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Articles by Eric Chyn
The Welfare Impacts of Urban Renewal and Forced Relocation: Evidence from Chicago’s HOPE VI Demolitions
Focusing on Chicago, we estimate a neighborhood choice model combining administrative records tracking displaced public-housing residents with Census Bureau data capturing citywide sorting and prices. Demolitions generate large welfare losses driven by displacement costs, partially offset by housing vouchers. Demolitions also raise housing prices and reshape neighborhood composition, with gains concentrated among higher-income homeowners.
The Welfare Impacts of Urban Renewal and Forced Relocation: Evidence from Chicago’s HOPE VI Demolitions
The views expressed in this paper are solely those of the authors and do not necessarily reflect the views of the Federal Reserve Bank of Philadelphia or the Federal Reserve System. This paper builds on and incorporates material from an earlier working paper, Urban Renewal and Inequality: Evidence from Chicago's Public Housing Demolitions, NBER Working Paper No. 30838, January 2023, which it supersedes.
How a Gifted Program Impacts Disadvantaged Students
Public debate over gifted education tends to focus on fairness. Who gets to be called “gifted” and what sort of extras do they receive? Nationwide, more than 12 percent of Asian students and almost 8 percent of white students are enrolled in gifted programs compared to 3 percent of Black students and 4 percent of Hispanic students—differences that have prompted several large districts to rethink their gifted offerings.
The Persistence of Power: How Family Origins Shape Political Representation and Policy
The views expressed in this paper are solely those of the authors and do not necessarily reflect the views of the Federal Reserve Bank of Philadelphia, the Federal Reserve System, or the National Bureau of Economic Research. We are grateful to Stephan Heblich, Rafael Rubiao, Clemence Tricaud, and Romain Wacziarg for valuable discussions and suggestions. Nima Rahimi provided excellent research assistance. Copy Citation Eric Chyn, Katherine Cohen, Kareem Haggag, and Bryan A.
Who Chooses and Who Benefits? The Design of Public School Choice Systems
Campos is listed first as lead author. The remaining authors (Bruhn, Chyn, and Vasquez) are listed alphabetically and contributed equally to the paper. We are grateful for insightful comments from Marianne Bertrand, John Friedman, Nathan Hendren, Matt Notowidigdo, Minseon Park, Canice Prendergast, Chris Walters, and seminar participants at Arizona State University, Opportunity Insights, Rochester University, University of Michigan, University of Chicago, and University of Maryland.
Ideology in Government: Evidence from the Office of Indian Affairs and the Assimilation Era
We are grateful to Andreas Ferrara, Brigham Frandsen, Matthew Gregg, Michael McCrae, and Romain Wacziarg for valuable discussions and suggestions, and to seminar participants at Michigan State University, New York University, and University of Southern California for their helpful feedback. Part of this work was completed during Haggag's visit to the Opportunity & Inclusive Growth Institute at the Minneapolis Fed.
How “gifted education” can be a game changer for disadvantaged boys
This is a summary of our working paper, forthcoming in the Journal of Political Economy. You can read the full paper at https://www.nber.org/papers/w33282. Across the United States, boys are significantly less likely than girls to enroll in college. This problem is particularly acute among disadvantaged students. Among low-income students with strong academic abilities, we find that boys are much less likely than girls to attend college.
The Long-Run Effects of America's Largest Residential Racial Desegregation Program: Gautreaux
Skip to main content We are indebted to Jeff Kling and Todd Richardson for their help accessing data from the Gautreaux Assisted Housing Program. Our thanks also go to Barbara Biasi, Marcus Casey, Raj Chetty, Deanna Chyn, David Cutler, Stefanie DeLuca, Ingrid Ellen, Ed Glaeser, Nathan Hendren, Larry Katz, Jeff Kling, Jeff Liebman, and Kate Pennington for helpful conversations.
Examiner and Judge Designs in Economics: A Practitioner's Guide
Skip to main content This manuscript is in preparation for the Journal of Economic Literature. Programs and data for the empirical case study will be provided online. We are grateful for insightful comments from David Romer and four anonymous referees.
Inequality and Racial Backlash: Evidence from the Reconstruction Era and the Freedmen’s Bureau
Skip to main content For helpful comments and discussions, we thank Bhash Mazumder and Patrick Testa. We also thank Katherine Cohen, Bethany Falcon, Cristine McCollum, and Vanessa Ntungwanayo for valuable research assistance. This project benefited from software developed by Joung Yeob Ha and Henry Mo. The views expressed in this paper are solely those of the authors and do not necessarily reflect the views of the Federal Reserve Bank of Philadelphia or the Federal Reserve System.
Urban Renewal and Inequality: Evidence from Chicago’s Public Housing Demolitions
This paper studies one of the largest spatially targeted redevelopment efforts implemented in the United States: public housing demolitions sponsored by the HOPE VI program. Focusing on Chicago, we study welfare and racial disparities in the impacts of demolitions using a structural model that features a rich set of equilibrium responses.
The Effects of Racial Segregation on Intergenerational Mobility: Evidence from Historical Railroad Placement
This paper provides new evidence on the causal impacts of citywide racial segregation on intergenerational mobility. We use an instrumental variable approach that relies on plausibly exogenous variation in segregation due to the arrangement of railroad tracks in the 19th century. Our analysis finds that higher segregation reduces upward mobility for Black children from households across the income distribution and White children from low-income households.
Who Benefits from Remote Schooling? Self-Selection and Match Effects
We study the distributional effects of remote learning. Our approach combines newly collected data on parental preferences with administrative data from Los Angeles. The preference data allow us to account for selection into remote learning while also studying selection patterns and treatment effect heterogeneity. We find a negative average effect of remote learning on reading (–0.14 SD) and math (–0.17 SD).
Urban Renewal and Inequality: Evidence from Chicago's Public Housing Demolitions
Skip to main content The views expressed in this paper are solely those of the authors and do not necessarily reflects the views of the Federal Reserve Bank of Philadelphia or the Federal Reserve System. We thank Francisco Gallego, Jesse Gregory, and Andrii Parkhomenko for insightful discussions.
The Effects of Racial Segregation on Intergenerational Mobility: Evidence from Historical Railroad Placement
Skip to main content For helpful comments and suggestions, we thank Patrick Bayer, Fernando Ferreira, Allison Shertzer, Matthew Turner, and seminar participants at the Consumer Financial Protection Bureau, Dalhousie University, and Loyola Marymount University. The views expressed in this paper are solely those of the authors and do not necessarily reflect the views of the Federal Reserve Bank of Philadelphia, the Federal Reserve System, or the National Bureau of Economic Research.
Pay Me Later: Savings Constraints and the Demand for Deferred Payments
Note to Institutional Subscribers: If you normally access AEAweb journal content via your university or firm's subscription and receive this page, please click the pay-per-view/Athens link below. The most likely causes of this are a recently changed IP address, a new subscription, or the renewal of a lapsed institutional subscription. This page will stop appearing on the next synchronisation of the document delivery and authentication systems.
Neighborhoods Matter: Assessing the Evidence for Place Effects
We thank Peter Bergman, Raj Chetty, Nathan Hendren, Erik Hurst, Jens Ludwig, Christopher Palmer, Tim Taylor, and Heidi Williams for helpful suggestions and comments. We also thank Camille Baker and the team at Opportunity Insights for creating the maps that are included in this work. This paper was prepared for the Journal of Economic Perspectives. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.
The Long-Run Effects of School Racial Diversity on Political Identity
Abstract How do early-life experiences shape political identity? We examine the end of race-based busing in Charlotte-Mecklenburg schools, an event that led to large changes in school racial composition. Using administrative data, we compare party affiliation in adulthood for students who had lived on opposite sides of newly-drawn school boundaries.
Peers and Motivation at Work
Evidence from a Firm Experiment in Malawi Lasse Brune, Eric Chyn and Jason Kerwin Lasse Brune is a research assistant professor at Northwestern University. Eric Chyn is an assistant professor of economics at Dartmouth College and a faculty research fellow at NBER (eric.t.chyn{at}dartmouth.edu). Jason Kerwin is an assistant professor of applied economics at the University of Minnesota and an affiliated professor at J-PAL.
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