A profile of the Eden Housing collaboration with the Partnership for Children and Youth by the National Housing Conference.
A new report by EdBuild ranks the school district boundaries that most sharply divide student populations by poverty rate.
This Century Foundation 2016 white paper outlines the numerous benefits of integrating schools socioeconomically and racially.
The County Health Rankings & Roadmaps program, a collaboration between the Robert Wood Johnson Foundation and the University of Wisconsin Population Health Institute, highlights the many social and economic factors which influence health, and provides resources to help communities take action.
This new study supported in part by the Center for Poverty Research has found that redistricting can increase educational inequality, increase segregation within schools and hurt already disadvantaged students and communities.
This report from the University of Minnesota's Center for Advanced Studies on Child Welfare looks at the educational outcomes of children in family supportive housing. The study compares the academic performance of 70 students in supportive housing versus 342 homeless students.
This report examines 11 Inclusionary Zoning programs across the United States to determine the extent to which the policies serve lower-income families and provide IZ recipients with access to low-poverty neighborhoods and residentially assign them to high-performing schools, thereby promoting the academic achievement and educational attainment of their children.
This 2009 Urban Institute report explores the relative effects of school and neighborhood characteristics on student achievement.
The Effects of Exposure to Better Neighborhoods on Children: New Evidence from the Moving to Opportunity Experiment
Harvard takes a look at the Moving to Opportunity program and its impacts on children's long-term outcomes using administrative data from tax returns.
This research, which involved children enrolled in the Chicago public school system, was published in the APA journal Developmental Psychology®. It shows that children who experienced fewer school transitions over a five-year period demonstrated greater cognitive skills and higher math achievement in early elementary school, relative to their counterparts who changed schools frequently.