Using a Geographical Information System to Illuminate Educational Equity: A Focus on Community, Educational, and Developmental Outcomes

• In Event: Data Use for Educational Achievement, Equity, and Student Well-Being

Abstract

The objectives of this paper are to: (1) present an innovative research methodology that allows us to measure and depict the interdependencies of social, cultural, and economic conditions in our communities; (2) understand the strengths and risks in our communities that impact civic participation and influence both opportunities and educational outcomes; (3) use the insights gained to mobilize communities, schools, stakeholders into evidence-based action; and (4) illuminate the risks posed by the uneven geography of opportunity and discuss the challenges associated with changing it.

Methodologies such as geographic mapping have the power to elucidate the socio-demographic risks associated with uneven geography of opportunity and illuminate the inter-relationships between communities, their contexts, and their implicit and explicit distribution of equitable opportunities (Briggs, 2005; Tate, 2008).

The geographic mapping technique allows the social risk to be viewed from a variety of perspectives, dissemination areas, communities, municipalities, schools, and school board districts. This technique merges two distinct methodologies, the social risk index and physical geography. The value of thematic mapping is that by layering the SRI on physical maps, patterns emerge and neighbourhoods and communities with their human characteristics are illuminated (Wang, 2006).

Geographic mapping techniques were used to examine the effects of neighbourhood context and educational and developmental outcomes. The development and use of a social risk index provided a methodology for quantifying the social, cultural, and economic characteristics of communities in order to illuminate how geography impacts opportunity, accessibility, and educational outcomes.

The data sources for the analysis are: census data from Statistics Canada; student achievement data (reading, writing, and mathematics); school readiness assessment; geographic mapping files; and student socio-demographic data.

Geographic mapping techniques revealed substantial uneven geography of opportunity in our school board region. The application of this unique methodology provided a snapshot of social risks or vulnerabilities. Thematic maps were used to pin-point areas of need and to respond by mobilizing resources and making evidence-based changes to budget, programming, curriculum, and policy.

This innovative research methodology adds to the existing urban education research literature by illuminating the socio-demographic risks associated with uneven geography of opportunity. The methods presented were formulated to give voice to the lives and experiences of children and parents in traditionally impoverished and underserviced communities. This research creates a better understanding of the challenges that remain in promoting equity of opportunities for all students, in all communities.

Author

• Paul Favaro, Peel District School Board & York University - Ontario