.
BEdotCYdotDEdotDKdotESdotFIdotFRdotGRdotHUdotITdotLUdotNLdotPLdotPTdotROdotSEdotUKdot
 
European Urban Knowledge Network
Home eukn.org
 
Home > E-library > Urban Policy > Social inclusion & integration > Education > ...
 
Print pageContactSitemap
-
  • E-library
  • Share your knowledge!
  • Research Services
  • About EUKN
  • News
  • Meetings
-
-
-
-Search site
Zoeken

Advanced search
-
-
Cases

The Noste ProgrammeVorstelijk Complex...Innovative Vocatio...more
Natural Sciences E...An Adventure in Ca...Eastbourne Schools...Heerlen: Agricultu...World Music and Da...Amsterdam: School ...Greek Schools Netw...

Researches
Do disadvantaged u...Proactive educatio...Civic Engagement a...more
Education outside ...Improving skills a...Recommendations fo...National evaluatio...Evaluation of Aimi...Priority Education...The European Citiz...

Policies

2010: Towards a Eu...Educative success ...
-
Vibrant neighbourhoods and successful schools
Introduction
For many families, the composition and quality of local public schools are primary factors in choosing a neighbourhood and investing in a house or apartment. Families who can afford to choose where to live avoid communities where schools perform poorly, thereby fuelling higher rents and property values in communities with highly regarded schools. In turn, local property values determine how much a jurisdiction can spend on teachers and school facilities. And as a consequence, schools in communities where low-cost housing is clustered often suffer from insufficient funding, obsolete facilities, and overextended teachers struggling to serve concentrations of needy students.
Description
This paper focuses on four principles regarding the vitality and performance of schools and communities in the United States, discussing opportunities for constructive policy interventions, summarizing what is already known about their likely effectiveness, and recommending next steps policy makers.
  • Low-income children benefit from the resources and learning environment available at schools that also serve middle- and higher-income families;
  • Even in settings where most students are poor, schools can succeed with the right resources and accountability;
  • Kids perform better in school if they don’t change schools frequently, and schools perform better when they have lower turnover;
  • Kids do better in school when they are healthy, well-nourished, and arrive at school ready to learn.
Conclusions
According to the researchers, local policymakers and practitioners in the United States have a number of tools at their disposal to give low-income children access to schools that also serve middle- and upperincome students:
  • Coordinate investments in housing and school improvements to promote income mixing;
  • Expand affordable housing options in non-poor neighbourhoods;
  • Enable children living in distressed neighbourhoods to attend high-quality schools elsewhere;
  • Attract and retain high-quality personnel;
  • Support the development of new schools;
  • Provide housing assistance to reduce residential instability;
  • Allow children whose families move to remain in the same school;
  • Minimize school changes in housing redevelopment projects;
  • Help parents from poor neighbourhoods make lasting school choices;
  • Use neighbourhood revitalisation investments to attract healthy amenities;
  • Improve kids’ nutrition through in-school programs;
  • Promote expanded early learning opportunities in neighbourhoods with federally subsidised housing;
  • Provide supplemental resources to local officials to integrate educational and human services investments with housing investments.
Contact info
The Urban Institute/Brookings Institution
Washington D.C.
http://www.brookings.edu/
Alan Berube (research director), tel. +1 202 797 6105
Publication date
/07/2009
Researcher
Margery Austin Turner & Alan Berube
Links
Click here for more information about the paper 'Vibrant Neighbourhoods, Successful Schools' on the website of Brookings Institution

Download the paper 'Vibrant Neighbourhoods, Successful Schools' (PDF, Eng, 196 kB)

Document type
research
Themes
Urban Policy > Social inclusion & integration
Keywords
Education
 


-
Copyright-Masthead-Disclaimer-Privacy-RSS feed-EU-Eurocities-Urbact