Geospatial analyses to determine academic success factors in California’s K-12 education

Abstract

ABSTRACT Standardized test scores are often used to measure students’ academic success. Although factors that affect student success involve teaching techniques, classroom dynamics, and study skills, there are other factors outside the classroom that could influence students’ overall academic performance. Oftentimes, these factors are overlooked or easily deemed uncontrollable by educators. Prior studies have identified and examined such factors; however, for this analysis, we will use Geographic Information Systems (GIS) to analyse and display spatial patterns of these external factors, such as household income and average household size, which were not previously possible. Utilizing GIS and variations of demographic and lifestyle data allows us to take a closer look into understanding the factors that positively or negatively correlate with academic achievement. We use a sample of 2015–2016 Scholastic Assessment Test (SAT) scores from the California Department of Education and location-based household spending, socioeconomic, and demographic data from Environmental Systems Research Institute, also known as Esri, to develop statistical models in order to understand factors that influence SAT scores. Our results indicate that two parent households and spending on health insurance have a positive effect on student academic achievement. In addition, students that are surrounded by educational businesses score higher on the SAT. We also learn that diversity, household size, and multigenerational households have negative impacts on students’ SAT scores.