Journal of Planning Education and Research

Many cities have two serious problems: overcrowded on-street parking and undersupplied public services. This article examines a policy to address both problems: charge market prices to manage on-street parking and use the revenue to finance local public services. Our case study of a pilot program for alley improvements in Beijing finds that the estimated payback period for the investments in sanitation, security, landscaping, and parking is less than three years. Only 35 percent of households in the pilot program own a car and the average income of car-owning households is almost three times the income of carless households.

Are young Americans embracing a mix of travel modes? This article identifies four types of travelers to answer that question. Drivers travel almost exclusively by automobile; Long-distance Trekkers drive great distances; Multimodals use a mix of modes; and the Car-less rely on nonautomobile modes and make very few trips. Multimodals were exceedingly rare and eight in ten Millennials used an automobile for nearly every trip as a Driver or Long-distance Trekker. By incorporating multiple facets of travel into a single variable, this research provides valuable information for addressing twenty-first-century policy challenges such as encouraging multimodality and alleviating transportation disadvantage.

State funds for surface transportation are not only key for roadway investments but generally instrumental for transportation planning at all levels. State fuel taxes still represent a major revenue source of transportation funds. This paper makes two contributions. First, we seek to identify a revenue-optimizing gas tax rate. We find that there is considerable room for the majority of states to increase tax rates before reaching the fiscally optimal gas tax rate. Second, the road to maximizing transportation funds through gas tax hikes is bumpy with multiple countervailing forces that may undermine the revenue-enhancing capacity of the tax increases.

Using the Fremont Unified School District in Fremont, California, as the study area, this study estimates the impact of school quality on house prices and finds that a one-standard-deviation increase in the quality of elementary, middle, and high schools significantly increases house prices—by 20 percent for an average-priced house. I urge urban planners and policy makers to explicitly recognize the impact of schools on residential segregation, to consider access to high-quality K–12 education when developing plans and policies, to collaborate with school districts to improve educational quality, and to provide incentives for the construction of affordable housing in neighborhoods with high-quality schools.

How has the diversity of post-1965 immigration to the United States influenced newcomers’ housing experiences and civil society’s housing support systems? Planning scholars have shown immigration’s role in revitalizing cities and housing markets, but we have done less to parse the variety of housing problems that immigrants experience and the ways civil society addresses them. This article examines the recent history of civil society organizations’ housing support strategies in Chinese, Southeast Asian, and African communities in Philadelphia. We find that the diversity within and between groups has shaped largely distinct “institutional ecosystems” and approaches to housing support.

One potential consequence of suburbanization is weaker social connectedness. Based on data from the 2003 to 2013 American Time Use Surveys, this research uses difference of means t-tests, propensity score matching, and Tobit regression to assess whether suburban living is associated with less socializing than city living in mid-to-large American metropolitan areas. After controlling for personal characteristics, we find no meaningful difference in suburbanites’ and city dwellers’ time spent socializing across a wide range of social activities. Further, suburbanites and city dwellers spend a very similar amount of time traveling, and more time spent traveling is associated with more socializing, not less.

More effective methods are needed to meet the Planning Accreditation Board’s requirement to teach all master’s students about the “global dimensions of planning.” Our survey of accredited US planning programs confirms that field-based courses, traditionally the most effective option, are costly and time-consuming and are therefore occasional, rather than regular, options for exposing students to international planning practice. Based on active learning theories, we suggest that a deliberative learning, case-based approach can facilitate many of the learning outcomes that make travel courses so attractive while also making internationally oriented pedagogies available to a wider range of students and programs.

Planning studios, through learning by doing, introduce students to relevant practical skills. The problem is that not all students, especially in the first-year, spend the required time on task, so they fall behind and fail to catch up. The article is based on the Community of Inquiry framework and proposes an online assessment to ensure that teaching, social, and cognitive elements are present when there is no face-to-face contact between the teaching team and students. The article follows a planning cohort across their first two studios that adopted the online assessment, and it provides an opportunity to evaluate the impact on the first-year experience.

Riggs, William, and Gilderbloom, John. 2015. “Two-Way Street Conversion: Evidence of Increased Livability in Louisville.” Journal of Planning Education and Research 36:105–18. (Original DOI:10.1177/0739456X15593147)