TY  - JOUR
AB  - This study examines the academic impacts of the Choice Neighborhoods Initiative (CNI), a federal public housing revitalization program, focusing on how case management, student mobility, and school compositional change intersect to shape outcomes. Using an eight-year student-level panel (2015–2023), we estimate three-way fixed effects models that account for school year, grade, and individual factors. Academic outcomes include standardized test scores in English Language Arts (ELA) and math.
While student transfers alone are not linked to performance, negative math effects emerge when students transfer into CNI schools without compositional improvements—suggesting academic disruption or lateral moves. In contrast, moves into less economically distressed or more racially segregated schools are associated with academic gains, especially in reading, potentially reflecting greater cultural congruence or reduced racial threat. Case management is most beneficial when aligned with school transitions: students who moved and received USI support saw ELA improvements, while non-movers benefitted in math. Mobility also moderates the impact of compositional change—students making lateral moves experienced declines, whereas upward contextual mobility led to gains.
AU  - Chun, Yung
AU  - Jabbari, Jason
AU  - Foell, Andrew
AU  - Jenkins, DeMarcus
AU  - Johnson Jr., Odis 
PY  - 2025
ST  - Choosing Schools in Choice Neighborhoods: Impacts of Student Mobility, School Composition, and Case Management on Academic Outcomes
TI  - Choosing Schools in Choice Neighborhoods: Impacts of Student Mobility, School Composition, and Case Management on Academic Outcomes
UR  - http://www.edworkingpapers.com/ai25-1223
ER  -