Cleveland State University

Economic Development

Research Topics


Hill, Edward W., Comeback Cleveland by the numbers: The economy, employment and education. In David Sweet, David Beach, and Kathryn Wertheim Hexter (eds.) The new American city looks to its regional future (Athens, OH: Ohio University Press, 1999): 77-100.

If Greater Cleveland is to extend its comeback beyond glitzy downtown revitalization, it must overcome a number of underlying economic challenges - especially the lack of employment growth in its major industries and the relatively low educational attainment of its workforce. The overall challenge will be to create a balanced economic recovery that won't leave behind a large part of the region's population.

Hill, Edward W., Using School Choice to Save City Neighborhoods, with Michael W. Spicer, State Legislatures, a publication of the National Conference of State Legislatures, 21:2, February 1995, p. 33.; reprinted in CUPR Report, the newsletter of the Center for Urban Policy Research, Rutgers University, (6:2) p. 2, Early Summer, 1995.

State legislatures have been vexed by three problems with public education over the past decade: how to pay for it constitutionally, how to desegregate public systems and how to improve performance. Now there is a fourth issue: how to stabilize older neighborhoods in cities and inner-ring suburbs.
Families with children choose where to live wondering what cities and especially schools will be like in the future, knowing that correcting a bad choice is difficult and expensive. This forces them to be extremely conservative, especially when buying a house. The result? Flight from changing neighborhoods, reinforces prejudices and entrenched housing segregation. These form the backbone of educational segregation.
To solve these problems we must shatter the connection between where parents choose to live and the school they send their children to. Choice can rupture this link only as long as traditional school districts are broken up by legislatures - and property-tax-based funding is replaced by district wide, state-supported, formula-driven educational funding.

Hill, Edward W., Julie Rittenhouse and Rosalyn C. Allison, Recommendations to the Minority Economic Opportunity Center and the Greater Cleveland Urban League on Improving Training and Employment Prospects for the Hard-to-Employ in Greater Cleveland, Report 94-7 (Cleveland: The Urban Center, for the Greater Cleveland Urban League, April 1994).

None Available

Galster, George and Edward W. Hill, Place, power and polarization. In George Galster and Edward W. Hill (eds.) The metropolis in black and white: Place, power and polarization (New Brunswick, NJ: Center for Urban Policy Research, 1992): 1-18.

None Available

Hill, Edward W., School Boards: Reform Obstacles?, with Heidi Marie Rock, Citizen Participation, a publication of the Citizens League of Greater Cleveland (August 1991):7.

Critical issues involving the values and standards of public schooling are unlikely to be addressed without first changing the nature of local education governance.

Hill, Edward W., Increasing minority representation in the planning professorate, Journal of Planning Education and Research 9(2) (Winter 1990): 139-141. *

The academy in general, and planning departments in particular, do not have sufficient minority representation on their faculties. This problem has been recognized for over twenty years; however, we have failed to find a viable solution. Either our current efforts are inadequate, or our methods are flawed. I argue that the methods we use in recruiting minority group members - especially people of minority races - to the professoriate are at the root of this failure. I am proposing a program which, if widely adopted by the member departments of the Association of Collegiate Schools of Planning (ACSP), should increase the number and diversity of potential faculty. The primary purpose of this program is to identify and educate those people whom a department is interested in hiring after they earn their doctorates. The program, however, will cost each participating department from $30,000 to $70,000 per year. Should we ask the $64,000 question? What is the true level of support for developing and expanding the pool of minority scholars in planning?

Spicer, Michael W. and Edward W. Hill, Evaluating parental choice in public education: Beyond the monopoly model, American Journal of Education 98(2) (February 1990): 97 113. *

In this article we develop an economic model of the provision of educational services in a metropolitan area that accounts for the number of school districts and the ability of significant numbers of families to relocate. We then use the results to evaluate the current system of public education and alternative proposals for reform. Each is evaluated in terms of its efficacy in promoting efficiency and equity goals and its ability to inculcate common social values. We argue that, compared to the current system, voucher programs will not necessarily promote efficiency and also will tend to increase racial and social segregation. Minischools and competitive contracting-out schemes, in contrast, may be able to improve efficiency without adverse equity consequences and may aid in the promotion of common social values

Hill, Edward W. and Heidi Marie Rock, Education as an economic development resource, Government and Policy (Environment and Planning C) 8(1) (February 1990): 53-68.* Spicer, Michael W.

The relationship between labor-market conditions which are expected to exist in the United States in the year 2000 and the current primary and secondary public education policy is examined in this paper. The role of educational attainment in the development of the economy is outlined and a policy model of the functions of publicly supported primary and secondary education is presented. The educational policy implications for the future structure of the US labor market are examined in the context of this model.

Hill, Edward W., Changing Educational Objectives for a Changing National Economy: Employability and Skills Development in the Classroom, in Gary Sands (ed.) Educating Youth in a Changing Economy (Detroit: Center for Urban Studies, Wayne State University, 1989).

Students, parents, employers and educators are grappling with the future. Politicians and academic researchers are quickly following their lead, sensing that a constituency is developing for their services. Is this a new phenomenon? No, it is another cycle of concern over the course of public education, a cycle which has been repeated many times over the past 100 years.[l]
Despite the great sound and fury of the current debate over public education, we have yet to see a clearly articulated set of questions. In fact, each special interest group appears to have its own. The business community -and the Reagan Administration -is harping on the perceived lack of quality of secondary education. Minority parents in many inner-city communities are concerned about violence, gang activity, and the real possibility of resegregation of urban schools. Parents, almost universally, are concerned about teenage pregnancy and chemical abuse. Advocates for the poor look to the schools as vehicles for feeding children and providing social services.

* article is peer reviewed
** article is reviewed by editorial board
*** article is invited

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