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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.

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  1. 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

  2. Submit your questions at the HousingPolicy.org Forum! forum.housingpolicy.org/group/foreclosureprevention TheHousingPolicy.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.

  3. The Foreclosure Crisis in Three Cities: Children, Schools, and Neighborhoods Center for Housing Policy Foreclosure-Response.org webinar January 26, 2012

  4. 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

  5. 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

  6. 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)

  7. 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)

  8. Definition for Students Affected by Foreclosure • Foreclosure process • Notice/lispendens, modification, sale, lender takes ownership • Study identified children living in households that receive foreclosure notice or lispendens • Very beginning of the foreclosure process • Length of time to complete foreclosure process varies by site

  9. Rising Share of Foreclosure Filings in All Three Cities

  10. Rising Share of Students Affected by Foreclosure in All Three Cities

  11. Exit Rates from the Public School System

  12. Children and the Foreclosure Crisis: School Mobility Ingrid Gould Ellen

  13. African-American Students Disproportionately Affected by Foreclosures in NYC 2008-09 2006-07

  14. Concentration of NYC Students Affected by Foreclosure, 2006–07

  15. School Switching: Descriptive Statistics

  16. 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.

  17. Difference in Mean Test Scores Controlling 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.

  18. Children and the Foreclosure Crisis:Residential Mobility Matthew Kachura

  19. Share of Renter Students in Foreclosure Households Is Increasing

  20. Residential Mobility: Descriptive Statistics

  21. Number of Children Changing Residences

  22. Neighborhood Characteristics • In District of Columbia • Students affected by foreclosure started in neighborhoods that were more distressed thanthose 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.

  23. Children and the Foreclosure CrisisPolicy Implications

  24. 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.

  25. 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.

  26. Presenters Urban Institute Jennifer Comey jcomey@urban.org Kathy Pettit kpettit@urban.org New York University Ingrid Gould Ellen ige2@nyu.edu BNIA-Jacob France Institute Matthew Kachura mkachura@ubalt.edu Individual research reports at: http://www.neighborhoodindicators.org/activities/projects/effects-foreclosure-children-and-schools

  27. Submit your questions at the HousingPolicy.org Forum! forum.housingpolicy.org/group/foreclosureprevention TheHousingPolicy.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.

  28. Join the Forum in five easy steps: 1.Visit http://forum.housingpolicy.organd click on the Sign Up link in the upper right corner of the page. 2. Fill out the sign-up form on the next screen. 3.Check your email and verify your account by clicking on the link in an automatically-generated message. 4. Create your profile by filling out a short questionnaire with information on your professional background and interests. 5. Stand by for approval of your profile. We review all profiles to avoid spammers, and you will be notified by email when your application has been approved. 6. Join a discussion group by clicking on the “Join” link at the top of the group’s page. New to the forum?

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