Home is Where the Heart Learns: the Impact of Affordable Housing on Child Wellbeing Public

Abstract

This study investigates the relationship between federally subsidized affordable family housing and school attendance among economically disadvantaged elementary students, predominantly Black, in Fulton County Schools (FCS) in metro Atlanta. Utilizing a generalized synthetic control model and qualitative analyses, the research identifies a significant positive association: introducing subsidized family housing in elementary school zones leads to an immediate and substantial increase in student attendance. Specifically, a new subsidized family housing development in an elementary school zone is associated with an average 7.74% point increase in the percentage of economically disadvantaged students with strong attendance (missing 5% or fewer school days), with this effect concentrated in the first two years post-intervention (8.61% in the first year, 9.48% in the second). These overall effects are positive for Black students as well, though lessened in magnitude and significance (ATT=3.12, p=0.138). Despite limitations such as a limited number of qualifying family housing developments and constrained outcome measures, the findings clearly underscore the essential role of stable, affordable housing in improving educational outcomes. Qualitative insights from FCS homeless liaisons, social workers, and a South Fulton housing nonprofit director confirm this, and illuminate the mechanisms through which stable housing allows students to thrive in school. The results support policy recommendations to increase investment in affordable family housing initiatives, as a tool to mitigate persistent educational and racial inequities through enhanced child well-being. 

Table of Contents

Introduction 1

Background 2

Growing up in Poverty 2

Federal Subsidized Housing Placement 4

Housing Affordability in Fulton County 6

Outcomes from Affordable Housing 10

Housing Mechanisms for Improving Child Well-being 11

Qualitative Interviews 15

Research Design 19

Methodology: Data Collection 22

FCS Elementary Schools Receiving Family Developments 27

Federally Subsidized Developments in Fulton County Schools 33

Methodology: Analysis 37

Generalized Synthetic Control 37

Results 42

Family Model: ATT Estimates on % Strong Attendance for Economically Disadvantaged Students 44

Family Model: Estimated Weights of Controls: Top 5 for Each Treated School 45

Effects for Black Students 45

Placebo Counterfactuals 46

Discussion 52

Policy and Future Implications 54

Limitations 56

Conclusion 59

References 60

Appendix 68

Family Model: Implied Weights of Controls for Individual Units 71

Family Model: ATT Estimates on % Strong Attendance for Economically Disadvantaged Students 77

About this Honors Thesis

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School	Emory College
Department	Quantitative Science
Degree	B.S.
Submission	Honors Thesis
Language	English
Research Field	Political Science, Public Administration Political Science, General Statistics
Mot-clé	synthetic control academic outcomes child wellbeing elementary school attendance academic achievement housing insecurity school mobility affordable housing racial achievement gap
Committee Chair / Thesis Advisor	Michael Rich, Emory University Kevin McAlister, Emory University
Committee Members	Allison Stashko, Emory University

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