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Due to restrictive racial housing policies, in 1970, 82% of Black residents in the city of Atlanta lived in 41 census tracts that had very high population densities. We take the density as a measure of the impact of these housing policies. The 1968 Fair Housing Act weakened these barriers to housing location choice. We explore by decade how Black residents adjusted to this high density and take the decrease in density as measure of the effect of the act. We find that there was substantial movement of Black residents out of these census tracts in the 1970s and that the exodus continued for several additional years. We also explore by decade the effects of density on the location of the Black population throughout the Atlanta region. We find that in each decade the change in the number of Black residents in census tracts is negatively and statistically correlated with the population density at the beginning of the decade. We find that it wasn’t until 2020 that the residential distribution of Black residents by density was similar to that for white residents. [ABSTRACT FROM AUTHOR]

TAXATION AND MIGRATION edited by REUVEN S. AVI-YONAH AND JOEL SLEMROD (Kluwer Law International, 2015, Leiden, The Netherlands, 216 pages) Upon first hearing the title of this book, I assumed, [...]

We add to the small literature on private school supply by exploring exits of K-12 private schools. We find that the closure of private schools is not an infrequent event and use national survey data from the National Center for Education Statistics to study closures of private schools. We assume that the probability of an exit is a function of excess supply of private schools over demand as well as of the school's characteristics, such as age, size, and religious affiliation. Our empirical results generally support the implications of the model.

This paper provides information about the importance of non-pecuniary school characteristics, such as race and poverty, on teacher turnover in Georgia. Simple descriptive statistics indicate that new teachers are more likely to leave schools with lower test scores, lower income, or higher proportions of minorities. A linear probability and a competing risks model of transitions out of first teaching jobs allow us to separate the importance of these highly correlated school characteristics. The estimates imply that teachers are much more likely to exit schools with large proportions of minority students, and that the other univariate statistical relationships are driven to a large extent by their correlation with the minority variable. Thus, while the common notion that teachers are more likely to leave high poverty schools is correct, it occurs because teachers are more likely to leave a particular type of poor school--one with a large proportion of minorities.