Homeownership, poverty and educational achievement: School effects as neighbourhood effects

Glen Bramley, Noah Kofi Karley

    Research output: Contribution to journalArticlepeer-review

    42 Citations (Scopus)


    One of the significant characteristics of many poor neighbourhoods is that the schools which serve them are characterised by poor performance in terms of attainment and other measures. This feature is seen as critical in the reinforcement of disadvantage, its transmission between generations, and as a barrier to social integration. Government policies in the UK have increasingly targeted improved school standards and performance, while other policies on urban regeneration and housing may interact with this issue. This paper examines the particular role of homeownership tenure alongside the other factors (notably poverty) which affect school attainment. After reviewing existing literature it presents new analyses of attainment based on linked pupil, school and small area-level datasets for selected areas in both England and Scotland. This provides some evidence to support the contention that homeownership has an additional effect on school attainment, beyond that explained by poverty and other associated variables, although there is some uncertainty about how separable these effects are at school or neighbourhood levels. It also points out the significant role of changing tenure mix in housing regeneration in transforming the overall profile of neighbourhoods and schools.

    Original languageEnglish
    Pages (from-to)693-721
    Number of pages29
    JournalHousing Studies
    Issue number5
    Publication statusPublished - Sept 2007


    • Education
    • Homeownership
    • Neighbourhood


    Dive into the research topics of 'Homeownership, poverty and educational achievement: School effects as neighbourhood effects'. Together they form a unique fingerprint.

    Cite this