mapping your educational research: putting spatial...

Mapping Your Educational Research: Putting Spatial Concepts

into Practice with GIS

Mark HogrebeWashington University in St. Louis

Doug GeverdtU.S. Census Bureau

Email for [email protected]

Mapping Your Educational Research: Putting Spatial Concepts into Practice with GIS

Introductions


8:00 – 8:15 Overview and course goals

8:15 – 9:00 Introduction to GIS: Concepts, desktop and online approaches

9:00 – 9:45 Tour of desktop GIS using ArcMap software

9:45 – 10:00 Break

10:00 – 10:45 Demonstration of spatial analysis in educational research

10:45 – 11:30 Introduction to geodemographic data concepts and resources that support educational research

11:30 – 12:00 Wrap-up, questions, course evaluation


Goals of this course are to help you:

• Answer basic GIS questions such as: – What is GIS? – How is GIS being used in education and research?

• Understand how data are structured, managed, and used by GIS software to generate spatial maps.


Goals of this course are to: (continued)

• Recognize how using GIS for spatial mapping and analysis could be helpful in your research.

• Know where to locate and select GIS resources.

• Understand how to access public geodemographic data available through federal sources designed to support educational research.



Two weather forecasts for the state of Iowa

Forecast #1

Average temperature: 33 degrees

Precipitation: chance of snow


Forecast #2


Assumption One: Place matters• Physical context and location are important

factors in many types of education research.

• What is the immediate context of the school location? New residential development? Established suburbs?

Inner city residential, commercial, or mixed use?


Assumption Two: Space mattersDistance and space are important.

Where is the school in relation to:

• residential areas?

• where students live? (hour bus ride)

• resources in the community?

• roads and transportation?


Tobler’s First Law of Geography:

“Everything is related to everything else, but

near things are more related than distant

things.” (Tobler, 1970; renowed geographer)

Concept of “spatial autocorrelation”


On the importance of space: “…it now is accepted as axiomatic, not simply by

geographers but also by the broader social

science community, that space matters…”

(Berry, 2004; geographer, public policy, urban studies)

So What Makes Location and Space Important?

Key idea: Local context is a complex blending of many factors that influence variable relationships.

Why add geospatial perspective to educational research?

What does “geospatial” refer to?Geographic space that includes location, distance, and relative position of things on the earth's surface.

Why take a geospatial view of education variables? • It’s easier to recognize relationships, patterns,

and clusters.

• Better understand schools, neighborhoods, and communities in their local context.

Space Matters

Location and distance

Three St. Louis metro area high schools.

• Orchard Farms HS

• Pattonville HS

• Sumner HS

Orchard Farms

PattonvilleSumner

Place MattersLocation as physical context

Three St. Louis metro area high schools.

Pattonville High School

Orchard Farm High School

Sumner High School

By Adding Location to the dataset …

• We can account for the effects of place and context.

• Variables can be given geospatial perspective using GIS mapping.

• Relationships in the data are easier to identify.

• The degree of data clustering can be tested for statistical significance.

Dr. John Snow’s 1855 Map Showing Concentration of Cholera Deaths (hash marks)

near Broad Street Water Pump

What is GIS?

GIS: Geographic Information Systems

GIS combines 3 components:

• Geography – location and spatial context

• Information – databases, tables

• Systems – integration of computer software, hardware, data, and people

Geography can also be associated with Human Characteristics and Activities such as:

• Demographics – ethnicity, age, gender• Socioeconomics – income distribution• Politics – voting patterns• Business – consumer behavior• Education – student proficiency, teacher characteristics

Almost any behavior/activity can be tied to a location

Geography:Location and spatial context

Vector layers such as points, lines, and polygons are defined mathematically. Point: single location, e.g. schoolLine: streets & highwaysPolygon: county boundaries

census tracts school districts

Raster layers are created from pixels. Examples: digital camera and satellite images.

GIS Maps are composed of multiple layers

Image from www.esri.com

FRL percent in MO Districts

Data table used to produce map

Each layer is created from an “attribute” table that consists of data values.

One “shapefile” consisting of multiple files used by ArcMap to create a map of Missouri school districts.

GIS on a Micro Level as a Software Integration System

ArcMap integrates hundreds of other software functions dealing with:

• data management

• map creation and design

• procedures (buffers, geocoding)

• statistical analysis (global clustering, local “hot spots,” regression)

Large school district GIS system would involve: • GIS coordinator• GIS software and hardware• Data from:

o facilities (buildings, grounds, maintenance, evacuation)

o transportation (bus routing)o local government (shapefiles)

• Administration, teachers(enrollment planning, school attendance zones)

http://www.davisdemographics.com/

GIS on a Macro Level as an Enterprise System

Teachers & Staff Software

Data

AdministrationHardware

GIS Enterprise System

Aaron Addison, WU GIS Coordinator

The type of data source used in GIS depends on the research question and geographic unit:state, county, school districts, neighborhoods

Many spatial and attribute datasets are available for download from federal, state, county, and local government websites.

• http://factfinder2.census.gov• http://nces.ed.gov/surveys/sdds/ed/profiles• http://www.ESRI.com

Other sources include websites such as: • University GIS centers

Where do you get GIS data?From the internet

Example:

• Download district shapefiles from NCES School District Demographics System (SDDS). http://nces.ed.gov/surveys/sdds/downloadMap2010.aspx

• Select census variables of interest.

• Add school district variables from your state Dept. of Ed.

Where do you get GIS data? Add your own data

Merge your own datasets with spatial and attribute data downloaded from other sources.

For point data such as addresses, you can use a GIS geocoding program.

Load a spreadsheet of addresses and show them as points of a map.

Where do you get GIS data? Adding point data

Create data using handheld devicessuch as your smartphone.

Apps record latitude-longitude coordinates that can be added to maps.

GIS is a research tool that compliments the many quantitative and qualitative methods.

Different analytical perspectives:

• Quantitative methods > aggregate view• Qualitative methods > individual & small group view• GIS methods > geospatial view

GIS in Educational Research

Ways in which GIS is being used in educational research:

• GIS can help shape and answer research questions.

• Can be used as primary researchmethodology to perform spatial analysis.

• Can be used with other methodologies to provide spatial perspective and help communicate findings.

GIS in Educational Research

GIS desktop software• The user defines the overall purpose of the geodatabase and

selects the types of data to be included. • Allows users to control all aspects of a GIS project such as:

gathering, in-putting, analyzing, interpreting, and communicating geospatial data

• Training is necessary to understand GIS concepts, and to navigate the software and generate maps.

• There is a learning curve.• Advantage: Desktop applications provide a great deal of

flexibility in allowing users to define research questions, data, methods of spatial analysis, and presentation.

Two Types of GIS Applications (1. Desktop)

Internet GIS applications• Websites that allow users to create real-time interactive

maps.• The user selects website variables to display based on

questions of interest.• No GIS or technical experience is required to use the

interface and generate maps.• Primary purpose is to communicate data in a spatial format.• Best used for descriptive research and information

gathering.• Newer applications are adding more analysis capabilities.

Two Types of GIS Applications (2. Internet)

NCES School District Demographics SystemDemographic Profile Viewerhttp://nces.ed.gov/surveys/sdds/ed/profiles

NCES > Surveys & Programs > School District Demographics System >Map Viewer > Demographic Profile Viewer

• Matches census data to district boundaries instead of census tracts.• Can also download data from SDDS site to import census data into your

own district shapefile.

GIS Internet Applications

Google EarthGoogle Maps

Social Explorer: http://socialexplorer.com

Variety of Community Data: http://www.policymap.com/maps

Crime Data: https://www.crimereports.com/

St. Louis Area Educational Data: http://maps.wustl.edu/cistl

GIS Internet Applications

ArcGIS Online: http://www.arcgis.com/home/

• Mapping platform for an organization or institution.• Each user gets an account so they can share and collaborate. • Create interactive maps. Import shapefiles.• Users get access to ready-to-use maps, templates, and other content.

ArcGIS Community Analyst: http://communityanalyst.esri.com

• Access thousands of demographic, census, health, crime, and business variables.

• Goes beyond basic demographics to show behaviors and preferencesof people using Esri's detailed segmentation profiles.

GIS Internet ApplicationsFrom ESRI

ArcGis Online Example:Imported shapefile for MO Districts for FRL percent

ArcGis Community Analyst Example:Combining HH Income 15 – 25K and Healthcare

Spending of $2000 – 3500 by County


Demonstration of spatial analysis in educational research

10:00 – 10:45

Geodatabase and maps are included in the “map package.”

Local context is a complex blending of many factors that moderate variable

relationships.

Assumption: “Place Matters”

Difficult to specify a model for variable relationships that applies to every local context.

Model building process must take location into account.

yi = β0 + β1xi1 + βkxik +εi

Purpose

See how the FRL and minority relationship is moderated by local context across 518 Missouri school districts.

Unit of analysis:School District

How are these variables related at the district level?

Geographically Weighted Regression (GWR)

GWR takes location into account

Assumes there is a continuous spatial process that does not stop at district boundaries.

Geographically Weighted Regression (GWR)

Districts near each other are correlated.

Develops a separateregression equation for each district.

Designed to account for spatial dependence in clustered data.

yi = β0(ui,vi) + β1(ui,vi)xi1 + βk(ui,vi)xik +εi

“Adaptive” spatial kerning calculates optimum number of “nearest neighbors” for each local regression model.

Regression equation for each district with weights for centroid’s coordinates.

Mapping GWR Results

“Adaptive” spatial kerning calculates optimum number of “nearest neighbors” for the 518 school districts.

518 local regression models calculated: one for each school district.

In the example that follows, the adaptive spatial kerning process determined the optimal number of nearest neighbors was 31.

Therefore, a GWR equation was constructed for each of the 518 districts based on 31 of the nearest neighboring districts.

Demonstration of spatial analysis in educational research

• Map percentage of FRL and minority students in districts

• Test for statistically significant clusters with global Moran’s I

• Test for “hot spots” with local Moran’s I

• Map standardized residuals for OLS minority pct predicting FRL pct

• GWR for minority pct predicting FRL pct

• Map standardized residuals for GWR minority pct predicting FRL pct

• Map Local R2 values for districts from GWR

• Map significant beta coefficients for minority pct predicting FRL pct

FRL Percent in MO Districts

Moran’s I menu

Global Moran’s I for FRL percent

Test for spatial autocorrelation:

Do districts with similar FRL pcttend to cluster spatially?

Minority Percent in MO Districts

Global Moran’s I for Minority

percent

Test for spatial autocorrelation:

Do districts with similar Minority pct tend to cluster spatially?

Local Moran’s I for FRL Percent“hot spot” analysis

Local Moran’s I for FRL Percent“hot spot” analysis

Shows where similar values of FRL percent cluster.

Local Moran’s I for FRL Percent“hot spot” attribute table

• High positive z-score means district boarders another district with a similar FRL pct (cluster/outlier type HH or LL).

• High negative z-score means district boarders a district with a significantly different FRL pct (cluster/outlier type HL or LH).

Local Moran’s I for Minority Percent“hot spot” analysis

Shows where similar values of minority percent cluster.

OLS Regression Output

for Minority Pct Predicting FRL Pct

Attribute Table of OLS Standardized Residuals

Map of OLS Standardized Residuals Showing Spatial Clustering

Global Moran’s I for OLS

Standardized Residuals

GWR Regression Output

for Minority Pct Predicting FRL Pct

OLS4611.51.041

Map of GWR Standardized Residuals Showing Spatial Clustering

Global Moran’s I for GWR

Standardized Residuals

Map of GWR Local R2

Map of GWR Local R2s Minority Pct predicting FRL Pct

Map of GWR beta coefficients Minority Pct predicting FRL Pct

Control multiple statistical tests for beta coefficients

• Recommend using the Benjamini‐Hochberg (B‐H) procedure to control the false positive rate for multiple statistical tests.

• One statistical test for each of the beta coefficients in the 518 local regression equations.

• This procedure offers a balanced approach for controlling the false positive rate.

Thissen, D., Steinberg, L., & Kuang, D. (2002). Quick and easy implementation of the Benjamini‐Hochberg procedure for controlling the false positive rate in multiple comparisons. Journal of Educational and Behavioral Statistics, 27(1), 77‐83.

Spatial Analysis Resources

Mitchell, A. (1999). The ESRI guide to GIS analysis, volume 1: Geographic patterns and relationships. Redlands, CA: ESRI Press.

Mitchell, A. (2005). The ESRI guide to GIS analysis, volume 2: Spatial measurements and statistics. Redlands, CA: ESRI Press.

Fotheringham, A. S., Brunsdon, C., & Charlton, M. (2002). Geographically weighted regression: The analysis of spatially varying relationships. West Sussex, England: John wiley & Sons, Ltd.

Fotheringham, A. S. (2009). Geographically weighted regression. In A. S. Fotheringham & P. A. Rogerson (Eds.), The Sage handbook of spatial analysis. Los Angeles, CA: Sage.

Spatial Analysis Resources

Chaix, B., Merlo, J., & Chauvin, P. (2005). Comparison of a spatial approach with the multilevel approach for investigating place effects on health: the example of healthcare utilisation in France. Journal of Epidemiology Community Health, 59, 517-526.

Longley, P.A., & Tobon, C. (2004). Spatial dependence and heterogeneity in patterns of hardship: An intra-urban analysis. Annals of the Association of American Geographers, 94(3), 503-519.

ESRI online resources for specific procedures. http://www.esri.com/training/main

ESRI Press for many books about GIShttp://www.esri.com/library/catalogs/esripress-catalog-2014.pdf

GIS and Spatial Analysis Resources

Hogrebe, M.C. & Tate, W.F. (2012). Place, Poverty, and Algebra: A Statewide Comparative Spatial Analysis of Variable Relationships. Journal of Mathematics Education at Teachers College, 3, 12-24.

Hogrebe, M.C. & Tate, W.F. (2012). Geospatial perspective: toward a visual political literacy project in education, health, and human services. Review of Research in Education, 36(1), 88-115.

Hogrebe, M. C. (2012). Adding geospatial perspective to research on schools, communities, and neighborhoods. In Tate, W. F. (Ed.), Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility. Lanham, MD: Rowman & Littlefield Publishers.

Hogrebe, M. C., & Tate, W. F. “Poverty, Mobility, and Education Relationship Differences Across School Districts Analyzed with Spatial Mapping.” Paper presented at the American Educational Research Association national conference, April 2013, San Francisco, CA.


Wrap UpQuestions

Course evaluation

Discover your local resources; people who are using, promoting, and providing GIS services.

• University: GIS center on campus, may be located in a specific department (e.g., geography).

• Is there a university GIS users group?

• Who, in which departments are using GIS in their research? (e.g., anthropology, earth sciences, engineering, ecology, social work, etc.)

How to get started with GIS

• Does the university have a GIS coordinator who can help match your research interests with a colleague?

• Does the university or community college offer introductory GIS classes?

How to get started with GIS

• Leader in professional GIS software is ESRI –Environmental Systems Research Institute

• ESRI has multiple software products targeting the diverserequirements in different industries and organizations.

• Most popular desktop program is ArcGIS series.

• Your university or organization may have a site license for ESRI ArcGIS products.

• Extensive website: www.esri.com

GIS Desktop Software

• Mac users can run ArcGIS using Boot-camp or emulation programs like Parallels or VMWare.

• Other GIS software programs: • QGIS: http://www.qgis.org/en/site/• GRASS GIS: http://grass.osgeo.org/• Manifold GIS System: http://www.manifold.net/• GeoDA: http://geodacenter.asu.edu/software• R-GIS: http://r-gis.net/

GIS Desktop Software

• Center for Spatial Studies at U. of CA Santa Barbara: http://spatial.ucsb.edu/

• Population GIScience@ucsb http://gispopsci.org/

• TeachSpatial: http://teachspatial.org/

• Center for Spatially Integrated Social Science: http://www.csiss.org/

• GeoDa Center@ASU: http://geodacenter.asu.edu/

Additional GIS Web Resources


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