{"id":408,"date":"2012-11-13T13:47:34","date_gmt":"2012-11-13T18:47:34","guid":{"rendered":"http:\/\/commons.trincoll.edu\/cli-research\/?page_id=408"},"modified":"2012-12-19T04:44:08","modified_gmt":"2012-12-19T09:44:08","slug":"fionnuala-darby-hudgens","status":"publish","type":"page","link":"http:\/\/commons.trincoll.edu\/cli-research\/fellows-partnerships\/fellows-2012-13\/fionnuala-darby-hudgens\/","title":{"rendered":"Fionnuala Darby-Hudgens, CLI Fellow 2012-13"},"content":{"rendered":"

Fionnuala Darby-Hudgens \u201913 is an educational studies major. She is analyzing the relationship between Connecticut residential zoning practices and public school achievement, in partnership with a local housing\u00a0advocacy group, Connecticut Fair Housing Center.<\/a><\/p>\n

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Fionnuala Darby-Hudgens (right) and her faculty advisor Professor Jack Dougherty (left)<\/p><\/div>\n

What began as an over ambitious senior project, and morphed into a two semester thesis, wraps up preliminary findings and makes plans to go forward. The semester ended Friday December 14, with a successful presentation<\/a>.<\/p>\n

The Research<\/strong><\/p>\n

Zoned Out: How Zoning and Housing are Linked to Schooling in Connecticut<\/em><\/p>\n

Abstract\u00a0<\/strong><\/p>\n

\n

In Connecticut, the majority of low-income children,\u00a0unlike their higher-income peers,\u00a0are enrolled in the poorest performing public schools, which leads to economically segregated school district populations. These observations raise important questions about the external barriers that prevent economic diversity in Connecticut\u2019s schools. The study identifies housing policy – specifically, restrictive zoning practices – as an external barrier and raises two questions: Does restrictive zoning correlate with the price of single-family homes? Is residential zoning policy associated with school district performance?\u00a0 Employing a cross-sectional, quantitative approach, this study examines the consequences of housing policy on public school district performance.\u00a0 Data are collected on municipal-level zoning ordinances for 166 municipalities in Connecticut and on statewide standardized exam scores by school district.\u00a0 The findings suggest that restrictive residential zoning policies that limit the development of economically diverse housing correlate with school district performance. The results do not suggest strong correlations between restrictive zoning and housing cost; however the findings suggest the less restrictive the municipal zoning policy, the lower the school district performance on state exams.\u00a0 These findings recognize a housing policy that contributes to the economic segregation of Connecticut public schools and arguably to the significant difference in performance among public schools.<\/p>\n<\/div>\n

Preliminary\u00a0Finding<\/strong><\/p>\n

The objective of my analysis is to find relationships between zoning, housing, and schooling and the future use these findings to identify an external barrier to ending the isolation of Connecticut\u2019s low-income students. First it is imperative to fully understand how zoning policy is restrictive to diversified housing development. Second, it is import to find the relationships present between housing, zoning, and schooling to uncover hidden factors that contribute to economic segregation of Connecticut\u2019s public schools. The most important associations to reveal are how housing cost is influenced by residential zoning policy, and how schooling performance is associated to residential zoning policy. (Picture below visually explains the relationships that are present between housing, schooling, and zoning.) There are several phenomena present in current Connecticut zoning policy, which successful demonstrates how zoning is a barrier to housing equality. Additionally, the links found suggest that exclusionary zoning is connected to housing cost, and school district achievement on standardized exams. The outcomes imply that there are meaningful relationships between housing, zoning, and schooling.<\/p>\n

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 <\/p>\n

Read more about her project:<\/p>\n

[catlist name=darby-hudgens orderby=date order=asc]<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Fionnuala Darby-Hudgens \u201913 is an educational studies major. She is analyzing the relationship between Connecticut residential zoning practices and public school achievement, in partnership with a local housing\u00a0advocacy group, Connecticut Fair Housing Center. What began as an over ambitious senior project, and morphed into a two semester thesis, wraps up preliminary findings and makes plans […]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":17,"menu_order":10,"comment_status":"open","ping_status":"open","template":"","meta":[],"_links":{"self":[{"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/pages\/408"}],"collection":[{"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/comments?post=408"}],"version-history":[{"count":14,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/pages\/408\/revisions"}],"predecessor-version":[{"id":508,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/pages\/408\/revisions\/508"}],"up":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/pages\/17"}],"wp:attachment":[{"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/media?parent=408"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}