Shaker Heights sorted students by ability level, and the top classes always had more White students. In the pandemic, it unraveled this ‘tracking.’

August 16, 2023 at 6:00 a.m. EDT

The baseball field outside of Shaker Heights High School in Shaker Heights, Ohio, a community with a long history promoting racial integration. (Maddie McGarvey for The Washington Post)Comment on this storyComment

This story is adapted from the author’s forthcoming book, “Dream Town: Shaker Heights and the Quest for Racial Equity.”

SHAKER HEIGHTS, Ohio — David Glasner had been superintendent of schools in this Cleveland suburb for less than a year when a single sentence from a fifth-grader left him shaken.

He was visiting Woodbury Elementary School, home to the district’s fifth- and sixth-graders, in fall 2019. Here, the sorting of students by ability — or perceived ability — began. Advanced students, about half the grade, were sent to the basement for enriched math and English language. The other half stayed put.

Glasner popped his head into a fifth-grade classroom and saw that all but one student were Black. A colleague asked a child sitting in the corner, “Where are the White students?” And the student replied, “The White kids — they’re enriched.”

He didn’t say the White kids were getting enrichment. They were enriched. In this formulation, it wasn’t just a question of classrooms, but actual identity.

“That student has internalized that idea that those White kids are better than him,” Glasner said later. “That one incident was a punch to the gut.”

Glasner had already been grappling with how to change a system that seemed to belie the community’s values. The suburb had been founded at the turn of the 20th century as an elite, explicitly racist enclave for wealthy families escaping the city. But beginning in the 1950s, Black and White families came together here to create integrated neighborhoods. They backed busing and drew boundary lines to make schools more integrated, while line drawing in other communities had the opposite intent. Student groups formed to celebrate Black achievement and advance race relations.

But here, as elsewhere, an academic “tracking” system meant White students dominated advanced classes, with regular- and lower-level classes disproportionately occupied by Black students. The disparities resisted various interventions over many years.

At the same time, many families — most of them White — prized the advanced classes and saw them as a pillar of the academic excellence that Shaker Heights also cherished.

Less than a year after that visit to Woodbury, a solution unexpectedly presented itself to Glasner. It was summer 2020, and the district was trying to figure out how to operate in the pandemic — both online and once students returned to buildings. School leaders realized the schedule would be simpler if they eliminated much of the tracking.

It was perhaps the worst time for a change like this. Teaching (and learning) online was already impossibly stressful, and there was no time to train teachers. On the other hand, Glasner and his lieutenants saw a chance to do something difficult that might not present itself again.

Three years later, data suggested some early success. Shaker’s experience would show both the promise of integrating academic tracks, but also its perils — and the high risks that come when major decisions are implemented without community buy-in.

Would Shaker again be a leader in the quest for racial equity, or a cautionary tale?

This trail-blazing suburb has tried for 60 years to tackle race. What if trying isn’t enough?

The rise and fall of tracking

Academic tracking was introduced in the United States in response to the influx of immigrants in the early 1900s — and used to sort students into rigid educational pathways. Certain students were groomed for college and others for trades such as plumbing or secretarial work. By mid-century, most high schools used some form of tracking, though over time it became less rigid.

It consistently resulted in racial disparities. Federal data shows that for 22 percent of White students, calculus is the highest-level math class taken in high school. But the same is true for just 11 percent of Black students and 14 percent of Hispanics. Asian Americans and Pacific Islanders top all other races, with nearly half reaching calculus.

In Shaker, as elsewhere, if a student wasn’t in advanced English in seventh and eighth grade, the chance of joining those classes in high school was slim. In math, it was all but impossible. If you didn’t have enriched math in fifth and sixth grade, you probably wouldn’t take pre-algebra in seventh grade, then couldn’t enroll in Algebra 1 in eighth grade and so on.

As such, decisions about math placement made when students were still in elementary school determined whether they could reach calculus by their senior year of high school, a sign of academic rigor that college admissions officers value.

The problem was twofold: Black students were not encouraged to take upper-level classes, despite an open-enrollment program aimed at making sure they had equal access. Meanwhile, White parents actively pushed to get their children into these courses.

“Every White person wanted their kid in advanced, and open enrollment allowed it,” said Glasner, who is White.

“Every White person wanted their kid in advanced, and open enrollment allowed it.”

— David Glasner, superintendent of Shaker Heights schools

In recent years, school districts made racial equity a priority, with new urgency after the murder of George Floyd in 2020. Tracked classes, the site of so much inequity, were an obvious target. California considered a new math curriculum that eliminated tracking for most students. School systems in New York City, Boston, San Francisco and Alexandria, Va., changed admission policies in hopes of boosting Black and Hispanic enrollment in elite magnet schools. And districts including Shaker Heights began combining students into mixed-ability classrooms.

In early 2019, after five years as a middle school principal, Glasner, then 40, was named superintendent of the Shaker Heights City School District. Research for his doctoral thesis had bolstered his concerns about tracking, finding students with average ability levels did better when placed in higher-level classes, especially Black students.

When he got the job, Glasner suggested he would promote “incremental change,” perhaps starting with the youngest students. “One thing I’ve learned is it’s really important to bring people along with this change,” he said at the time.

But when the pandemic hit and a decision was needed about the fall schedule, Glasner set aside his concerns about community buy-in. Part of his reasoning was that if tracking remained in place, segregation would worsen. There was a public health imperative to keep students isolated in small groups, so if two students were together for honors math, they would be together for everything else, too. With the support of his principals, Glasner made a major change.

Advanced Placement and International Baccalaureate courses would still be stand-alone offerings in the upper grades of high school, but most classes between fifth and ninth grades would collapse. Honors- and regular-level students would all be taught together at the honors level.

Glasner said a decision on whether to make the change permanent would come later. In his mind, though, he suspected — and hoped — that they were never going back.

In retrospect, even many supporters of detracking said it was a mistake to move this quickly in a pandemic — leaving no time for training teachers, preparing parents or explaining the changes in any real detail.

The district did little to recruit allies who might have helped sell the change. Glasner did not give the Parent Teacher Organization a heads-up or ask for aid explaining or advocating for it. There was no Q&A document posted on the district website, and there was a lot of misunderstanding about the new policy. For instance, many wrongly concluded that AP and IB classes at the high school were disappearing or changing, which they were not.

The district pressed the philosophical case for detracking with scant details about how it would be accomplished.

“People were like, ‘We get the why. We want to understand the how,’” said Sarah Divakarla, a White woman who was PTO co-president.

The combination of online learning and detracking delivered a double serving of anxiety. Stacey Hren, the other PTO co-president, who is also White, heard families complain that classes were too slow and no longer assigned homework. She personally knew of five families who left the district with generic explanations like, “This is just a better fit for us,” which Hren read as “coded White privilege language.”

When asked about families who left, Glasner flipped the question around. What about all the families the old system was failing? He said he was on a call with parents in spring 2021 during which a White parent voiced frustration that her child wasn’t being challenged. But on the same call, he said, a Black parent said, “It’s about time we made a change.”

Still, even some district leaders were dismayed by the early going. Lawrence Burnley, a Black man who joined the Shaker school district in 2022 as chief diversity, equity and inclusion officer, said the intention was well meaning but the implementation was a mess. “There were parents who value a detracked system but they need it to be done well,” he said. “It was a disaster.”

Criticism came from Black and White families.

“I don’t think it’s fair to have the honors kids in with the, we’ll call them regular kids,” said Adriann Kennedy, a Black woman who graduated from Shaker schools, sent three children through Shaker and now was a primary caregiver for a grandson in elementary school. “The honors kids will be bored or the regular kids left behind.”

Andrew Farkas, who is White, was a high school sophomore in the 2020-2021 school year. He had been on the enriched and advanced track since third grade. Now, in 10th grade, his detracked class was still labeled honors but felt very different.

“There were kids who were just learning at such a different speed than I learned,” he said. In ninth grade, he said, students would be assigned to read 30 pages per night, and his essays would be returned marked up with red pen, and he could see where he’d made mistakes. Now the teacher had students reading the texts aloud during class, and his homework took maybe 10 minutes. “You just get a score. Oh, 95, great, cool, I guess.” He added: “They’re bringing down expectations instead of bringing up expectations.”

John Morris, one of Andrew’s teachers who is also president of the teachers union, knew Andrew’s concerns were shared by some teachers. When teaching at a high level to “students who are motivated and gifted, you can take students places that are extraordinary,” said Morris, who is White. “You can almost step back as a teacher and watch amazing things happen. I’ve seen it.” Now those teachers felt “a loss.”

William Scanlon, a White high school science teacher, thought detracking had great potential but in practice found it impossible. The idea that these classes would be taught at a true honors level was “a joke,” he said.

In ninth-grade honors physical science classes, he said, he used to do complicated problems that required advanced math skills and talk about “the quantum theory of the models of the atoms.”

“There is no chance I could teach that this year,” he said.

The early going was smoother for Erin Mauch, a White English teacher, who worked to create assignments that could be completed in multiple ways. For a unit on graphic novels, for instance, students could choose the more challenging task of creating their own graphic novel, including identifying the elements that make up the format, or they could analyze an existing panel. Both assignments required understanding graphic novels, but one was more ambitious.

As the year came to an end, she noticed that more of her sophomores were opting to take the advanced course offered in 11th grade than was normally the case. “I’m cautiously optimistic,” she said.

John Morris saw the demographic impact immediately. When classes were leveled, his honors English class had 24 students, two of them Black. After the change, 11 of his 21 students in the same honors English class were Black. And he had long offered his multidisciplinary American Experience course with honors and regular students mixed together.

In his American Experience class on a Monday afternoon in spring 2022, racially diverse groups of sophomores spread across the high school library, researching figures and topics from various decades. At one table, the 1960s group was puzzling over Beatlemania, while over at the ’90s table, they were considering Bill Clinton and the advent of email. “Who is Bob Dole?” someone asked. No one seemed to know, but they were looking him up. Every group was engaged in conversation, laughing and having fun together. It was a class that looked like Shaker.

“It’s just super fun,” said Grace Sheets, a White girl. They weren’t friends before the class, she said. “Now we are.”

The one group of teachers who got formal coaching on detracking (albeit after the new system began) were middle school math teachers, who arguably faced the toughest challenge because students were enrolled in classes even if they had not successfully completed the precursor courses. Plus many were learning online.

Their mandate was to collapse a year and a half of math into one year to prepare all students for the advanced track in high school. To help, the district hired a consulting firm, West Wind Education Policy. Teachers said sessions dealt more with the underlying philosophy and moral urgency of detracking and less with the nuts and bolts of teaching a diverse classroom. One math teacher rolled her eyes when asked if West Wind had been helpful.

Asked whether teachers were readied for this moment, Glasner ducked the question. “I’m not sure there’s any amount of preparation that would make every teacher feel prepared,” he said.

Teachers were trying their best to manage deleveled classes with the tools they had.

One morning in spring 2022, almost two years into the detracking initiative, seventh-grade math teacher Karlee Robinson, a young White woman with a deep reserve of energy, greeted her students with the enthusiasm of a coach on the eve of a big game. “You ready to rock-and-roll? You got everything you need?” she asked as students filed into Room 321 of Shaker Heights Middle School.

She asked students to close their eyes and give a thumbs-up or thumbs-down as to whether they understood the lesson from yesterday. It was a way of checking in without embarrassing anyone, and most of the thumbs pointed up. For the next fifty minutes, she walked a line, pushing certain students to deepen their knowledge while helping others keep up.

Their first task was to list on a piece of paper every topic they could remember learning from the year. One White girl quickly ran out of space: probability, exponents, integers, order of operations, volume, decimals, and on and on. A Black boy sitting next to her stared out the window, having written nothing on his page. “You didn’t write anything?” the girl said to him, glancing at his page. “Wow.” And that prompted him to start writing.

Robinson divided the class into stations, each of which offered a different type of review. At one, students could pick among three worksheets. They were all mazes that required solving a problem to move to the next step, but they could choose worksheets with one-step, two-step or multi-step problems.

“At the beginning of the year, remember how we talked about a growth mind-set? We challenge our brains,” Robinson told the group seated around a circular table in the corner. Most kids took the hardest worksheet, the multi-step version. One girl took the two-step option and slowly but steadily worked her way through it. Another student, clearly less engaged, kept tipping back his chair and staring at nothing in particular. He took the one-step sheet and worked on it a bit, with the teacher offering help in exactly the same tone as she used for every other student in the group.

It was an example of the type of high-ceiling, low-floor exercises that are critical to mixing kids in a class. The boy doing the one-step problems seemed miles away from what anyone would consider honors math work. But that didn’t stop others in his group from challenging themselves. Maybe he picked up something from being around more engaged students that he wouldn’t have otherwise. And this small group had something that traditional honors courses have not had. It looked a lot like Shaker: two White girls, one White boy, three Black boys and one Black girl.

In an eighth-grade classroom, most of the White students in the room were seventh-graders accelerated into eighth-grade math — an accommodation offered for some advanced students.

Tasked with filling out a worksheet matching various formulas to graphs, one Black eighth-grader was struggling. The girl next to her, a White seventh-grader named Ellie, stepped in to gently explain it.

“Which one is positive?” Ellie said, pointing to the options. “What one is negative? … Yeah, there you go. Perfect. … It’s positive and there’s only one positive left. … Yeah, that’s right.” The older girl said that she understood it better after the one-on-one help.

Ellie said coaching someone else helped her understand the material better herself: “When explaining it, it gets that imprint in your head.”

By summer 2023, district officials saw evidence that detracking was producing positive academic results.

District data showed that the number of students of all races taking AP classes in high school rising. The number of Black students taking at least one AP course nearly doubled from 53 in 2018-2019 to 98 in 2022-2023. John Moore, director of curriculum, said it was too soon to say whether that change related to detracking, but he did credit a renewed push at the high school to encourage more Black students to try these classes.

Fears that the changes would drive some families away appeared to be mostly unfounded. In the past two years, after an enrollment drop closely related to the pandemic, the number of students declined but only slightly and in line with long-term demographic trends.

Most compelling, Moore said, were changes in math scores of eighth-graders in classes like the one Ellie took.

Before the change, very few Black students took Algebra 1 in eighth grade; afterward, almost everyone did. In spring 2021, after the first year of detracking, 44 percent of Black students demonstrated competency in algebra in end-of-year testing, a requirement for high school graduation. Two years later, in spring 2023, that rose to 51 percent.

It was still only half the students. Yet under the old system, most of them would never have even been in the class or taken the test in eighth grade.

“This is truly, truly remarkable,” Moore told the school board in July. “While we certainly have room to grow and we are committed to that, I really think this is a celebratory moment.”

Still, the district has a long way to go, with more teacher training needed to help make this new system work, said Burnley, the DEI director. He is encouraged by early progress, and finds “some reason for optimism” today. But he was cautious about declaring victory: “There’s a lot of work yet to be done.”

Story editing by Adam B. Kushner. Photo editing by Mark Miller. Copy editing by Mike Cirelli. Design by Jennifer C. Reed.

The post Tackling racial fairness, Shaker Heights takes purpose at tutorial monitoring appeared first on DAILY SAN FRANCISCO BAY NEWS.

Es scheint, dass die Wohngeschichte der Bay Area der einzige zusammenhängende Faden ist, dass es sehr teuer ist, hier zu leben. Ansonsten kann sich das Studieren von Berichten über den regionalen Wohnungsmarkt wie ein Riesenradfahren anfühlen. Eine Tagesmiete ist in San Francisco günstiger als in New York City und am nächsten viel teurer. In einem Monat steigen die Eigenheimpreise in die Höhe, im nächsten sinken sie.

Viele verschiedene Organisationen veröffentlichen Berichte über Wohnungstrends in der Bay Area. Um den Lärm zu vermeiden, hat das Chronicle-Datenteam einen Leitfaden mit den verfügbaren Wohnungsdaten aus einigen der bekanntesten Quellen zusammengestellt, einschließlich derer, die wir für die zuverlässigsten hielten und die wir normalerweise mit Vorsicht zu genießen versuchen.

Wir konzentrierten uns auf Immobilienberichte, die versuchen, den aktuellen Wert und die jüngsten Wertänderungen von Häusern auf den Miet- und Immobilienmärkten der Bay Area zu erfassen. Diese Bewertung war ursprünglich für interne Zwecke gedacht, aber wir dachten, dass es sich lohnt, sie weiterzugeben.

Die bevorzugten Datenressourcen des Chronicle-Datenteams zum Verständnis von Veränderungen der Wohnwerte sind CoreLogic, Zillow und der US Census American Community Survey (ACS). Für Veränderungen auf dem Mietmarkt empfehlen wir Apartment List, Zillow und das ACS. Wir erkennen jedoch auch an, dass andere Datenquellen geeignet sein können, je nachdem, was eine Person genau zu erfahren hofft.

Zillow

Vermietung: Ja

Verkauf: Ja

Wo finde ich die Daten: https://tinyurl.com/2jbrfabj

Ihr Ziel: Zillow bietet monatlich detaillierte Daten zur Entwicklung von Wohnungswerten und Mieten, von bundesweiten Trends bis hin zu Verschiebungen auf Quartiersebene.

Anstatt sich nur Immobilien anzusehen, die in einem bestimmten Monat verkauft wurden, berechnet Zillow monatliche Änderungen seiner „Zestimates“ – geschätzte Werte für fast jedes Haus in den USA Beispiel), Standort und Verkauf von Häusern in der Nähe, unter anderem.

Um Mietänderungen zu untersuchen, verwendet Zillow die sogenannte „Repeated Transaction“-Methodik, bei der nur Objekte betrachtet werden, die mehr als einmal gelistet sind. Dies ermöglicht es, Mietänderungen für dieselben Einheiten im Zeitverlauf zu analysieren.

Stärken: Zillow gilt im Allgemeinen als eine der besten Quellen des Landes für Immobilienwertdaten aufgrund des Zestimate, der es ermöglicht, Wertänderungen aller Häuser zu verfolgen, nicht nur Immobilien, die kürzlich auf dem Markt waren. Da sich der Zestimate nicht nur auf aktuelle Verkaufsdaten verlässt, können seine Berichte auch schneller als andere erstellt werden und Veränderungen bis auf Nachbarschaftsebene zuverlässig erfassen.

Schwächen: Der Index von Zillow ist bei der Schätzung des Durchschnittswerts denkmalgeschützter Häuser nicht ganz so genau wie beispielsweise Redfin, dessen Index sich mehr auf derzeit börsennotierte Immobilien konzentriert als auf jedes existierende Haus. Auch die Immobilien- und Mietzahlen von Zillow sagen nicht so viel über das Marktangebot aus, sondern geben ein Gefühl für das Gesamtpreisniveau.

US Census Bureau Amerikanische Community-Umfrage

Vermietung: Ja

Verkauf: Ja

Wo finde ich die Daten: https://tinyurl.com/y7835c5x

Ihr Ziel: Der American Community Survey (ACS) sammelt jährlich mehrere Datenpunkte zum Wohnungswesen in den USA, einschließlich des Anteils der Wohnungen, die von Mietern im Vergleich zu Hauseigentümern bewohnt werden, die selbst berichteten Werte dieser Wohnungen, und Durchschnittsmieten.

Stärken: Das ACS befragt über 3,5 Millionen US-Haushalte und gilt allgemein als eine der genauesten Datenquellen über die amerikanische Bevölkerung im Zeitverlauf. Ihre Daten können Veränderungen von Mieten und Wohnwerten bis auf Quartiersebene bewerten.

Schwächen: Die American Community Survey stützt sich auf selbst gemeldete Daten, und nicht jeder kann seine eigenen Hauswerte oder Mieten genau angeben. Die Umfrage wird auch nur einmal im Jahr veröffentlicht, sodass ihre Daten die monatlichen Schwankungen auf dem Wohnungsmarkt nicht widerspiegeln.

CoreLogic

Vermietungen: Nicht für die Bay Area

Verkauf: Ja

Wo finde ich die Daten: https://tinyurl.com/yuj55h3x

Ihr Ziel: Das Hauptprodukt von CoreLogic ist der Case-Shiller Home Price Index, der die durchschnittliche Veränderung der Immobilienwerte in 20 verschiedenen Metropolregionen widerspiegelt und monatlich berechnet wird.

Stärken: Der Index gilt als Goldstandard für Immobilienwertdaten für Personen, die die Veränderungen des US-Immobilienmarktes im Laufe der Zeit verstehen möchten; die Bundesagentur für Wohnungsbaufinanzierung nutzt sie ebenso wie viele der unten aufgeführten Immobilien-Websites. Es verwendet nur Daten von Häusern, die mindestens zweimal verkauft wurden, um zu erfassen, wie sich jede Einheit im Laufe der Zeit im Wert verändert hat.

Schwächen: Der Case-Shiller-Preisindex aktualisiert sich nicht so schnell oder häufig wie einige der folgenden Immobiliendatenberichte. Der Index enthält auch keine detaillierteren Daten als Ballungsräume und indiziert nur eine ausgewählte Anzahl von Ballungsräumen (obwohl San Francisco enthalten ist). Schließlich listet sein Index keinen Dollarwert für ein typisches Haus in einer bestimmten Region auf.

Rotfin

Vermietung: Ja

Verkauf: Ja

Wo finde ich die Daten: https://tinyurl.com/7ufp8e2w

Ihr Ziel: Redfin veröffentlicht unter anderem Daten zu den monatlichen Verkaufspreisen von Eigenheimen. Es basiert auf Verkäufen, die an Bezirksregierungen und mehrere Listing-Dienste gemeldet wurden, Organisationen, die Daten zu Hausverkäufen von vielen Maklern sammeln. Seit kurzem veröffentlicht sie auch Daten zu den durchschnittlichen Monatsmieten.

Stärken: Redfin veröffentlicht Daten schneller als viele andere Plattformen und liefert sowohl durchschnittliche Verkaufspreisdaten als auch eine Redfin-Schätzung, die Zillows Zestimate insofern ähnelt, als sie mehrere Aspekte eines Hauses berücksichtigt, einschließlich seines Standorts und anderer Attribute. Im Gegensatz zu Zillow konzentriert sich Redfin jedoch auf Häuser, die derzeit auf dem Markt sind – obwohl es Schätzungen für nicht auf dem Markt befindliche Häuser berechnet.

Schwächen: Redfins Daten sind nicht so genau wie die von Zillow, wenn es um nicht gelistete Häuser geht. Das bedeutet, dass Sie, wenn Sie die Website verwenden, um den Wert Ihres eigenen Hauses vor dem Verkauf zu ermitteln, nach ähnlichen Häusern in Ihrer Nähe suchen sollten, die kürzlich verkauft wurden – nicht nach Ihrer eigenen Immobilie. Redfin deckt auch Gebiete außerhalb der großen U-Bahnen weniger gründlich ab, obwohl die Bay Area-Daten des Unternehmens zu den zuverlässigsten und vollständigsten gehören.

California Association of Realtors

Vermietungen: Nein

Verkauf: Ja

Wo finde ich die Daten: https://tinyurl.com/tj252dhh

Ihr Ziel: Die California Association of Realtors (CAR) veröffentlicht monatliche Daten zu Immobilientrends in Kalifornien, einschließlich der Anzahl der Hausverkäufe, des durchschnittlichen Verkaufspreises, der Anzahl der aktiven Inserate und mehr.

Die Organisation berechnet auch vierteljährlich einen Wohnungserschwinglichkeitsindex; Dieser Index untersucht den Prozentsatz der Haushalte in einer bestimmten Region, die sich ein Einfamilienhaus zu einem mittleren Preis leisten könnten.

Stärken: CAR konzentriert sich ausschließlich auf Kalifornien, was für Menschen nützlich sein kann, die Trends im gesamten Bundesstaat und in seinen Regionen betrachten. Die Berichte analysieren auch Änderungen des Inventars und der aktiven Angebote und bieten einen Überblick über die Marktnachfrage.

Schwächen: CAR analysiert in erster Linie Medianpreise und berücksichtigt keine Veränderungen des verfügbaren Wohnungsbestands, ist also für die Bewertung von Trends nicht so nützlich. Mit anderen Worten, während diese Daten zeigen können, ob die durchschnittlichen Kosten eines Hauses auf einem Markt gestiegen sind, sagen sie nicht viel darüber aus, ob der Preis eines ähnlichen 3-Zimmer-Hauses auf dem Markt steigt oder nicht.

Kompass

Vermietungen: Nein

Verkauf: Ja

Wo finde ich die Daten: https://tinyurl.com/uaz3n7d8

Ihr Ziel: Compass veröffentlicht monatliche Berichte über Immobilienpreise und Immobilientrends in den wichtigsten Märkten der Bay Area, darunter San Francisco, Marin und Oakland-Berkeley.

Stärken: Compass ist für die schiere Menge an Berichten unschlagbar. Und die Berichte decken viele Bereiche ab und zitieren alles von monatlichen Neuangeboten und durchschnittlichen Tagen auf dem Markt bis hin zu einem „unverkauften Inventarindex“, der berechnet, wie lange es dauern würde, bis alle Häuser in einem bestimmten Markt zum aktuellen Zeitpunkt ausverkauft sind Verkaufsrate. Compass bildet den Durchschnitt seiner Verkaufsdaten über drei Monate, um Ausreißer zu kontrollieren.

Schwächen: Compass fehlt ein eigener hochentwickelter Index wie der Zestimate oder der Redfin Estimate, und die Bay Area-Berichte des Unternehmens enthalten im Allgemeinen keine Volkszählungsdaten, die eine breitere Palette von Wohnungstypen wie öffentlichen Wohnungsbau umfassen. Daher könnten seine Berichte eine höhere Fehlerquote aufweisen als Redfin und Zillow.

Wohnungsliste

Vermietung: Ja

Verkauf: Nein

Wo finde ich die Daten: https://tinyurl.com/88d25zaz

Ihr Ziel: Apartment List veröffentlicht einen monatlichen Bericht, der die mittlere Miete für Studio-Apartments und Apartments mit 1, 2, 3 und 4+ Schlafzimmern schätzt.

Das Unternehmen wertet Daten des Census Bureau aus, um Mietstatistiken für kürzlich umgezogene Umzugsunternehmen zu analysieren. Die Analysten schätzen dann, wie sich die Mieten in letzter Zeit verändert haben, indem sie eine Wachstumsrate verwenden, die aus den Listungsdaten auf ihrer Plattform berechnet wird.

Stärken: Da Apartment List Volkszählungsdaten und nicht nur seine eigenen Einträge verwendet, spiegeln die Mietdurchschnitte mehr Arten von Immobilien wider, einschließlich Sozialwohnungen und Einfamilienhäusern. Andere Websites neigen dazu, teurere Mieteinheiten zu überrepräsentieren, so der Forscher von Apartment List, Rob Warnock.

Wohnungsliste schätzt auch Änderungen der tatsächlichen Mieten, die von Mietern gezahlt werden, nicht Listenpreise, was hilfreich ist, da Vermieter die Listenpreise im Laufe der Zeit oft senken, da Wohnungen leer bleiben. Auch Apartment List verwendet ein ähnliches Modell der „Wiederholungstransaktion“ wie Case-Shiller und Zillow, bei dem die Veränderungen der Mieten derselben Wohnungen im Laufe der Zeit betrachtet werden, anstatt nur zu betrachten, wie sich die mittleren Mieten insgesamt verändert haben.

Schwächen: Während es Zensusdaten verwendet, um die mittleren Mieten in verschiedenen Monaten zu untersuchen, verwendet Apartment List nur Angebote auf seiner eigenen Plattform, um Veränderungen im Laufe der Zeit zu untersuchen. Wenn sich also die Mieten in einem Marktsegment ändern, das keine starke Präsenz auf der Wohnungsliste hat, spiegelt die Plattform möglicherweise die Änderungen an diesem Markt innerhalb eines bestimmten Monats nicht genau wider.

Zumper

Vermietung: Ja

Verkauf: Nein

Wo finde ich die Daten: https://tinyurl.com/7cpxvejj

Ihr Ziel: Zumper erstellt monatliche Berichte über die Veränderungen der Durchschnittsmieten für Ein- und Zweizimmerwohnungen für die 100 bevölkerungsreichsten Städte der USA sowie Hunderte anderer Städte in großen Ballungsräumen. Sein aktuellster Bericht für die SF Bay Area wurde am 26. August veröffentlicht. Es bezieht seine Mietdaten über seine eigene Website sowie mehrere Auflistungsdienste.

Die Methodik von Zumper schließt Inserate aus, die aktuell belegt oder nicht auf dem Markt sind. Crystal Chen, Sprecherin von Zumper, sagte, dies erlaube den Berichten der Website, “ein besseres Maß dafür zu sein, was ein Verbraucher zu einem bestimmten Zeitpunkt beim Kauf einer Wohnung erleben würde”. Chen merkte jedoch an, dass die Berichte der Site nicht alle neuen Angebote auf dem Markt erfassen.

Stärken: Laut Chen bezieht Zumper monatlich über eine Million aktive Inserate, mehr als viele andere Immobilien-Websites.

Schwächen: Wie Compass verwendet Zumper keinen Index, um Veränderungen im Zeitverlauf zu messen – er betrachtet Veränderungen der Medianmieten. Daher können die monatlichen Daten volatiler aussehen als der tatsächliche Markt und die Verbraucher möglicherweise in Bezug auf Veränderungen in einem bestimmten Markt im Laufe der Zeit irreführen.

Wenn beispielsweise in Oakland innerhalb von ein oder zwei Jahren eine Reihe neuer Luxuswohnungen gebaut wurden, könnte ein Bericht von Zumper zeigen, dass der Durchschnittspreis für eine Einzimmerwohnung in der Stadt in die Höhe schoss, obwohl in Wirklichkeit die meisten Ein-Zimmer-Wohnungen hätten sich um den gleichen monatlichen Mietpreis bewegen können.

Darüber hinaus stammen die Berichte von Zumper größtenteils aus Angeboten auf seiner eigenen Website, die laut dem Stadtökonom Joe Cortwright auf Immobilien mit höherem Einkommen ausgerichtet sind. Die mittleren Mieten und Immobilienpreise können in Zumper-Berichten also höher erscheinen, als sie in Wirklichkeit sind.

Susie Neilson ist eine Mitarbeiterin des San Francisco Chronicle. E-Mail: susie.neilson@sfchronicle.com Twitter: @susieneilson

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