GEOG360_EX6_W24_400_001_EDITS TO BE MADE

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Apr 3, 2024

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Oregon State University – Geography and Geospatial Science GEOG 360 Exercise 6: Exploring the demographics of High School Dropouts Due Dates: GEOG 360 400 students: due by Tuesday at midnight (11:59 PM) PST in Week 7. GEGO 360 001 students: due before your lab session in Week 7. Deliverables: Upload a Word doc named as “<LastnameFirstname>_EX6” to the Canvas Assignment page for Exercise 6. 1. In your Word document, you’ll include Written answers to numbered deliverables presented in bold text below. Two maps of high school dropout rates versus census data 2. Map Exports (as PNGs) A. Poverty Map B. Plus one of the following: Unemployment Map Persons without High School Diploma Map Female-Headed Households with Children Map Internet Access map Renter occupied map 3. Include a screenshot of your Model Builder workflow diagram along with your written description in your Word document to be handed in. Total points: 30 A. OVERVIEW: In Exercise 6, we will be using demographic data from the US Census Bureau to analyze high school dropout rates and to make thematic maps of these data. We will also be creating a workflow diagram of these analysis steps using ArcGIS Pro’s Model Builder. Specific learning outcomes for this lab include: 1. Gaining experience downloading and working with census data 2. Exploring different classification methods for numerical data 3. Practicing making thematic maps 4. Starting to think about spatial analysis processes using workflow diagrams created with Model Builder 1
Remember: You should continue updating your GIS Notebook in which you document new commands and procedures that you learn throughout these tasks. Your notebook will be very helpful in recording new terminology and concepts introduced in these labs. B. Data Management As you begin these exercises, review the initial steps that you have taken in previous exercises. But also note that in this exercise, we will NOT be using a geodatabase to hold the feature classes but rather will be using a regular Windows folder and working only with shapefiles. Please review the differences between a standalone shapefile and feature classes within a geodatabase (various resources are included in the Canvas Week 6 module Learning Materials page) . Then complete the following steps to prepare your workspace: 1. You will want to have an EX6 folder created. Then on Canvas as well as in the Data folder on the R drive, you will find a zipped folder named HSDropouts_2021.zip. Download and unzip this data folder into your newly created EX6 folder. It will create a new folder called HSDropouts_2021. The HSDropouts_2021 folder contains the shapefile SchoolAttendanceZones_2021.shp as well as an Excel spreadsheet entitled ACS2021.xlsx. Be sure to unzip the zipped HSDropouts_2021 folder inside your EX6 folder before moving onto ArcGIS Pro. 2. Then open up ArcGIS Pro, open a new project and call it EX6. Then click on the Analysis tab of the ribbon, and click the Environments button in the Geoprocessing section of the ribbon to set your Current and Scratch Workspace to your newly created HSDropouts_2021 folder. Note again that we are not working with the geodatabase in this exercise, so the workspace should be pointing to the HSDropouts_2021 folder, not a geodatabase. [Information on shapefiles and geodatabases has been included in the Canvas module for Week 6]. 3. From the Catalog Pane in ArcGIS Pro, create a folder connection to the HSDropouts_2021 folder. Answer the questions presented in these instructions and hand your work in as a Word Document. In addition, export your maps as PNGs and insert as a picture into your Word document. For all maps produced, please include all these required map elements: ● Title ● North arrow ● Scale bar ● Legend ● Neatline or border ● Data source (US Census Bureau) ● Projection and datum information (some maps, with unprojected layers may only have a GCS) ● Author’s name (that’s you!) ● Date (note: remember that maps need to be readable and understandable! Information such as: author’s name, date, data source, etc. should NOT be the focal point of the map, i.e. please don’t have them be huge and bold!) These map elements are generally found on professional maps. Remember to export your map to PNG format and insert as a picture in your Word document (this seems to be the easiest format for inserting maps into Word). Note: For your deliverables you will be required to make maps based on the socioeconomic factors we will be investigating that may have some influence on high school dropout rates . Everyone must make a map based on the provided poverty rate data (the first set of instructions) and then choose one of the remaining five variables to map as a finished product. 2
C. Introduction: The Problem - Exploring high school dropouts Dropping out of high school is a nationwide problem. Students who drop out of high school have fewer options for employment and are at greater risk for poor health and low self-esteem (Levin and Rouse 2012). High school dropouts usually end up working low-skilled and low-paying positions with fewer possibilities for career advancement. High school dropouts are also more likely to engage in criminal activities than students who graduate from high school. Much attention has been paid to dropout rates in relation to the characteristics of schools, students, and students’ families yet there have been few studies to examine dropout rates in relation to the characteristics of areas (neighborhoods) in which students live. In this lab exercise, you will explore whether certain socioeconomic characteristics of the census tract “neighborhood” appear to be associated with higher high school dropout rates. Location: State of Oregon Use this ArcGIS Online Story Map to begin to explore the problem of students not succeeding. This story map presents a picture of high absenteeism across the U.S. According to this Story Map project, half of the nation’s chronically absent students were concentrated in just 4 percent of the reported 16,240 school districts. These 654 school districts are found in both rural and urban areas across the country. You can use the search tool within the map to zoom in to the state of Oregon, which will be the focus of this lab, to explore the distribution of those school districts with chronic absenteeism. https://www.arcgis.com/apps/MapSeries/index.html? appid=7f567623f36744dda5ad339aba32aca2 (note that the introductory video seems to have been dropped or the URL changed, but just continue to explore the rest of the information presented here). In addition, here are a few articles that discuss the dropout rate in Oregon and recent funding that has begun to change the situation (also note the changes during the last years of COVID): https://www.oregonlive.com/education/2019/01/oregon-generated-second-worst- graduation-rate-in-us-in-2017.html https://www.opb.org/news/article/oregon-high-school-graduation-rates-class-2019/ https://www.oregonlive.com/education/2021/01/oregon-graduation-rate-climbs-to-83-a- new-high-but-schools-may-have-lowered-the-bar-for-a-diploma.html https://www.kgw.com/article/news/education/oregon-2021-graduation-rates/283- b537277a-0d84-45b8-b5bf-5fb77531d583 https://www.opb.org/article/2021/01/21/oregon-high-school-graduation-rates/ https://www.opb.org/article/2022/01/20/oregon-class-of-2021-graduation-rate-falls-to-806- a-drop-from-2020/ https://oregoncapitalchronicle.com/2023/01/26/oregons-high-school-graduation-rate-up- slightly-in-2022/#:~:text=Dropout%20rates&text=The%20dropout%20rate%20for %202021,the%2010%2Dday%20dropout%20rule . 3
https://projects.apnews.com/features/2023/missing-students-chronic-absenteeism/in - dex.html https://www.the74million.org/article/empty-desks-new-absenteeism-report-shows-dra - matic-surge-in-suburban-rural-latino-students-missing-class/ https://www.oregonlive.com/education/2023/08/oregons-chronic-absenteeism-rate-1-of- nations-most-alarming.html Oregon 2021, High School Dropout rate data: https://www.oregon.gov/ode/reports-and-data/students/pages/cohort-graduation- rate.aspx D. GETTING STARTED We will begin this exercise by retrieving the relevant census tract shapefile from the US Census Bureau’s TIGER website. This shapefile will provide you with the polygons of the census tracts of the state of Oregon. In addition, you will learn how to retrieve Oregon demographic and socioeconomic attribute data from the Census Bureau’s “Explore Census Data” website. These attribute data will provide you with data for the areas you will explore in relation to high school dropout rates. These demographic and socioeconomic attributes are from the 2021 American Community Survey (ACS) five-year dataset. Source: U.S. Census Bureau, 2017-2021 American Community Survey 5-Year Estimates. The attributes we will explore are listed below: Percent of unemployment, population of ages 16 and older (UNEMPL) Percent of persons without high school diploma, population of ages 25 and older (NOHSDIPL) Percent of female-headed households with children under 18 years old, no spouse or partner present (FEMHHC) Percent of persons whose income is below poverty level (POVERTY) Percent of households who are renters (do not own home) (RENTERS) Percent of households with Internet subscriptions (INTERNET) The ACS data is based on ongoing statistical surveys carried out by the Census Bureau on a small percentage of the population. This dataset is intended to provide users with the most up-to-date data available between each decennial (10 year) census. A. Download the census tract shapefile: Use your web browser to go to the 2021 TIGER/Line Shapefiles at: https://www.census.gov/cgi-bin/geo/shapefiles/index.php 4
After that: Select year = 2021 Select a Layer Type = Census Tracts Click Submit Then on the next page Select a State = Oregon Click Download 5
Metadata: https://catalog.data.gov/dataset/tiger-line-shapefile-2021-state-oregon-census- tracts 1. Click the blue “Download” button to the right of the text label that says “Shapefile Zip File”. Make sure that you are downloading this shapefile to your EX6 folder and unzip it. 2. The file you have downloaded is named “ tl_2021_41_tract.zip ”. This naming scheme indicates that it is a “Tiger/Line (tl) file of census tracts for the year 2021 for the state with an ID number of 41 (Oregon)”. 3. From your web browser, navigate to this Technical Documentation page of the US Census Bureau for the 2021 TIGER/Line files (below), open the Chapter 3 pdf and then within the document, scroll down to section 3.3. Read through this section of the metadata, especially focusing on section 3.3.3. https://www.census.gov/programs-surveys/geography/technical-documentation/ complete-technical-documentation/tiger-geo-line.2021.html https://www2.census.gov/geo/pdfs/maps-data/data/tiger/tgrshp2021/ TGRSHP2021_TechDoc_Ch3.pdf 6
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