The Effect of School Quality on Residential Sales Price

This study seeks to find the extent to which various measures of public school quality are capitalized into house prices after the No Child Left Behind Act (2001). Individual residential sales in Cuyahoga County, Ohio for 2000 and 2005 are analyzed as to the effect of school quality using regression analysis with a spatial error model. Results show that while all school quality measures tested have some explanatory power, school district ratings and performance index, which are comprehensive measures of school quality, are the most appropriate measures and are readily capitalized into housing prices.

Religious Value Halos: The Effect of a Jewish Orthodox Campus on Residential Property Values

Ten years ago, there was a controversial expansion of an Orthodox Jewish religious campus in the suburb of a large Midwestern US city. This research takes a before and after approach to addressing the effects of this project on residential property values, especially within walking distance of the campus. Separate regression analyses have been run for 1997 and 2006, and the findings indicate that the campus has increased property values and prompted additional building permits. The findings show that the completion of the Jewish Orthodox campus increases residential property values between 17 percent and 20 percent within a quarter mile in the city where the facility is located.

Who Cares About School Quality?; The Role of School Quality in Household Preference, School District Choice, and Willingness to Pay

School quality is considered a key factor affecting homebuyers\u27 location choices and willingness to pay. Previously, many studies found that school quality plays a critical role in determining housing prices and location choice. School quality is positively capitalized into housing prices. Households are willing to pay for school quality, in particular, school outcomes such as test scores and performance index. However, there is a view that willingness to pay for school quality is different based on household demographics and socioeconomic status (SES). The purpose of this dissertation is to investigate heterogeneous preference for school quality, school district choice, and willingness to pay for school quality according to a household\u27s demographic background and SES, including the presence of school-age children, marital status, income, education, race/ethnicity, and occupation. This dissertation takes occupational variables into account in the model as a proxy for human capital. This dissertation was also developed to find whether or not a household\u27s preference for school quality leads to their school quality consumption regarding school district choice and willingness to pay. Two datasets were used: the 2006 homebuyer\u27s survey and the 2006 transacted housing sales in Cuyahoga County, Ohio. With the aggregated dataset, the national model also analyzes household demographics and school quality data aggregated by school district in 2,531 school districts in 14 states. Three models were used to test the groups of hypotheses for preference, school district choice, and willingness to pay: ANOTA, ordered logit, and the hedonic price model. The findings of this dissertation indicate household heterogeneous preferences for school district choices and willingness to pay for school quality. It also found a gap between preference for school quality and actual consumption of school quality. In particular, larger gaps appear in low-income, low-educated, and single-head households than in other households. These finding

Who Cares About School Quality?; The Role of School Quality in Household Preference, School District Choice, and Willingness to Pay

School quality is considered a key factor affecting homebuyers\u27 location choices and willingness to pay. Previously, many studies found that school quality plays a critical role in determining housing prices and location choice. School quality is positively capitalized into housing prices. Households are willing to pay for school quality, in particular, school outcomes such as test scores and performance index. However, there is a view that willingness to pay for school quality is different based on household demographics and socioeconomic status (SES). The purpose of this dissertation is to investigate heterogeneous preference for school quality, school district choice, and willingness to pay for school quality according to a household\u27s demographic background and SES, including the presence of school-age children, marital status, income, education, race/ethnicity, and occupation. This dissertation takes occupational variables into account in the model as a proxy for human capital. This dissertation was also developed to find whether or not a household\u27s preference for school quality leads to their school quality consumption regarding school district choice and willingness to pay. Two datasets were used: the 2006 homebuyer\u27s survey and the 2006 transacted housing sales in Cuyahoga County, Ohio. With the aggregated dataset, the national model also analyzes household demographics and school quality data aggregated by school district in 2,531 school districts in 14 states. Three models were used to test the groups of hypotheses for preference, school district choice, and willingness to pay: ANOTA, ordered logit, and the hedonic price model. The findings of this dissertation indicate household heterogeneous preferences for school district choices and willingness to pay for school quality. It also found a gap between preference for school quality and actual consumption of school quality. In particular, larger gaps appear in low-income, low-educated, and single-head households than in other households. These finding

Who Cares About School Quality?; The Role of School Quality in Household Preference, School District Choice, and Willingness to Pay

School quality is considered a key factor affecting homebuyers\u27 location choices and willingness to pay. Previously, many studies found that school quality plays a critical role in determining housing prices and location choice. School quality is positively capitalized into housing prices. Households are willing to pay for school quality, in particular, school outcomes such as test scores and performance index. However, there is a view that willingness to pay for school quality is different based on household demographics and socioeconomic status (SES). The purpose of this dissertation is to investigate heterogeneous preference for school quality, school district choice, and willingness to pay for school quality according to a household\u27s demographic background and SES, including the presence of school-age children, marital status, income, education, race/ethnicity, and occupation. This dissertation takes occupational variables into account in the model as a proxy for human capital. This dissertation was also developed to find whether or not a household\u27s preference for school quality leads to their school quality consumption regarding school district choice and willingness to pay. Two datasets were used: the 2006 homebuyer\u27s survey and the 2006 transacted housing sales in Cuyahoga County, Ohio. With the aggregated dataset, the national model also analyzes household demographics and school quality data aggregated by school district in 2,531 school districts in 14 states. Three models were used to test the groups of hypotheses for preference, school district choice, and willingness to pay: ANOTA, ordered logit, and the hedonic price model. The findings of this dissertation indicate household heterogeneous preferences for school district choices and willingness to pay for school quality. It also found a gap between preference for school quality and actual consumption of school quality. In particular, larger gaps appear in low-income, low-educated, and single-head households than in other households. These finding

Containing a firestorm: adaptive policies needed to address changing foreclosure landscape

Like a wildfire leaving devastation in its path, the foreclosure crisis continues to wreak havoc on many families and communities throughout the Fourth District, especially in the largest urban areas. Only a year ago the primary reason for foreclosures centered on subprime mortgages. Today, the primary driver is unemployment, further widening the consumption arc of this blaze.Foreclosure

Charity and Prosperity: The Economic Impact of Public Charities in Arkansas 2006-2010

In 2010, public charities in Arkansas had a total economic impact of $13,505,145,972. Arkansas nonprofit organizations employed an estimated 93,095 individuals in 2010, representing nearly 7 percent (6.8$25,000 in total revenue per year. Data for calendar years 2006 through 2010 are analyzed for this study; data for 2011 and 2012 are not yet available.In examining only those organizations with more than $25,000 in revenue, this study represents approximately one-third of all nonprofits registered in Arkansas as no data are available for organizations with total revenue under$25,000 (these organizations are not required to file annual reports to the IRS). These data include information only for public charities, which are guided by 501(c)(3) rules. In doing so, this report excludes information about private foundations, churches, social and fraternal organizations, or other groups considered tax-exempt under other sections of the tax code. Consequently, results presented in this report actually understate the true effects of the nonprofit sector for Arkansas. Therefore, when discussing results about nonprofits in Arkansas, this research is addressing the effect of service provided by public charities onl

Acrylato[tris­(1-methyl-1H-benzimidazol-2-ylmeth­yl)amine]cobalt(II) perchlorate–dimethyl­formamide–methanol (2/2/3)

In the title complex, [Co(C3H3O2)(C27H27N7)]ClO4·C3H7NO·1.5CH4O, the CoII ion is five-coordinated by four N atoms from a tris­(1-methyl-1H-benzimidazol-2-ylmeth­yl)amine (mentb) ligand and one O atom from an acrylate ligand in a distorted trigonal–bipyramidal geometry with approximate mol­ecular C 3 symmetry. The atoms of the acrylate ligand are disordered over two sites, with approximate occupancies of 0.90 and 0.10. In addition, the solvent hemimethanol mol­ecule is disordered over two positions with equal occupancies. The crystal structure is stabilized by weak intermolecular O—H⋯O hydrogen bonds

Bis{1-[4-(benz­yloxy)phen­yl]-4,4,4-tri­fluoro­butane-1,3-dionato(1−)}dipyri­dine­cobalt(II)

In the title compound, [Co(C17H12F3O3)2(C5H5N)2], the CoII ion is situated on a twofold rotation axis, coordinated by four O atoms from two 1-[4-(benz­yloxy)phen­yl]-4,4,4-trifluoro­butane-1,3-dionate(1−) (L) ligands and two N atoms from two pyridine ligands in a distorted octa­hedral geometry. The two pyridine rings form a dihedral angle of 84.63 (7)°. The two benzene rings in L are twisted at 58.83 (5)°. Weak inter­molecular C—H⋯F hydrogen bonds consolidate the crystal packing

Acrylato[tris­(1-methyl­benzimidazol-2-ylmeth­yl)amine]zinc(II) perchlorate–dimethyl­formamide–methanol (1/1/1.5) at 153 (2) K

In the title complex, [Zn(C3H3O2)(C27H27N7)](ClO4)·C3H7NO·1.5CH4O, the ZnII ion is five-coordinated by four N atoms from a tris­(1-methyl­benzimidazol-2-ylmeth­yl)amine (Mentb) ligand and one O atom from an acrylate ligand in a distorted trigonal–bipyramidal geometry with approximate mol­ecular C 3 symmetry. The atoms of the acrylate ligand are disordered over two sites, with approximate occupancies of 0.84 and 0.16. In addition, a methanol solvent mol­ecule is disordered over two sites with equal occupancies. In the crystal structure, the full-occupancy methanol is linked to a dimethyl­formamide mol­ecule by an inter­molecular O—H⋯O hydrogen bond