Developing Spatial Data to Support Statistical Analysis of Education

Transcription

1 Developing Spatial Data to Support Statistical Analysis of Education Doug Geverdt National Center for Education Statistics Education Demographic and Geographic Estimates (EDGE) Program 2016 ESRI User Conference June 28, 2016 San Diego, CA This presentation is intended to encourage discussion and inform interested parties of research and to encourage discussion. The views expressed are those of the author and not necessarily those of the National Center for Education Statistics

2 Program Fundamentals National Center for Education Statistics (NCES) Data about schools, school districts, students, teachers, parents, communities Support U.S. Department of Education (ED) and a broad set of data users Education Demographic and Geographic Estimates (EDGE) Program Develop resources to better understand the social/spatial context of education Supports NCES/ED program administration and research/analysis Social and spatial conditions matter Impact the organization, administration, and efficacy of schools Impact the performance and persistence of students Impact the formation and implementation of policy EDGE creates a variety of demographic and geographic data products using: American Community Survey (ACS) MAF/TIGER NCES school universe collections (public/private PK-12 and post-secondary)

3 Primary EDGE Data Products Demographic data (ACS) Custom tabulations of social, economic, and housing conditions for school districts Unique iterations for school-age children by type of school enrollment Unique iterations for parents of school-age children by type of school enrollment Decennial Census omnibus tabulations (2000, 1990) Geographic data School district boundaries New archive 20 year time series Easy-to-use school district composite files School district geographic relationship files (GRFs) complete spatial associations Geographic locale framework and boundaries NCES locale is a general indicator of the type of area where a school is located Supplemental locale boundaries (Rural education programs and E-Rate) ZCTA locale crosswalk assigns NCES locales to files that only have ZIP code School points public, private, post-secondary (coming soon)

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6 School district estimates for Everyone Children Parents Experimental estimates for school areas

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9 Original 3 layers 1 layer

10 Regional variation

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12 NCES Geographic Framework (Locale Assignment) General indicator of the type of area where a school is located Twelve-level classification that include basic types and subtypes City: Large, Midsize, Small Suburban: Large, Midsize, Small Town: Fringe, Distant, Remote Rural: Fringe, Distant, Remote Locale boundaries built from standard Census concepts Urban/rural Principal cities Shapefiles for U.S. and individual states Updated annually and used for school locale assignments Advantages as a general geographic framework More nuanced than traditional urban/rural or metropolitan hierarchies Avoids the urban, suburban, and rural misnomer

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14 NCES Locale Classifications

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18 EDGE R&D Activities SAILS school point review (CCD, IPEDS, PSS) SAILS = School And Institutional Location Survey Why? Because accuracy matters for classification, program eligibility, and research Review/update school point locations to building footprint/rooftop Use school location information from multiple federal agencies SIDE-based ACS poverty estimates SIDE = Spatially Interpolated Demographic Estimates Why? Because education data users need supplemental poverty indicators New estimation paradigm to produce neighborhood poverty estimates

19 Questions? EDGE: NCES: Doug Geverdt National Center for Education Statistics Education Demographic and Geographic Estimates (EDGE) Program This presentation is intended to encourage discussion and inform interested parties of research and to encourage discussion. The views expressed are those of the author and not necessarily those of the National Center for Education Statistics