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their respective subdivisions. New housing units (issued a Certificate of Occupancy in <br /> 1992 1993 or 1994) were then matched with public school children. The result was a • <br /> list for each subdivision of all new housing units with students and without students, as <br /> well as all students living in housing units not built in 1992, 1993, or 1994. <br /> 5. Determining the Number of New and Existing Units <br /> The total number of new housing units was defined as all units issued a Certificate of <br /> Occupancy in 1992, 1993, and 1994. The total number of existing housing units was <br /> based on a visual count of occupied housing units within each subdivision as of July <br /> 1995. The count of existing units includes all new housing units. <br /> Results <br /> The average student generation rate for new housing units in the Chapel Hill <br /> subdivisions is 0.703, which is higher than the average rate of 0.632 children per unit for <br /> existing housing. This difference shows a slight trend of newer units having more children on <br /> average than older units. For most subdivisions within Chapel Hill and Carrboro, the trend of . <br /> higher student generation rates for newer units holds true. For Carrboro subdivisions as a <br /> whole, the student generation rate increased from 0.729 for existing units to 0.774 for new <br /> units. <br /> Following a similar pattern, the percentage of new units with public school children in <br /> Chapel Hill and Carrboro subdivisions is higher on average than the percentage of existing <br /> units with public school children. For Chapel Hill, 39.9% of existing units have public school <br /> children compared to 45.4% of new units. For Carrboro, subdivision housing with children <br /> was 46.5% of existing units and 51.6% of new units. <br /> The wide range in student generation rates and the percentage of units with public <br /> school children between subdivisions shows that each subdivision attracts a different mix of <br /> household types. The reasons behind these differences is difficult to determine and is outside <br /> the scope of this study. <br /> 16 <br />