Housing Redlining and Its Lingering Effects on Education Opportunity. Backgrounder. No. 3594

Autor/inn/en	Burke, Lindsey M.; Schwalbach, Jude
Institution	Heritage Foundation, Center for Education Policy
Titel	Housing Redlining and Its Lingering Effects on Education Opportunity. Backgrounder. No. 3594
Quelle	(2021), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Housing; Social Discrimination; Educational Opportunities; Public Schools; School Choice; Federal Government + Suchen Sie Ihr Suchwort? Unterkunft; Soziale Benachteiligung; Soziale Schließung; Bildungsangebot; Bildungschance; Public school; Öffentliche Schule; Choice of school; Schulwahl; Bundesregierung
Abstract	In the early 20th century, the federal government engaged in housing "redlining"--a practice that conditioned access to federally backed home loans on the perceived economic health of a neighborhood and used demographic factors such as race in those decisions. Understanding the history of government-sanctioned redlining policies in the housing sector demonstrates one of many problems with continuing to tie housing to schooling. Underperforming public schools are too often located in the areas "redlined" in the 20th century. Yet local government policies largely maintain attendance zone boundaries and residential assignment, relegating students with few means to whatever public school is on their side of the street. This is an anachronism with a clear policy remedy. Eliminating attendance zone boundaries within public school districts while pursuing broader school choice efforts, funding children directly rather than systems of schools, can rid education of the artificial barriers continuing to limit opportunity for too many children across the country. Key takeaways from this report include: (1) Federally sanctioned redlining in the 1930s highlights the negative consequences of government intervention in the housing market, which has ripple effects on education; (2) Unevenness in education opportunity persists in part because schooling is tied to housing, with public school access determined by attendance zone boundaries; and (3) Districts should cease drawing attendance zone boundaries, and states should adopt broad school choice policies. (ERIC).
Anmerkungen	Heritage Foundation. 214 Massachusetts Avenue NE, Washington, DC 20002-4999. Tel: 202-546-4400; Fax: 202-546-8328; e-mail: info@heritage.org; Web site: http://www.heritage.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01