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Residential Segregation Across Metro St. Louis School Districts: Examining the Intersection of Two Spatial Dimensions
Principal Investigator(s): View help for Principal Investigator(s) Mark C. Hogrebe, Washington University in St. Louis; William F. Tate, Washington University in St. Louis
Version: View help for Version V1
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Project Citation:
Hogrebe, Mark C., and Tate, William F. Residential Segregation Across Metro St. Louis School Districts: Examining the Intersection of Two Spatial Dimensions. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-07-30. https://doi.org/10.3886/E110981V1
Project Description
Summary:
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Residential Segregation Across
Metro St. Louis School Districts:
Examining the Intersection of Two Spatial Dimensions
The
present study employs a geospatial analytical approach to studying the evenness-clustering
and isolation-exposure dimensions of segregation in the context of the St.
Louis, Missouri metropolitan region. In contrast to global indicators of
segregation, this approach focuses on the evenness and isolation dimensions at the
local level in order to visualize how they interact across neighborhoods. While
not traditionally thought of as a method for theory testing, GIS can contribute
to the validation process by displaying how constructs interact when applied in
an actual geographic context. We examined separately the segregation dimension
of racial evenness-exposure and its intersection with Black isolation and
poverty isolation. The study used data from 446 census tracts that represent 65
St. Louis area school districts. When visualizing segregation dimensions
through spatial mapping, it becomes apparent that communities that appear
diverse may have neighborhoods where individuals or groups remain isolated.
Scope of Project
Subject Terms:
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residential segregation;
diversity ;
poverty;
spatial data;
GIS;
neighborhoods
Geographic Coverage:
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St. Louis, MO metro area
Time Period(s):
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2015 – 2015
Universe:
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American Community Survey 2015 five year estimates of census tract data for race and poverty.
Achievement Variable from the
Missouri Assessment Program (2015):
Percent of students at a school scoring in
the proficient or advanced range on the Missouri fifth-grade language arts test
Data Type(s):
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administrative records data;
aggregate data;
census/enumeration data;
geographic information system (GIS) data
Methodology
Sampling:
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All census tracts in the St. Louis, MO metro area.
Public school data from the Missouri Assessment Program 5th grade language arts test
Data Source:
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American Community Survey 2015 five year estimates of census tract data for race and poverty.
Achievement Variable from the
Missouri Assessment Program (2015):
Percent of students at a school scoring in
the proficient or advanced range on the Missouri fifth-grade language arts test
Collection Mode(s):
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cognitive assessment test
Scales:
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Missouri Assessment Program for fifth grade language arts
Weights:
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none
Unit(s) of Observation:
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census tracts, school level data
Geographic Unit:
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census tracts
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