Citation

Tach L, Jacoby S, Wiebe DJ, Guerra T, Richmond TS. Hous. Policy Debate 2016; 26(2): 380-397.

Affiliation

School of Nursing, University of Pennsylvania, Philadelphia, USA.

Copyright

(Copyright © 2016, Informa - Taylor and Francis Group)

DOI

10.1080/10511482.2015.1107118

PMID

27570434

Abstract

The ACHIEVEability model of affordable housing aims to promote self-sufficiency by requiring enrollment in postsecondary education in exchange for subsidized housing. In this study, we exploit the quasi random assignment of ACHIEVEability participants (N = 84) to subsidized housing units to evaluate whether microneighborhood environments moderated participants' progress in postsecondary education. Participants progressed in their educational pursuits in line with program requirements, earning about 12 college credits per year. Neighborhood block group characteristics moderated this progress. Participants who were assigned to housing located in poorer, more violent, and less educated block groups earned credits at a significantly slower rate than participants assigned housing in more advantaged block groups. Our results suggest that the micro environments immediately surrounding residents of subsidized housing matter, even if they are situated within broader contexts of spatial and personal disadvantage.

Language: en