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URBAN INSTITUTE brought to you by Where Do Families Go After Foreclosure? Thursday, January 26, 2012 Today’s Speakers: • Jennifer Comey, The Urban Institute • Ingrid Gould Ellen, New York University • Matthew Kachura, University of Baltimore • Emily Salomon, Center for Housing Policy
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Where Do Families Go After Foreclosure?. Thursday, January 26, 2012. Today’s Speakers : Jennifer Comey, The Urban Institute Ingrid Gould Ellen, New York University Matthew Kachura , University of Baltimore Emily Salomon, Center for Housing Policy. brought to you by. - PowerPoint PPT Presentation
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brought to you by
Where Do Families Go After Foreclosure?
Thursday, January 26, 2012
Today’s Speakers:• Jennifer Comey, The Urban Institute• Ingrid Gould Ellen, New York University• Matthew Kachura, University of Baltimore• Emily Salomon, Center for Housing Policy
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Submit your questions at the HousingPolicy.org Forum!
forum.housingpolicy.org/group/foreclosureprevention
The HousingPolicy.org Forum is a place to pose questions, share ideas, and learn from the experience and expertise of colleagues around the country. Membership is free and open to anyone who has an interest in housing policy. Questions from this webinar will be answered in the foreclosure prevention discussion group.
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The Foreclosure Crisis in Three Cities: Children, Schools, and Neighborhoods
Center for Housing Policy
Foreclosure-Response.org webinar
January 26, 2012
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National Neighborhood Indicators Partnership Project Team
• Baltimore Neighborhood Indicators Alliance -Jacob France Institute, University of Baltimore
• Furman Center for Real Estate and Urban Policy and Institute for Education and Social Policy at New York University
• NeighborhoodInfo DC at the Urban Institute
Funded by Open Society Foundations, follow-up by Annie E. Casey Foundation
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Mobility’s Potential Negative Impact on Children
• Moving residences• Grade retention, hinder school completion, and
a lack of interpersonal skills• Reactive moves are more detrimental than
strategic moves• Switching schools
• Decreased academic performance, especially for young children
• Social, behavioral, and interpersonal problems• Schools with large student mobility tend to
perform worse as well
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Research Questions
• Description and trends of students affected by foreclosure
• Determine whether foreclosure impacts:
• Residential mobility and school switching
• Difference in quality between origin and destination neighborhoods and schools
• Individual students’ test scores (Baltimore only)
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Data Sources• Student-level data (2003-04 through 2008-09)
• Demographics, residence, academic outcomes
• School-level data (2003-04 through 2008-09)• Demographics, location, average school test
scores
• Foreclosure data (2002-2009)• Neighborhood-level data (2000, recent)
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Definition for Students Affected by Foreclosure
• Foreclosure process– Notice/lis pendens, modification, sale, lender takes ownership
• Study identified children living in households that receive foreclosure notice or lis pendens– Very beginning of the foreclosure process
• Length of time to complete foreclosure process varies by site
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Rising Share of Foreclosure Filings in All Three Cities
30
23
25
0
5
10
15
20
25
30
35
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Fore
clos
ure
filin
gs p
er 1
,000
resi
denti
al p
rope
rties
Baltimore
Washington, D.C.
New York City
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Rising Share of Students Affected by Foreclosure in All Three Cities
1.8
2.7
2.2
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
Baltimore DC NYC
Shar
e of
stu
dent
s liv
ing
in b
uild
ings
in fo
recl
osur
e
2003-04
2006-07
2008-09
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Exit Rates from the Public School System
BaltimoreWashington,
D.C. New York City
2007-08 to
2008-092007-08 to
2008-092006-07 to
2007-08 Grades 1-7
All students 9% 16% 7%Students in foreclosed homes 15% 20% 3%
Grade 8
All Students 10% 20% 8%Students in foreclosed homes 15% 25% 3%
Grades 9-11 All students 16% 22% NAStudents in foreclosed homes 18% 25% NA
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Children and the Foreclosure Crisis: School Mobility
Ingrid Gould Ellen
African-American Students Disproportionately Affected by Foreclosures in NYC
2008-09 2006-07
0
10
20
30
40
50
60
70
80
90
100
Baltimore DC NYC
Share of all students
Share of foreclosedstudents
Concentration of NYC Students Affected by Foreclosure, 2006–07
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School Switching: Descriptive Statistics
Baltimore Washington, D.C. New York City07/08 - 08-09 07/08 - 08-09 06/07 to 7/08
All Grades
All Students 25% 35% NAStudents in Foreclosed Homes 27% 45% NA
Grades 1-7
All students 21% 38% 19%Students in Foreclosed Homes 24% 48% 22%
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Difference in Mean Test Scores of Origin and Destination Schools
• Difference in Mean Test Scores of Origin and Destination Schools
• In NYC, students who moved to new schools after a foreclosure tended to move to lower-performing schools.
• In DC, foreclosed students moved to schools that were similar to their origin school.
• In Baltimore, foreclosed students went to slightly higher performing schools than where they started.
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Difference in Mean Test ScoresControlling for Student Characteristics
• Multivariate findings
• Baltimore and New York: the change in school quality was no more dramatic than that for other non-foreclosed students.
• DC: Some evidence that the decline in school quality experienced by children in DC moving post foreclosure was more dramatic than that experienced by other moves.
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Children and the Foreclosure Crisis:Residential Mobility
Matthew Kachura
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0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
Sh
are
of
all
fore
clo
se
d s
tud
en
ts w
ho
re
nt Baltimore
DC
Share of Renter Students in Foreclosure Households Is Increasing
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Residential Mobility: Descriptive Statistics
Move Homes within CityAs a Percent of Those Staying
in the System
Grade PS-11 2007/08 – 2008/09
Students in Foreclosure All Students
Baltimore 21% 14%
Washington, D.C. 29% 17%
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Number of Children Changing Residences
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Neighborhood Characteristics• In District of Columbia
• Students affected by foreclosure started in neighborhoods that were more distressed than those of all students.
• A move associated with foreclosure (vs. other reasons) did not significantly effect the quality difference between the old and new neighborhoods.
• In Baltimore
• Opposite findings about origin area– students in foreclosed homes live in less distressed neighborhoods than all students.
• Destination neighborhoods for students in foreclosure were similar on 4 measures, but had higher juvenile arrest rates.
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Children and the Foreclosure Crisis
Policy Implications
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Summary of Findings
• Foreclosure harms public school children by increasing chance of school and housing instability.
• Neighborhood changes similar to those of other movers.
• Those students who switch schools (for any reason) end up in lower-performing schools in New York City.
• Foreclosure should be viewed in context of all residential & school instability – small piece of the whole picture.
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Local Action
• Review school policy and practice for requiring children who move out-of-boundary mid-year to change schools.
• Improve identification of children who become homeless and qualify for McKinney-Vento benefits and protections.
• Partner with housing counselors to do financial education outreach.
• Inform families who have to move about school policies, support services, and the potential negative effects of school instability on their children’s education.
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New York UniversityIngrid Gould Ellen
BNIA-Jacob France InstituteMatthew Kachura
Urban InstituteJennifer Comey
Kathy [email protected]
Presenters
Individual research reports at:http://www.neighborhoodindicators.org/activities/projects/
effects-foreclosure-children-and-schools
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Submit your questions at the HousingPolicy.org Forum!
forum.housingpolicy.org/group/foreclosureprevention
The HousingPolicy.org Forum is a place to pose questions, share ideas, and learn from the experience and expertise of colleagues around the country. Membership is free and open to anyone who has an interest in housing policy. Questions from this webinar will be answered in the foreclosure prevention discussion group.
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