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Course Overview and Requirements:
Many of the most severe social problems in the
United States are concentrated in cities — and are different because
of that concentration. This course explores recent evidence about
urban problems, develops analytical tools for understanding the
causes and consequences of these problems, and discusses alternative
policy responses. The course concentrates on urban problems and
policies involving housing or labor markets. Simple microeconomic
tools are used to analyze many urban problems, but the readings and
lectures also will bring in work from other disciplines. The
principal emphasis of the course will be on the use of scholarly
evidence to inform decisions about urban policy.
The class covers the following five topics:
1. Conceptual Tools: Housing Markets and
Neighborhood Change
2. Housing Problems and Housing Policy
3. Discrimination, Segregation, and
Racial Transition
4. Urban Poverty and Welfare Programs
5. Urban Employment and Economic
Development Programs
Time & Place
The class
will meet in Eggers 018 on Mondays and Wednesdays from 5:15 to 6:35.
Class
Format
Class
sessions will consist of a mix of lectures, case discussions, and student
presentations. Student
participation is encouraged in all classes, and, as discussed below,
required in some.
This class
will make extensive use of the internet. All of the cases and other class
material are available through the professor’s web site, and all other
required readings are
or will be available through various internet sites, as indicated
on the reading list below. In addition, students are encouraged to read
The New York Times on the web ( http://www.nytimes.com).
It is free and contains a wealth of information about urban policy. Other
potentially useful sites include:
The Brookings Institution
(http://www.brookings.org)
Federal Financial Institutions Examination Council
(http://www.ffiec.gov)
Institute for Research on Poverty
(http://www.ssc.wisc.edu/irp)
Joint Center for Poverty Research
(http://www.jcpr.org)
Manpower
Demonstration Research Corporation
(http://www.mdrc.org)
Mathematica Policy Research
(http://www.mathematica-mpr.com)
National Fair Housing Advocate
(http://www.fairhousing.com)
Program on Poverty and Social Welfare Policy, University of Michigan
(http://www.fordschool.umich.edu/research/poverty/)
The Rand Corporation
(http://www.rand.org)
The Urban Institute
(http://www.urban.org/)
U.S. Bureau of Labor Statistics
(http://www.bls.gov/)
U.S. Census Bureau
(http://www.census.gov)
U.S. Conference of Mayors
(http://www.usmayors.org/uscm/home.asp)
U.S. Department of Housing and Urban
Development (http://www.hud.gov)
Prerequisite
Although this is not an economics course, it draws on the research
of economists (among others) and is therefore designed for students with
previous exposure to microeconomic analysis. Some background in statistics
and regression analysis is also desirable, but not required. Any student
who has taken ECN 601 or PPA 723 with a grade of B or better may take this
course. Other students must receive the instructor's permission in order to
enroll.
Assignments
All students are required to (1) participate in case discussions, (2)
prepare a professional memo based on one of the cases, (3) keep a journal of
urban policy issues with a focus on a particular urban area, and (4)
participate in an urban policy summit. As explained below, the journal
serves as a type of on‑going take-home exam. Students are required to work
together for the first and fourth assignments. Students also may discuss
the other two assignments with each other, but each student should work
alone in preparing the written material for these assignments.
Students are expected to meet the highest standards of intellectual
integrity in all the material they submit to the professor.
(1)
As listed on the following class schedule, there are four case discussions in
the class. Each student must play a lead role in one of these case
discussions. The class web page (on the professor's web site) includes a form that allows each student to indicate the case on which he or
she would like to play a lead role. This form should be downloaded, filled
out, and turned in to the professor on or before February 11.
Students will be assigned to cases on a first‑come, first‑served basis. The
final assignments will be available on the class web page by February 13
(with the first case to take place February 18). Guidelines for each case
discussion, including suggestions for
students who are playing the lead role, also will be discussed in class or
available on the class web page the week before each discussion takes
place. Students who do not have a lead role for a particular case are still
expected to attend and participate in the class discussion.
(2)
The
second requirement is to prepare a short (2-page) professional memoranda to
an imaginary decision maker. This memo must be based on one of the
four
case studies. Instructions for the memos, tips for professional writing,
and examples of the professor's professional memos (op-ed pieces) can be
found on the professor’s web site. A student may select any of the
four
possible memos, but a memo must be turned in at the beginning of the class
during which it is discussed. Late memos will not be accepted. Plan
ahead! These memos will be graded on presentation as well as on
substance. Although only one memo is required, a student may submit two
memos; his or her grade will be based on the best one.
(3)
The third requirement is to keep a journal on the
urban policy issues that arise in a particular urban area. This
requirement has several parts.
First,
each student must select an urban area.
Second,
the journal must ultimately contain three entries of one or two pages
each (plus supporting graphs or tables,
if any). The first entry for all journals is a description of the
economic and social structure of the student’s urban area. All the
information needed for this description can be found at the U.S. Census
Bureau web site,
http://www.census.gov,
although students may also use other sources if they wish.
In addition,
this description should include some reference to the
principles of household residential location that are developed in the first
part of the class.
Third,
the journal must contain at least two entries on a substantive policy
topic. The entries must cover at least two of the following four sections
of the class: (1) housing problems and housing policy; (2) discrimination,
segregation, racial transition; (3) urban poverty and welfare programs; and (4)
urban employment and economic development programs. One entry must come from
categories (1) and (2) and one must come from categories (3) and (4). For example, a journal could contain
one entry on housing problems and one on urban poverty, but it cannot just
contain two entries on urban poverty. Each entry should address one urban
policy topic. This issue could be one covered in the class or one the
student has read about in one of the readings, in The New York Times,
or in some other newspaper. Each student is responsible for identifying the
policy issues for his or her journal.
The most important feature of each entry is
its analysis. Each entry should
(a) state a problem in urban policy that confronts public decision makers,
(b) discuss the types of behavior by households, businesses, or governments
that are relevant for understanding this problem, and (c) present an
analysis of various solutions to the problem, with a
recommendation about the best policy approach. In effect, each entry should
be treated as the answer to a question on a take-home exam, except, of
course, that the question, as well as the answer, is provided by the
student.
Secondary features of each entry include
presentation and links to the student’s urban area. Entries do not need to
be as formally structured as the professional memos, but presentation will
receive some weight in the grading process. Students also should link each
essay to their urban area. However, students are not expected to
obtain information about actual policy debates in their area; instead, they
are just supposed to illustrate key elements of their analysis using information on their city from the census web site or some other relatively
accessible source. For example, a student writing an essay on urban poverty
and welfare could discuss the poverty rate in the central city of his or her
urban area.
Fourth,
each student must submit his or her journal to the professor on two
occasions: March 5 and April 16. Late journals will be
downgraded. When the journal is handed in on March 5, it must contain the
first entry described above (on economic and social structure),
along with one substantive entry on housing policy or discrimination
and segregation (following the above guidelines). When the journal
is handed in on April 16, it must contain one additional substantive
entry. (Entries from March 5 need not be handed in
again on April 16, but students may keep all the entries together if they
wish.)
Finally,
students may submit a third substantive entry. Their grade will be
based on the best two. Extra substantive entries, that is, those
submitted in addition to the required two, can come from any section of
the class. A student who submitted a housing policy entry on March
5, for example, may submit another housing policy entry on April 16, so
long as he or she also submits another entry from a different section of
the class, as defined earlier.
Although student journals play no formal role
in the class sessions, students are encouraged to bring relevant information
about their city (or any other large city, for that matter)
into the class discussions.
(4)
The fourth assignment is to participate in an
urban policy summit. This summit, which will be held during
the last three class sessions, provides teams of students with the
opportunity to study an urban policy topic of their choosing and to
present their analysis and recommendations to the rest of the class.
The specific requirements for the urban
policy summit are as follows:
First,
each student will join a team of 3-5 students, and each team will be
assigned a topic in urban policy. Each team will then study this topic,
devise policy recommendations, and prepare a report to present to the polity
summit.
The procedure for assigning students to
topics is similar to the one used for the case discussions. The class web
page provides a list of possible topics combined with a topic preference
form. Each student must fill out a form to indicate which topic(s) on this
list he or she prefers. This form must be downloaded, filled out, and
turned in to the professor on or before February 25.
The professor will try to match students with
their preferred topics, but in the case of popular topics, students
will be assigned to topics on a first-come, first-served basis.
Students may design topics of their own, but all topics are subject
to the professor’s approval. Students who wish to work on a topic that is
not on the professor’s list are strongly urged to (a) discuss the topic with
the professor before they fill out the form and (b) find other students who
would like to work on the topic with them. The final assignments will be
available on the class web page by the end of February.
Second,
each team has two principal responsibilities. (a) It must decide how to
organize its presentation at the urban policy session. It can, for example,
present a united front, with all team members backing a single
recommendation or set of recommendations, or it can split into factions,
with various sub-teams each presenting recommendations of their own. Each
team can present as many recommendations as it wants, so long as each
recommendation falls within the broad topic it is assigned. (Students
should recognize, however, that the time available for presentation is
fixed, so that presenting more recommendations means less time per
recommendation.) (b) It must submit to the professor a final report or
reports on its topic, each containing at least one recommendation, by 5:00 on Monday, May
5. Note that this deadline falls within the exam period. Students
should plan ahead to avoid conflicts with their exams in other classes!
Unless specifically authorized by the professor, late reports will
receive a severe grade penalty. As an initial guideline, each report
should be about three pages long.
The proposals (and memos) will be graded
largely on the quality of the analysis on which the proposal is based. As
in the case of their journal entries, students should state the problem,
identify the relevant types of behavior by households, businesses, and
governments, and discuss the evidence on each types of behavior. A terrific
proposal that is not backed up by good analysis will not receive a good
grade. The readings for the course provide many examples of the type of
analysis that can help to back up a proposal. Additional material can be
found in Housing Policy Debate, Cityscape, The Journal of
Policy Analysis and Management and other professional journals. The
final memos will also be graded on presentation, following the same
guidelines as the case‑based memos.
Each team (or sub-team) is encouraged to set
up an appointment with the professor before their summit session (or to send
a draft to the professor via e-mail) to obtain feedback on the
appropriateness of its proposals and of its supporting material.
These
assignments are designed for masters students. Any PhD students in the
class should consult the professor to design alternative assignments that
are appropriate for his or her course of study. Any student requiring
special arrangements because of a disability should see the professor during
office hours.
Grades
The
following weights will be used to determine each student's final grade in
the course:
Case Discussions: 15%
Memo:
15%
Journal:
30%
Urban Summit:
40%
A student's
grade in the case discussions will be based primarily on the case for
which he or she plays a lead role. However, exceptionally helpful (or
counterproductive) contributions in other case discussions also could
influence a student's grade.
One‑third of a student's grade on the urban
policy summit will be based primarily on the quality of his or her oral
presentations and comments during their summit session. This grading scheme
implies that each team (or sub-team) should organize its presentation so
that every member of the team gets a chance to present something. Students
who remain silent throughout the special session will not receive a passing
mark on this portion of their project grade. Comments made during other
summit sessions also could influence this grade, although they will not be given as much weight. The
other two‑thirds of a student's grade will be based on the quality of the proposal‑based memoranda submitted to the professor with the student’s name
on them. In other words, each student will receive an individual grade for
participation in the special session and a grade on the written material
that can be either individual (if the student turns in a sole‑authored
memorandum) or group (if the student turns in a co‑authored memorandum) or
some combination of the two (if both sole‑authored and co‑authored proposals
and memoranda are submitted). In this context, a group grade means that
every member of the group receives the same grade. A student is only
required to turn in one memorandum for the class project, but is allowed to
turn in more than one. Although students will receive credit for additional
submissions, the grading scheme will emphasize the quality of submissions
more than the quantity.
A typical final grade distribution for this class will have a median grade
near the A-/B+ boundary, few straight A's, and no B-'s (at least for
students who complete all the course requirements).
Reading
The textbooks for the class are:
Public Policy and the Income Distribution, edited by
A. J. Auerbach, D. Card and J. M. Quigley, New York: Russell Sage Foundation, 2006
(henceforth PP&ID).
Financing Low-Income Communities,
edited by J. Sass Rubin,
New York: Russell Sage Foundation, 2007
(henceforth FLIC).
These books are available at the Orange Bookstore. All other
required reading is or will be available through the internet. The assignments and
cases are or will be provided on the class web page.
CLASS SCHEDULE
A. Introduction to the
class.
B. New Orleans
A. Evaluating Social
Programs
A. Housing Concepts, Household Bids
B. Household Sorting and
Neighborhood Amenities
A. Neighborhood Change
B. Overview of Housing Markets
A. Housing Problems and
Federal Housing Programs
B. Homelessness
WEEK
6 February 18-20
A. CASE # 1: Federal
Housing Policy
B. Race and Ethnicity, Prejudice and
Discrimination
A. Housing Discrimination and
its Causes
B. Segregation: Measurement,
Causes, and Consequences
A. Predatory Lending
B. Mortgage Discrimination and
Redlining
SPRING BREAK!!
A. CASE
#2: Promoting Neighborhood Diversity
B. Poverty: Concepts,
Facts, and Myths
WEEK 11 March 24-26
A. Concentrated Poverty: Causes and
Consequences
B.
Welfare Programs and Principles of Welfare Policy
WEEK 12 March
31-April 2
A.
The New World of Welfare Policy
B.
CASE #3: Federal Welfare Reform
A.
Urban Labor Markets
B. Human Capital and
Urban Economic Development
A.
Financial Capital and Urban Economic Development
B. CASE #4: Urban Economic Development
A.
URBAN POLICY SUMMIT, DAY 1
B. URBAN POLICY SUMMIT, DAY 2
A.
URBAN POLICY SUMMIT, DAY 3
READING LIST
The textbooks are:
Public Policy and the Income
Distribution, edited by A. J. Auerbach, D. Card and J. M.
Quigley, New York: Russell Sage Foundation, 2006 (henceforth
PP&ID).
Financing Low-Income Communities,
edited by J. Sass
Rubin,
New York: Russell Sage Foundation, 2007
(henceforth FLIC).
These books are available at the Orange Bookstore.
Unless otherwise indicated,
readings are required. As indicated on the reading list, all required
readings not in one of the textbooks are or will be available on the internet. The
assignments and cases are or will be provided on the class web page. Optional
readings, some of which are available on the internet, are offered as
suggestions for further reading to students who want to learn more about a
particular topic for a journal entry (or for any other reason!).
**
For
readings in the Journal of Policy Analysis and Management (JPAM) follow these
steps to open or download the articles.
Students may also find
helpful supplemental reading in the following books:
-
Understanding Poverty, edited by S. H. Danziger and R. H. Haveman
(Russell Sage Foundation, 2001), abbreviated UP.
-
A Primer on U.S. Housing
Markets and Housing Policy by Richard K. Green and Stephen Malpezzi (The
Urban Institute Press, 2003), abbreviated Primer.
-
Closed Doors, Opportunities Lost
by John Yinger (Russell Sage Foundation, 1995)
Topic 0: Introduction
1. Introduction to the class
U.S.
Census Bureau, "Geographic Terms and Concepts."
http://www.census.gov/geo/www/reference.html. (Skim)
2.
New Orleans
Bruce Katz, "Concentrated Poverty in New
Orleans and Other American Cities,"
The Chronicle of Higher Education, August 4, 2006.
Available at:
http://www.brookings.edu/opinions/2006/0804cities_katz.aspx
Optional:
"Symposium:
Planning for Catastrophe," in
Cityscape, Vol. 9, No. 3,
2007.
3. Evaluating Social Programs
Robinson Hollister, "Measuring the Impact of
Community Development Financial Institutions’ Activities."
Chapter 9 in FLIC.
Topic 1: Conceptual Tools: Housing Markets and
Neighborhood Change
1.
Housing Concepts, Household Bids
"Class Notes on Housing Market Analysis," Parts 0 and I:
http://faculty.maxwell.syr.edu/jyinger/ppa_786/Readings/BIDTWO.pdf
and
Diagrams to Accompany Notes on Housing Markets
Optional: If
you want to experiment with a helpful and easy-to-use version of a
simple urban model, go to
Youngsun Kwon's urban simulation model. To access the
"closed" urban model
there, you need to enter the userid "maxwell" and the password "orange."
The "open" model does not require a password. This program may
not work without an up-to-date web browser, but it appears to work
in the PA computer cluster.
2.
Household
Sorting and Neighborhood Amenities
"Class Notes on Housing Market Analysis," Part
II,
http://faculty.maxwell.syr.edu/jyinger/ppa_786/Readings/BIDTWO.pdf. and
Diagrams to Accompany Notes on Housing Markets (These are in Word and must be
downloaded and printed)
Optional: You may
want to play with another computer program written by the professor that
allows you to design a city with many work sites and many types of
households. One way to do this is to complete the following
assignment
Optional computer assignment:
http://faculty.maxwell.syr.edu/jyinger/ppa_786/Assignments/Gridcity/gridcity.htm
http://faculty.maxwell.syr.edu/jyinger/ppa_786/Assignments/computer.htm
The following notes on “Writing About Bid Functions and Sorting” are designed to
help students complete this optional assignment (and to help understand the
concepts!):
http://faculty.maxwell.syr.edu/jyinger/ppa_786/bid-fix.htm.
3.
Neighborhood
Change
"Class Notes on Housing Market Analysis," Part
III,
http://faculty.maxwell.syr.edu/jyinger/ppa_786/Readings/BIDTWO.pdf.
and
Diagrams to Accompany Notes on Housing Markets (These are in Word and must be
downloaded and printed).
John Yinger, "Housing Discrimination and
Residential Segregation as Causes of Poverty," in UP, pages 359-364
only (section on "Basic Housing Market Analysis" provides a brief
review of the above material). (Can be
found on Blackboard)
Topic 2:
Housing
Problems and Housing Policy
1.
Overview
of Urban Housing Markets and Housing Problems
Primer,
Chapter 1 ("Introduction") and 2 ("The Market for Housing Services"). (Read
this material selectively; you may skim over the technical details.)
Optional: Arthur O'Sullivan,
Urban Economics, 5th edition (McGraw-Hill,
2003), chapter 17 ("Why Is Housing Different?"), pp. 433-466.
2.
Housing
Problems and Federal Housing Programs
Casey J. Dawkins, "Income
Targeting of Housing Vouchers: What Happened After the Quality
Housing and Work Responsibility Act?", Cityscape, vol.9,
no. 3, 2007, pp. 69-93.
Rachael G. Bratt, "Financing Production of
Low- and Moderate-Income Housing," Chapter 7 in FLCI.
Optional:
Susan J. Poplin, Margery Turner, and Martha
Burt, “Rebuilding Affordable Housing in New Orleans: The Challenge
of Creating Inclusive Communities,” The Urban Institute, January
2006.
Available at:
http://www.urban.org/publications/900914.html.
Optional: Primer,
Chapter 3 (“A Brief Review of Housing Policies and Programs”),
Chapter 4 (“Six Questions for the Next Decade”), and Chapter 5
(“Conclusions”). (Read this material selectively; you may skim
over the technical details; skip the section on homelessness, pp.
177-183.)
3.
Homelessness
Martha R. Burt, John Hedderson, Janine M.
Zweig, Mary Jo Ortiz, Laudan Y. Aron, and Sabrina M. Johnson,
"Strategies for Reducing Chronic Street Homelessness," The
Urban Institute. Available at:
http://www.urban.org/publications/1000775.html
U.S. Department of Housing and Urban Development,
The Annual Homeless Assessment Report to Congress, Available
at:
http://www.huduser.org/publications/povsoc.html.
4.
Federal Housing Policy Case -
Renewing Hope VI
Topic 3:
Discrimination, Segregation, and
Racial Transition
1.
Race
and Ethnicity, Prejudice and Discrimination
Elizabeth M. Grieco and Rachel C. Cassidy,
"Overview of Race and Hispanic
Origin,"Census 2000 Brief, March 2001,
http://www.census.gov/prod/2001pubs/c2kbr01-1.pdf
Morrison Institute for Population and Resource Studies,
"Human Genome Diversity
Project: Frequently Asked Questions," Number 6, "Do Different Human Groups Have
Significantly Different DNA?" and Number 7, "Are Ethnic Groups Genetically
Definable?"
http://www.stanford.edu/group/morrinst/hgdp/faq.html
"Discrimination by Taxi Drivers in New York City."
Optional: CDOL, chapter 1 ("Race and Ethnicity, Prejudice and
Discrimination").
2.
Housing
Discrimination and Its Causes.
John
Yinger, "Housing Discrimination and Residential Segregation as Causes
of Poverty," in
UP, section titled "The Role of Current Discrimination,"
pages 372-376. (Can be found on Blackboard)
Stephen L. Ross and Margery Austin Turner,
"Housing Discrimination in Metropolitan America: Explaining Changes
between 1989 and 2000," Social Problems, vol. 52, no. 2,
2005, pp. 152-180.
Available through
e-journals
at the SU library.
Optional: John
Yinger. "Sustaining the Fair Housing Act."
Cityscape,
Vol. 4, No. 3, 1998.
http://www.huduser.org/periodicals/cityscpe/vol4num3/current.html.
(Note: This issue of Cityscape contains many other articles on fair housing
policy.)
Optional:
CDOL, chapters 3 ("Discrimination in Housing"), 4 ("Racial and
Ethnic Steering"), 6 ("The Direct Cost of Current Discrimination"), and 9 ("The
Causes of Discrimination").
3.
Segregation:
Measurement, Causes, Consequences
"Notes on Segregation Indexes,"
http://faculty.maxwell.syr.edu/jyinger/PPA786/Classes/Readings/SEGDEX.htm
Camille Zabrinsky Charles, "The
Dynamics of Racial Segregation," Annual Review of Sociology,
vol. 29, 2003, pp. 167-2007. (Skim)
John Yinger, "Housing Discrimination and
Residential Segregation as Causes
of Poverty," in UP, section on
"Housing Discrimination, Segregation, and
Poverty," pages 369-391. (Can be found on
Blackboard)
Optional: CDOL, chapters 7 ("The Impact of Housing Discrimination on
Housing Quality, Racial Segregation, and Neighborhood Change"), 10 ("The History
of Fair Housing and Fair Lending Policy"), and 11 ("Public Policy to Combat
Discrimination: A Comprehensive Approach").
4.
Predatory Lending
Kathleen C. Engel and Patricia A. McCoy, "Predatory Lending and
Community Development at Loggerheads." Chapter 8
in FLIC .
Optional:
Edward
N. Gramlich, Subprime Mortgages:
America's Latest Boom and Bust,
Washington, D.C.:
The Urban Institute Press, 2007.
Chapters 1 and 2.
5.
Mortgage
Discrimination and Redlining
The Urban Institute, What We Know About
Mortgage Lending Discrimination in America, 1999,
“Introduction,” (the rest is optional).
http://www.huduser.org/publications/fairhsg/lending.html.
(For an optional expanded version of this report, see
http://www.urban.org/housing/mortgage_lending.html.
Stephen Ross and John Yinger, “Looking the
Other Way: A Critique of the Fair Lending Enforcement System
and a Plan to Fix It,” Policy Brief, Center for Policy Research,
Syracuse University, 2002,
http://www-cpr.maxwell.syr.edu/pbriefs/pb24.pdf
Optional:
Stephen Ross and John Yinger,
The Color of Credit: Mortgage Discrimination, Research Methodology,
and Fair Lending Enforcement, Cambridge, MA: MIT Press,
2002, especially chapters 1, 2, 9, and 10.
6.
Case on Neighborhood Integration
-
Promoting Integration
Topic 4:
Urban Poverty and Welfare Programs
1.
Poverty
Concepts, Facts, and Myths
U.S.
Bureau of the Census, “Income, Poverty, and Health Insurance
Coverage in the United States:
2006.” Available at:
http://www.census.gov/hhes/www/poverty/poverty06.html.
(Skip the parts on health insurance.)
Timothy
M. Smeeding, "Government Programs and Social Outcomes:
Comparisons of the United States with
Other Rich Nations."
Chapter 4 in
PP&ID.
James X. Sullivan, Lesley Turner, and Sheldon
Danziger, "The Relationship Between Income and Material Hardship,"
Journal of Policy Analysis and
Management, Winter 2008, pp. 63-8.
(Can be found on Blackboard)
Optional:
Emmanuel Saez, "Income and Wealth Concentration
in a Historical and International Perspective."
Chapter 5 in
PP&ID.
2.
Concentrated
Poverty: Causes and Consequences
Kathryn
L.S. Pettit and G. Thomas Kingsley, "Concentrated Poverty:
A Change in Course,"
The Urban Institute. Available at:
http://www.urban.org/publications/310790.html.
John
Yinger, "Housing Discrimination and Residential Segregation as Causes
of Poverty," in UP, pages 364-369 only.
(Can be found on Blackboard)
John Goering, Judith D. Feins, and Todd M. Richardson, “What Have We Learned
about Housing Mobility and Poverty Deconcentration?, In
Choosing a Better
Life: Evaluating the Moving to Opportunity Social Experiment, edited by J.
Goering and J.D. Feins, (The Urban Institute Press, 2003). (The rest of this book is excellent, too, for students who want
to read more on this topic.)
(Can be found on Blackboard)
3.
Welfare
Programs and Principles of Welfare Policy
Rebecca M. Blank, "What Did the 1990s Welfare
Reforms Accomplish?" Chapter 2 in
PP&ID, pp. 32-41.
Nada Eissa and Hilary W. Hoynes, “Behavioral
Responses to Taxes:
Lessons from the EITC and Labor Supply,”
Tax Policy and the Economy,
vol. 20, edited by J. M. Poterba, Cambridge, MA:
National Bureau of Economic Research,
2006, pp. 73-110.
(Can be found on Blackboard)
Optional:
Stephen
D. Holt and Jennifer L. Romich, "Marginal Tax Rates Facing Low- and
Moderate-Income Workers Who Participate in Means-Tested Transfer
Programs,” National Tax
Journal, June 2007, pp. 253-276."
Available through
e-journals
at the SU library.
4.
The
New World of Welfare Policy
Rebecca M. Blank, "What Did the 1990s Welfare
Reforms Accomplish?" Chapter 2 in
PP&ID, pp. 41-79.
Optional:
Janet Currie, "The Take-Up of Social Benefits."
Chapter 3 in
PP&ID.
5.
Case
discussion on Welfare Policy -
Child Care
Topic 5:
Urban Employment and
Economic Development
1.
Urban
Labor Markets
Ronald F. Ferguson, "Community Revitalization, Jobs and the Well-being of the
Inner-City Poor," in UP, pp. 417-443. (Can be found on Blackboard)
Optional: Steven Raphael,
"The Socioeconomic Status of
Black Males."
Chapter 8 in
PP&ID.
Optional: William
A. Darity, Jr., and Patrick L. Mason, "Evidence on Discrimination in
Employment: Codes of Color, Codes of Gender," Journal of
Economic Perspectives, Spring 1998, pp. 63-90. Available through
http://www.jstor.org/browse?config=jstor#Economics
2.
Human Capital Programs to Promote
Economic Development
Lynn A. Karoly, "Investing in the Future: Reducing Poverty Through Human
Capital Investments," in UP, pp. 314-356. (Can
be found on Blackboard)
Vivian C. Wong, Thomas D. Cook, W. Steven
Barnett, and Kwanghee Jung, "An Effectiveness-Based Evaluation of
Five State Pre-Kindergarten Programs,"
Journal of Policy Analysis and
Management, Winter 2008, pp. 122-154.
(Can be found on Blackboard)
Optional:
Harry
J. Holzer and Robert I. Lerman, "Employment Issues and Challenges in
Post-Katrina New Orleans," The Urban Institute, February 2006.
Available at:
http://www.urban.org/publications/900921.html.
3.
Financial Capital Progrms to
Promote Economic Development
Lisa Servon, "Making U.S. Microenterprise Work:
Recommendations for Policy Maker in the
Field."
Chapter 4 in
FLIC.
Julia Sass Rubin, "Financing Organizations with
Debt and Equity:
The Role of Community Development Loan
and Venture Capital Funds." Chapter 5 in
FLIC.
Optional:
Marva E. Williams, "The Un-Banks:
The Community Development Impact Role of
Alternative Depository Institutions."
Chapter 6 in
FLIC.
Optional:
Daniel Schneider and Peter Tufano, "New Savings from Old
Innovations:
Asset Building for the Less Affluent,"
Chapter 2 in FLIC.
Optional:
Jeanne M. Hogarth, Janer Kolodinsky, and
Marianne A. Hilgert, "Financial Education and Community Economic
Development."
Chapter 3 in
FLIC.
4.
Economic Development Case -
Community
Development Corporations
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