant in some cases at the 5- and 10-percent levels. Student attitudes and expectations about school were about the same, although male youth in the experimental group were more likely to have been suspended or expelled.These findings are consistent with those from Jacob (2004) and some of my earlier research (Oreopoulos, 2003). Jacob (2004) examined families who were offered housing vouchers that enabled them to move from buildings in Chicago housing projects set for demolition because of irreparable conditions. Average census-tract poverty rates for families who received vouchers fell significantly after 5 years, but children's math test scores, attendance, retention, and dropout rates were no different compared with those of families from the same projects whose units were not scheduled for demolition. In a previous paper, I used administrative data to track children who grew up in Toronto public housing projects - some in high-density areas, others in smaller buildings in more residential and middle-income areas. Applicants had virtually no control over which project was offered to them at the time they were at the top of the waiting list, so project assignment was effectively random. Although living conditions and exposure to crime varied substantially, I found no differences in eventual earnings, unemployment likelihood, and welfare receipt between residents of the largest and smallest projects. I concluded that, although social interactions may affect social and economic well-being, neighbor interactions may not be important enough to significantly influence behavior, at least on average. Individuals have greater choice over whom to interact with in a neighborhood setting than in a classroom or college dormitory setting. Perhaps for this reason, evidence of group effects is more convincing using within-school variation of classmates or roommates than across-school or across-neighborhood variation (for example, Carrell, Fullerton, and West, 2009; Friesen and Krauth, 2011; Hoxby, 2000; Lavy and Schlosser, 2011). …" @default.
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• W320895907 date "2012-05-01" @default.
• W320895907 modified "2023-09-28" @default.
• W320895907 title "Moving Neighborhoods versus Reforming Schools: A Canadian's Perspective" @default.
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