Do Qualified Allocation Plans Influence Developers' LIHTC Siting Decisions: The Case of Access to High-Performing Schools

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dc.contributor.authorShanholtz, Spencer A.en
dc.contributor.committeechairSkuzinski, Thomas S.en
dc.contributor.committeememberMcCoy, Andrew P.en
dc.contributor.committeememberJones, Melen
dc.contributor.committeememberZhang, Yangen
dc.contributor.departmentPublic and International Affairsen
dc.date.accessioned2016-12-20T09:00:18Zen
dc.date.available2016-12-20T09:00:18Zen
dc.date.issued2016-12-19en
dc.description.abstractThe study analyzed variation among low income housing tax credit (LIHTC) allocation policies as outlined in state qualified action plans (QAP) and their impacts on the siting patterns of LIHTC properties in proximity to high performing schools. The study was performed nationwide across 37 states and controlled for factors relevant to the development location decision using census-based population characteristics and LIHTC property attributes. The purpose was to determine the effectiveness of LIHTC QAP allocation policies in motivating developers to site their developments near high-performing schools. QAPs typically use points when awarding tax credits competitively, and this study focused on points awarded for (1) access to high quality schools, (2) access to any schools, and (3) location in areas with attributes expected to correlate strongly with high quality schools. Multi-level linear modeling estimated that points for access to any schools had a significant and positive effect on location in a high performing school's catchment area, but other allocation policy variables had no significant effects. The findings inform readers about the ability of current allocation policy to influence developer actions, and discussion centers on policy recommendations and the need for further research.en
dc.description.abstractgeneralAttendance at a high-performing school is critically important in determining short-term academic performance and long-term life outcomes in children. School choice remains limited, especially for lower-income households, and this suggests that housing policy can help children access neighborhoods and quality schools that promote their long-term success. Therefore, supporting the development of affordable housing near quality schools is an imperative social policy goal. This analysis focuses on housing policy to address the issue of a mismatch between low income students and high quality schools. The low income housing tax credit (LIHTC) program is the largest federal program for the production and preservation of affordable housing and its centrality to the geography of affordable multi-family housing in the country cannot be overstated. As shown in this and other research, LIHTC units are consistently placed in areas with access to under performing schools and a need exists for changes in state LIHTC policy. The study analyzed variation among LIHTC allocation policies as outlined in state qualified action plans (QAP) and their impacts on the siting patterns of LIHTC properties in proximity to high performing schools. This study has highlighted deficiencies in state QAPs, and changes in their allocation systems are warranted to improve LIHTC residents local school quality. The findings inform readers about the ability of current allocation policy to influence developer actions, and discussion centers on policy recommendations and the need for further research.en
dc.description.degreeMaster of Urban and Regional Planningen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:9332en
dc.identifier.urihttp://hdl.handle.net/10919/73740en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectAffordable Housingen
dc.subjectLow Income Housing Tax Creditsen
dc.subjectSchoolsen
dc.subjectHousing Policyen
dc.subjectSchool Qualityen
dc.titleDo Qualified Allocation Plans Influence Developers' LIHTC Siting Decisions: The Case of Access to High-Performing Schoolsen
dc.typeThesisen
thesis.degree.disciplineUrban and Regional Planningen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Urban and Regional Planningen

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