The Housing Costs Associated with School Quality in the United States, 2009-2018

2021 ◽  
Author(s):  
Richard DiSalvo ◽  
Jia Yu
Keyword(s):  
United States ◽  
School Quality ◽  
The United States ◽  
Housing Costs

scholarly journals Does School Quality Matter? Returns to Education and the Characteristics of Public Schools in the United States

1992 ◽  
Vol 100 (1) ◽  
pp. 1-40 ◽  
Author(s):  
David Card ◽  
Alan B. Krueger
Keyword(s):  
United States ◽  
Public Schools ◽  
School Quality ◽  
Returns To Education ◽  
The United States

Are Rural Costs of Living Lower? Evidence from a Big Mac Index Approach

2016 ◽  
Vol 41 (3) ◽  
pp. 364-382 ◽  
Author(s):  
Scott Loveridge ◽  
Dusan Paredes
Keyword(s):  
United States ◽  
Purchasing Power Parity ◽  
The United States ◽  
Decision Makers ◽  
Power Parity ◽  
Rural Housing ◽  
Ceteris Paribus ◽  
Cost Structures ◽  
Index Approach ◽  
Housing Costs

Rural leaders can point to low housing costs as a reason that their area should be competitive for business attraction. To what extent do rural housing costs offset transportation and other locational disadvantages in cost structures? The United States lacks information to systematically answer the question. We adapt a strategy employed by The Economist in exploring purchasing power parity: the Big Mac index. We gather information on Big Mac prices with a random sample of restaurants across the contiguous United States. We find that core metro counties exhibit slightly higher Big Mac prices than other counties, but that differences across the balance of the rural–urban continuum code are not significant, implying that costs in a metroadjacent county are not different than areas that are much more rural. We show that some groups of states exhibit lower prices, especially in the southeast. Furthermore, we test for the presence of spatial monopoly and find that distance to other MacDonald’s restaurants has some influence on price. Stores at a greater distance from their competitors tend to charge more, ceteris paribus. We also show our results are consistent with other localized estimates of living costs. Our general findings could help rural decision makers determine whether their area truly holds cost advantages for firms looking to relocate.

scholarly journals Cost of living variation, non-metropolitan America, and implications for the Supplemental Poverty Measure

2021 ◽  
Author(s):  
Tom Mueller ◽  
Matthew M Brooks ◽  
Jose Pacas
Keyword(s):  
United States ◽  
Metropolitan Areas ◽  
The United States ◽  
Community Survey ◽  
Cost Of Living ◽  
Poverty Measure ◽  
Housing Costs ◽  
Wide Variability ◽  
Metropolitan Counties ◽  
Research And Policy

Poverty scholarship in the United States is increasingly reliant upon the Supplemental Poverty Measure (SPM) as opposed to the Official Poverty Measure of the United States for research and policy analysis. However, the SPM still faces several critiques from scholars focused on poverty of non-metropolitan areas. Key among these critiques is the geographic adjustment for cost of living employed in the SPM, which is based solely upon median rental costs and pools together all non-metropolitan counties within each state. Here, we evaluate the current geographic adjustment of the SPM using both microdata and aggregate data from the American Community Survey for 2014-2018. By comparing housing costs, tenure, and commuting, we determine median rent is likely an appropriate basis for geographic adjustment. However, by demonstrating the wide variability between median rents of non-metropolitan counties within the same state, we show that the current operationalization of this geographic adjustment is sorely lacking.

You Won't be My Neighbor: Opposition to High Density Development

2021 ◽  
pp. 107808742110657
Author(s):  
Jessica Trounstine
Keyword(s):  
School Quality ◽  
Property Values ◽  
The United States ◽  
Survey Experiment ◽  
Single Family ◽  
Family Development ◽  
Wide Margin ◽  
Housing Costs ◽  
Demographic Subgroup ◽  
Density Development

Virtually every city in the United States bans multifamily homes in at least some neighborhoods, and in many cities most residential land is restricted to single family homes. This is the case even though many metropolitan areas are facing skyrocketing housing costs and increased environmental degradation that could be alleviated by denser housing supply. Some scholars have argued that an unrepresentative set of vocal development opponents are the culprits behind this collective action failure. Yet, recent work suggests that opposition to density may be widespread. In this research note, I use a conjoint survey experiment to provide evidence that preferences for single-family development are ubiquitous. Across every demographic subgroup analyzed, respondents preferred single-family home developments by a wide margin. Relative to single family homes, apartments are viewed as decreasing property values, increasing crime rates, lowering school quality, increasing traffic, and decreasing desirability.

scholarly journals Premigration School Quality, Time Spent in the United States, and the Math Achievement of Immigrant High School Students

Demography ◽  
2016 ◽  
Vol 53 (5) ◽  
pp. 1477-1498 ◽  
Author(s):  
Robert Bozick ◽  
Alessandro Malchiodi ◽  
Trey Miller
Keyword(s):  
United States ◽  
High School ◽  
High School Students ◽  
Math Achievement ◽  
School Quality ◽  
The United States ◽  
School Students

Why High-Poverty Neighborhoods Persist

2014 ◽  
Vol 52 (1) ◽  
pp. 33-65 ◽  
Author(s):  
Rolf Pendall ◽  
Brett Theodos ◽  
Kaitlin Hildner
Keyword(s):  
United States ◽  
Built Environment ◽  
The United States ◽  
High Poverty ◽  
Multifamily Housing ◽  
Concentrated Poverty ◽  
Housing Costs ◽  
Family Housing ◽  
Precarious Housing

Why do we see persistence, recurrence, and new emergence of concentrated poverty in U.S. cities? In this article, we explore an understudied connection: whether an important part of the built environment—a series of attributes that constitute precarious housing—constitutes a durable substrate on which concentrated poverty predictably emerges and recurs and if so, how this might vary across the United States. Poverty grew fastest between 2000 and 2005–2009 in tracts that began the decade with high levels of rented one- to four-family housing, multifamily housing, housing between 20 and 25 years old, and households paying over 30% of their income for housing costs. In addition, poverty grew fastest in tracts with high percentages of black or Hispanic households in 2000.

scholarly journals The Financial Dilemma of Students Pursuing an Atmospheric Science Graduate Degree in the United States

2020 ◽  
Vol 101 (9) ◽  
pp. E1524-E1536
Author(s):  
Dylan R. Card ◽  
Heather S. Sussman ◽  
Ajay Raghavendra
Keyword(s):  
United States ◽  
Graduate Students ◽  
Income Tax ◽  
Graduate Programs ◽  
Atmospheric Science ◽  
The United States ◽  
Cost Of Living ◽  
Housing Costs ◽  
State Income Tax ◽  
State Income

Abstract Graduate school provides an opportunity for students to enhance their knowledge and skill sets and to develop the qualifications to seek high-skilled employment. However, many graduate students are plagued with personal and financial stressors that can decrease research productivity and professional growth. With ballooning student loan debt and economic inflation, stakeholders should review the financial well-being of our current and future graduate students with greater frequency to ensure the continued fast-paced advancement of science. This study investigated the annual stipend, university fees, housing costs, cost of living, and the state income tax rate of 39 atmospheric science graduate programs in the United States to determine the effective income for first-year graduate students in the 2020–21 academic year. Results showed a large spread in advertised stipend amounts ranging between $19,139 and $41,520 (USD). After taking into account annual university fees, housing costs, and state income tax and normalizing by the cost of living, effective income had a decreased spread ranging between $12,287 and $25,240. Prospective graduate students should not focus on the advertised stipend when deciding between schools since it does not always accurately represent the affordability of the graduate program. The future of scientific research relies on the next generation of scientists. Therefore, graduate programs across the country should focus on providing fair financial compensation in order to attract students with exceptional research skills who otherwise may leave academia to pursue higher-paying jobs after college.

Decoding Success: A Middle-Class Logic of Individual Advancement in a U.S. Suburb and High School

2010 ◽  
Vol 112 (12) ◽  
pp. 2935-2987
Author(s):  
Peter Demerath ◽  
Jill Lynch ◽  
H. Richard Milner ◽  
April Peters ◽  
Mario Davidson
Keyword(s):  
United States ◽  
High School ◽  
Academic Success ◽  
Middle Class ◽  
School Quality ◽  
The United States ◽  
Ethnographic Study ◽  
Chi Square ◽  
Cultural Logic

Background Researchers have largely attributed achievement gaps between different groups of students in the United States to differences in resources, parent education, socioeconomic status (SES), and school quality. They have also shown how, through their “cultural productions,” certain students may disadvantage themselves. Focus This article takes a different approach to understanding the role of education in the perpetuation of social inequality in the United States: It focuses on the construction of advantage. It seeks to explain how students from middle-class to upper-middle-class communities continue to pull ahead of students from other backgrounds. Setting A Midwestern U.S. suburb and its Blue Ribbon public high school. Research Design A 4-year mixed-method ethnographic study that followed a diverse group of high- and underachieving students through their entire high school careers. Data Collection and Analysis Data were collected by a diverse research team through participant observation and informal interviews in classrooms and other relevant in- and out-of-school settings; over 60 tape-recorded interviews with teachers, administrators, and students, including a diverse sample of 8 high- and low-achieving male and female students from the class of 2003 and their parents; and consultation of school documents and popular culture discourses and social narratives on youth, parenting, and schooling. All observational and interview data were analyzed and interpreted through an inductive process of constant comparison across and within cases. In addition, a grounded survey consisting of 44 forced-choice and 16 open-ended items was administered in March 2002 to 605 students. Differences in GPA on the basis of caregiving arrangements, mother's educational attainment, and SES were compared using the chi-square statistic. Differences in student responses to specific survey questions were compared across sex, SES, GPA, grade, and residing caregiver groups in bivariate models also using the chi-square statistic. These models were expanded to include multiple student attributes (sex, SES, age, residing caregiver, and so on) using multinomial logistical regression with key response contrasts as the dependent variables. Findings The article describes the local cultural logic and set of practices that were oriented toward producing both the substance and image of competitive academic success, including (1) the class cultural community achievement ideology; (2) the school's institutional advantaging of its pupils; (3) student identities and strategies for school success; and (4) parental intervention in school and manipulation of educational policies. The piece's class cultural approach shows how these beliefs and practices constitute a highly integrated system with multiple internal feedback mechanisms that underlie its robustness. The article also discusses some of the costs of this unswerving orientation to individual advancement, including student stress and fatigue, alienation from learning, incivility, and marginalization of minority students. Conclusions and Recommendations The article demonstrates another way in which class formation is mediated within the social fields of high schools, showing how this integrated cultural system of individual advancement is an important mechanism in the production of inequality in the contemporary United States. In addition, in identifying some of the deleterious effects of the role of competition in the cultural logic of schooling in this community, the article recommends that teachers and administrators enter into dialogues concerning the extent to which it is foregrounded or backgrounded in their own classrooms and schools.

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