Skip Navigation



American Law and Economics Review Advance Access published online on August 9, 2006
American Law and Economics Review, doi:10.1093/aler/ahl007
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
8/2/183    most recent
ahl007v1
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Google Scholar
Right arrow Articles by Kane, T. J.
Right arrow Articles by Staiger, D. O.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

© The Author 2006. Published by Oxford University Press on behalf of the American Law and Economics Association. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org

Article

School Quality, Neighborhoods, and Housing Prices

Thomas J. Kane 1 *, Stephanie K. Riegg 2, and Douglas O. Staiger 3

1 Harvard Graduate School of Education, Gutman Library, Appian Way, Cambridge, MA 02138
2 George Washington University
3 Dartmouth College

* To whom correspondence should be addressed.
Thomas J. Kane, E-mail: kaneto{at}gse.harvard.edu


  Abstract

We study the relationship between school characteristics and housing prices in Mecklenburg County, North Carolina, between 1994 and 2001. During this period, the school district was operating under a court-imposed desegregation order and drew school boundaries so that students living in the same neighborhoods were often sent to very different schools in terms of racial mix and average test scores of the students. We use differences in housing prices along assignment zone boundaries to disentangle the effect of schools and other neighborhood characteristics. We find systematic differences in house prices along school boundaries although the impact of schools is only one-quarter as large as the naive cross-sectional estimates would imply. Part of the impact of school assignments is mediated by differences in the characteristics of the population and the quality of the housing stock that have arisen on either side of the school assignment boundary.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?




Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.