The Limits of Relocation: Employment and Family Well-Being Among Former Madden/Wells Residents

Explores the effects of moving from distressed public housing to safer, mixed-income developments and new work requirements on residents' employment, income, and self-sufficiency. Examines barriers to working, including poor health and lack of education

How Are HOPE VI Families Faring? Income and Employment

While the primary goal of the HOPE VI program is to improve the living environment of public housing residents, it also aims to help residents move toward self-sufficiency by helping them find new or better jobs (see page 6). The program's Community Support Services (CSS) component can help identify what residents need, such as job training or placement, to make them more likely to find employment. Relocation itself might help residents find employment if they move to less poor neighborhoods with more job opportunities and better job information networks. Residents who move back to new mixed-income developments on the HOPE VI sites could experience similar improved job networks. However, whether these expectations of increased employment and self-sufficiency are realistic for HOPE VI residents is unclear. For both employed and nonemployed residents, the gap between household income and the income needed for housing and other costs of living is wide. The HOPE VI Panel Study is tracking the well-being of residents from five HOPE VI sites (see page 7). These respondents, mostly African American women, were extremely poor at baseline.[1] The vast majority reported household incomes below the poverty level, and over a third (35 percent) reported annual incomes of less than $5,000. Less than half (45 percent) of respondents were employed, and those who were working earned low wages (Popkin et al. 2002). This brief discusses income and employment findings for working-age adults under 62 years old two years after relocation started at the five HOPE VI Panel Study sites.[2] It examines various barriers to employment for respondents, and considers both expectations for future employment and the services and support systems that might best mitigate those barriers. Future research will examine how residents' employment experiences are affected as relocation is completed and some residents return to the revitalized developments. Notes from this section 1. Among respondents under 62 years old, 82 percent were non-Hispanic African American women and 9 percent were Hispanic women. 2. A future brief in the "A Roof Over Their Heads" series will examine income and employment findings for adults over 62 years old

Relocation Is Not Enough: Employment Barriers Among HOPE VI Families

Examines whether the federal HOPE VI housing program has affected employment rates among residents, and identifies barriers to workforce participation. Based on surveys of residents at five Hope VI public housing sites

Housing Choice Vouchers: How HOPE VI Families Fared in the Private Market

Examines the relocation experiences of HOPE VI housing program residents who used a voucher to find new homes, both in and out of public housing. Based on surveys of residents at five Hope VI public housing sites

The Uncharted, Uncertain Future of HOPE VI Redevelopments: The Case for Assessing Project Sustainability

Discusses the need for a third-party assessment of the management and financial stability issues posed by the publicly and privately funded redevelopment of housing projects into mixed-income, mixed-tenure properties. Explores feasibility at two sites

Effects From Living in Mixed-Income Communities for Low-Income Families: A Review of the Literature

Reviews the literature on the definitions of mixed-income communities; hypothesized and documented benefits, including poverty alleviation, desegregation and urban revitalization; and prevalence of such communities. Points to areas for future research

Atlantic Exchange: Case Studies of Housing and Community Redevelopment in the United States and the United Kingdom

Examines lessons learned from community redevelopment initiatives in Birmingham, England, and Chicago. Explores physical, managerial, and demographic changes and issues of place identity, community cohesion, and the communities' place in city initiatives

The CHA's Plan for Transformation: How Have Residents Fared?

Summarizes findings from studies on how relocation from distressed public housing changed former residents' quality of life, including living conditions, safety, poverty, employment, health, well-being of children, and satisfaction. Outlines implications

Emerging Educational Technology: Assessing the Factors that Influence Instructors’ Acceptance in Information Systems and Other Classrooms

Over the past decade there has been a shift in the emphasis of Internet-based emerging educational technology from use in online settings to supporting face-to-face and mixed delivery classes. Although emerging educational technology integration in the classroom has been led by information systems (IS) instructors, the technology acceptance and usage of other instructors continue to be problematic for educational institutions. The purpose of this study was to empirically investigate factors influencing instructors’ intention to use Tegrity®, an emerging educational technology in traditional IS classes and other non-IS classes. Specifically, the factors studied were computer self-efficacy, computer anxiety, and experience with the use of technology. Responses from 56 instructors from a small, private university were used to formulate a predictive model using ordinal logistic regression. Results showed that computer self-efficacy had the greatest influence on intention to use. As computer self-efficacy appears to be high among IS instructors, administrators of other subjects are urged to pursue avenues to increase their instructors’ computer self-efficacy when attempting to increase the acceptance of emerging educational technology in non-IS classrooms

Maintaining the Boundaries: Teacher Preparation Program Admission Criteria for Screening Quality Candidates

This study examines several Texas university-based teacher preparation program screening measures and admission criteria. The researchers examined those measures stipulated in the Texas Administrative Code, as well as criteria that exceeded those required by the state. Identifying these measures and criteria will allow programs to maintain the boundaries of who becomes a teacher, thus providing the quality teachers required to educate productive members of society