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Source: U.S. Department of Housing and Urban Development
Resulting in 2 citations.
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Department of Housing and Urban Development |
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Literacy and Education Needs in Public Indian Housing Developments Throughout the Nation Report to Congress, U.S. Department of Housing and Urban Development, Office of Policy Development and Research, February 1992 Cohort(s): Children of the NLSY79, NLSY79 Publisher: U.S. Department of Housing and Urban Development Keyword(s): Children, Academic Development; Educational Attainment; Employment, Youth; Hispanics; Income; Minorities; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Public Housing; Welfare Permission to reprint the abstract has not been received from the publisher. Public housing residents are less well-educated than the U.S. population as a whole. The median educational attainment of public housing residents lags behind that of all U.S. renters by almost one and one-half years. Public housing residents fail to complete high school at more than twice the rate of other adults living in rental housing. Public housing residents graduate from college at one-sixth the rate of non-public housing residents. Minority residents of public and other federally assisted housing--blacks and Hispanics--lag further behind. These low educational attainments have discernible employment and income implications. Those with less education have lower employment rates, higher unemployment rates, a greater likelihood of being entirely out of the labor force, and, most significantly, low earnings and family incomes. The educational deficits of the parents appear to extend to their children: children of federally assisted housing residents lag behind other U.S. youth on a number of measures of academic performance. Moreover, there is a strong correlation between the academic attainment of parents and the academic performance of their children. Because there was no data source directly addressing the educational status of residents of housing sponsored by Indian Housing Authorities, the report presents data on the entire American Indian and Alaska Native population. The data show that these groups also experience low educational attainment with its attendant consequences. |
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Bibliography Citation
Department of Housing and Urban Development. "Literacy and Education Needs in Public Indian Housing Developments Throughout the Nation." Report to Congress, U.S. Department of Housing and Urban Development, Office of Policy Development and Research, February 1992. |
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Haurin, Donald R. Rosenthal, Stuart S. |
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The Sustainability of Homeownership: Factors Affecting the Duration of Homeownership and Rental Spells Contract C-OPC-21895 - Task Order No. 4, U.S. Department of Housing and Urban Development, Office of Policy Development and Research, Washington, DC, December 2004. Also: http://www.huduser.org/Publications/pdf/homeownsustainability.pdf Cohort(s): NLSY79 Publisher: U.S. Department of Housing and Urban Development Keyword(s): Home Ownership; Racial Differences; Residence Permission to reprint the abstract has not been received from the publisher. This study uses a national data set (the National Longitudinal Survey of Youth-NLSY) that follows a cohort of individuals for 21 years. Their residence histories are tracked, measuring the time spent in each type of tenure. This data set provides extensive information about the socio-demographic characteristics of individuals, allowing one to study the determinants of the length of an ownership spell, or a rental spell. The data are weighted to make the sample nationally representative. The analysis begins by distinguishing between the length of stay in a particular dwelling and the duration of stay in one or more owned homes. All existing published studies focus on the length of stay in a dwelling (either owner or rented), or on the time to mortgage default. These studies focus on the time spent in a particular dwelling unit, not the length of time in a particular “state of the world” such as owning or renting. While these studies are of interest for some questions, they do not provide the needed information to determine whether different lengths of continuous spells of owning or renting contribute to racial gaps in homeownership rates. A simple example confirms that the lengths of time spent as a renter and owner affect the overall ownership rate. Assume that African Americans and whites have the same residence history over a 40 year period, consisting of four spells: first the individual rents, then owns, then rents, then owns. If African Americans spend 9 years in each rental spell and 11 years in each ownership spell, then their average homeownership rate will be 0.45. If whites spend 6 years in each rental spell and 14 in each ownership spell, then their average homeownership rate will be 0.70. In this case, the sole cause of the 25 percentage point gap in ownership rates is the difference in the durations of spells of owning and renting. The study of duration of renting and owning should lead to important policy implications. Policies that promote only temporary spells of homeownership have little impact on the national homeownership rate. What is important is promoting new ownership spells that are sustainable. Policies that lengthen existing ownership spells also will raise the national ownership rate, even if the rate of attaining first-time or subsequent spells of ownership is not affected. |
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Bibliography Citation
Haurin, Donald R. and Stuart S. Rosenthal. "The Sustainability of Homeownership: Factors Affecting the Duration of Homeownership and Rental Spells." Contract C-OPC-21895 - Task Order No. 4, U.S. Department of Housing and Urban Development, Office of Policy Development and Research, Washington, DC, December 2004. |