Abstract

Geography=Destiny?: Educational Attainment in a New Mexico Public School District
Track: Census and Statistical Data
Authors: Srini Vasan, Jack Baker, Xiaomin Ruan, Adelamar Alcantara, Nomalanga Nefertari

This research explores the effect of concentrated poverty on school achievement and its disparity among students within a New Mexico urban school district. We employ a geospatial analytical tool to look at correlations between educational achievement and geography using aggregate public data.

The methodology consisted of obtaining proficiency scores from elementary schools (grades 3-5) in the 2004-2006 time frame in Reading, Math and Science and mapping them spatially as a function of geographical variables (poverty rate, housing quality, etc.) Results reveal a neighborhood clustering effect among the variables including poverty rate and proficiencies. Regression models run taking into account the observed spatial autocorrelations had Model Rsquare values from 0.615-0.821. The proportion of students enrolled in free/reduced price lunch program, (a proxy to local poverty) showed a significant negative impact on elementary students' performance in standardized tests. Size of public school enrollments also inversely affected pupils' testing scores significantly.