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The SSRC Library allows visitors to access materials related to self-sufficiency programs, practice and research. Visitors can view common search terms, conduct a keyword search or create a custom search using any combination of the filters at the left side of this page. To conduct a keyword search, type a term or combination of terms into the search box below, select whether you want to search the exact phrase or the words in any order, and click on the blue button to the right of the search box to view relevant results.

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The SSRC Library includes resources which may be available only via journal subscription. The SSRC may be able to provide users without subscription access to a particular journal with a single use copy of the full text.  Please email the SSRC with your request.

The SSRC Library collection is constantly growing and new research is added regularly. We welcome our users to submit a library item to help us grow our collection in response to your needs.


  • Individual Author: Blagg, Kristin; Chingos, Matthew; Corcoran, Sean P.; Cordes, Sarah A.; Cowen, Joshua; Denice, Patrick ; Gross, Betheny; Lincove, Jane Arnold ; Sattin-Bajaj, Carolyn; Schwartz, Amy Ellen; Valant, Jon
    Reference Type: Report
    Year: 2018

    How to get to school is an important issue for families who want to send their children to schools outside their neighborhood and for education policymakers seeking to implement school choice policies that mitigate educational inequality. We analyze travel times between the homes and schools of nearly 190,000 students across five large US cities that offer a significant amount of educational choice:  Denver, Detroit, New Orleans, New York City, and Washington, DC. We find: 

    • Despite wide variation across cities in student transportation policy, there are similar student transportation patterns across our cities. Most students live within a 20-minute drive from home to their school. Older students travel farther to school than younger students, and black students travel farther than white or Hispanic students. Students who are not low income tend to travel farther than their low-income peers.
    • Particularly among older students, those enrolled in traditional public schools tend to travel as far, or in some cases farther, than those attending charter schools....

    How to get to school is an important issue for families who want to send their children to schools outside their neighborhood and for education policymakers seeking to implement school choice policies that mitigate educational inequality. We analyze travel times between the homes and schools of nearly 190,000 students across five large US cities that offer a significant amount of educational choice:  Denver, Detroit, New Orleans, New York City, and Washington, DC. We find: 

    • Despite wide variation across cities in student transportation policy, there are similar student transportation patterns across our cities. Most students live within a 20-minute drive from home to their school. Older students travel farther to school than younger students, and black students travel farther than white or Hispanic students. Students who are not low income tend to travel farther than their low-income peers.
    • Particularly among older students, those enrolled in traditional public schools tend to travel as far, or in some cases farther, than those attending charter schools.
    • Access to “high quality” high schools varies across cities, race and ethnicity, and on the quality measure used. However, ninth-grade students, on average, tend to live about a 10-minute drive from a “high quality” high school.
    • Access to a car can significantly increase the number of schools available to a family. Typical travel times to school by public transit are significantly greater than by car, especially in cities with less efficient transit networks.

    Just as there are inequalities and differences in students’ academic performance across these cities, we see parallel inequalities and differences in the distances that students travel and in the availability of nearby school options. Experiments in targeted policy interventions, such as implementing transportation vouchers for low-income parents of very young students, using yellow buses on circulating routes, or changing the way that school siting decisions are made, might yield pragmatic solutions that further level the playing field for a city’s most disadvantaged students. (Author abstract) 

  • Individual Author: Shattuck, Rachel M.
    Reference Type: Conference Paper
    Year: 2017

    This PowerPoint presentation from the 2017 NAWRS workshop discusses the likelihood of low-income children who received federal Child Care and Development Fund (CCDF) - subsidized care in early childhood - being held back in school, from kindergarten onward. Additionally, this presentation explores whether this association is particularly pronounced for low-income Black and Hispanic children relative to low-income children from other race/ethnic groups.

    This PowerPoint presentation from the 2017 NAWRS workshop discusses the likelihood of low-income children who received federal Child Care and Development Fund (CCDF) - subsidized care in early childhood - being held back in school, from kindergarten onward. Additionally, this presentation explores whether this association is particularly pronounced for low-income Black and Hispanic children relative to low-income children from other race/ethnic groups.

  • Individual Author: Anderson, Theresa
    Reference Type: Conference Paper
    Year: 2017

    This PowerPoint presentation from the 2017 NAWRS Workshop reports findings from an evaluation of Accelerated Opportunity and outcomes such as college credit attainment and earnings.

    This PowerPoint presentation from the 2017 NAWRS Workshop reports findings from an evaluation of Accelerated Opportunity and outcomes such as college credit attainment and earnings.

  • Individual Author: Pendall, Rolf; Hendey, Leah; Greenberg, David; Pettit, Kathryn L.S.; Levy, Diane; Khare, Amy; Gallagher, Megan; Joseph, Mark; Curley, Alexandra; Rasheed, Aesha; Latham, Nancy; Brecher, Audra ; Hailey, Chantal
    Reference Type: Report
    Year: 2015

    The Choice Neighborhoods Initiative (Choice) of the U.S. Department of Housing and Urban Development (HUD) aims to transform distressed, high-poverty rate neighborhoods into revitalized mixed-income neighborhoods. Its primary vehicle to catalyze this transformation is the rebuilding of distressed public and assisted housing into energy-efficient, mixed-income housing that is physically and financially viable. (author abstract)

    The Choice Neighborhoods Initiative (Choice) of the U.S. Department of Housing and Urban Development (HUD) aims to transform distressed, high-poverty rate neighborhoods into revitalized mixed-income neighborhoods. Its primary vehicle to catalyze this transformation is the rebuilding of distressed public and assisted housing into energy-efficient, mixed-income housing that is physically and financially viable. (author abstract)

  • Individual Author: Fussell, Elizabeth; Lowe, Sarah R.
    Reference Type: Journal Article
    Year: 2014

    Previous studies in the aftermath of natural disasters have demonstrated relationships between four dimensions of displacement – geographic distance from the predisaster community, type of postdisaster housing, number of postdisaster moves, and time spent in temporary housing – and adverse psychological outcomes. However, to date no study has explored how these dimensions operate in tandem. The literature is further limited by a reliance on postdisaster data. We addressed these limitations in a study of low-income parents, predominantly non-Hispanic Black single mothers, who survived Hurricane Katrina and who completed pre and postdisaster assessments (N = 392). Using latent profile analysis, we demonstrated three profiles of displacement experiences within the sample: (1) returned, characterized by return to a predisaster community; (2) relocated, characterized by relocation to a new community, and (3) unstably housed, characterized by long periods in temporary housing and multiple moves. Using regression analyses, we assessed the relationship between displacement profiles and...

    Previous studies in the aftermath of natural disasters have demonstrated relationships between four dimensions of displacement – geographic distance from the predisaster community, type of postdisaster housing, number of postdisaster moves, and time spent in temporary housing – and adverse psychological outcomes. However, to date no study has explored how these dimensions operate in tandem. The literature is further limited by a reliance on postdisaster data. We addressed these limitations in a study of low-income parents, predominantly non-Hispanic Black single mothers, who survived Hurricane Katrina and who completed pre and postdisaster assessments (N = 392). Using latent profile analysis, we demonstrated three profiles of displacement experiences within the sample: (1) returned, characterized by return to a predisaster community; (2) relocated, characterized by relocation to a new community, and (3) unstably housed, characterized by long periods in temporary housing and multiple moves. Using regression analyses, we assessed the relationship between displacement profiles and three mental health outcomes (general psychological distress, posttraumatic stress, and perceived stress), controlling for predisaster characteristics and mental health indices and hurricane-related experiences. Relative to participants in the returned profile, those in the relocated profile had significantly higher general psychological distress and perceived stress, and those in the unstably housed profile had significantly higher perceived stress. Based on these results, we suggest interventions and policies that reduce postdisaster housing instability and prioritize mental health services in communities receiving evacuees. (author abstract)

     

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