Using Geospatial Mapping To Build City Success: Creating Support, Setting Priorities, Marking Progress

Prepared For CEOs For Cities Talent Dividend Webinar October 4, 2013

Prepared By The University of New Mexico Center For Education Policy Research: Peter Winograd, Amy Ballard & Jason Timm

Overview
Why We Like Geospatial Mapping Our Approach Three Cases (Albuquerque, NM; Columbia, SC; and Lakeland, FL) How You Can Use Geospatial Mapping Questions

Why We Like Geospatial Mapping

The maps allow us to present descriptive and analytical data in fresh, visual and persuasive ways. Maps are potent conversation starters. Everybody sees something different in the maps based on their perspectives and experiences. The data in the maps are immediately accessible to a wide range of audiences including policy-makers, community members, educators, students, and parents. Maps equalize the conversations among different groups at the table. People want to know what others think. Maps can convey the message that we are one community, bound together by a sense of place.

Our Approach To Using Maps

1. Understand: Identify the issues that matter What challenges are facing our communities? Who are the key participants and what perspectives do they bring? What kinds of data and analyses will help them take action and make progress? 2. Description: Making the data accessible to all audiences Clarifying the challenges we face Revealing community disparities 3. Analysis: Making sense of the data Identifying gaps in resources Mapping assets Raising questions 4. Action: Using data for change Providing a basis for advocacy Strengthening public engagement Supporting collective impact
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Your Goal: The Talent Dividend

The Talent Dividend is part of CEOs for Cities latest research on the City Dividends. The City Dividends calculates the monetary value to cities and the nation of increasing college attainment rates by one percentage point (Talent Dividend); reducing vehicle miles traveled by one mile per person per day (Green Dividend); and reducing poverty rates by one percentage point (Opportunity Dividend). If each of the top 51 metros achieved these modest improvements in each of the three dividends, there would be a combined national dividend of $218 billion each year. The Talent Dividend defined: Per capita income and college attainment rates are closely correlated. Using data from 2010, each additional percentage point improvement in aggregate adult four-year college attainment is associated with a $856 increase in annual per capita income. Raising the median adult four-year college attainment rate of the top 51 metro areas from 30.7 percent to 31.7 percent would be associated with an increase in income of $143 billion per year for the nation.
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Our Cases

Data Notes We have picked three cases (Albuquerque, Columbia, SC and Lakeland, FL) because they show the range of data that are available. There are lots of data publicly available. Those we used to map Columbia and Lakeland. Some of the most important data, however, must come from partners with courage who can trust that those data will be used fairly and constructively. We thank our partners in Albuquerque for their support.
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We Believe That The Gravest Threats To Our Citys Prosperity Are The Deep Disparities Among Our Communities And The Education Achievement Gap That Wastes Much Of Our Future Human Capital

The Cycle of City Success

Secure Families SchoolReady Children

Low unemployment rate 21st Century jobs Vital Living wages Workforce Civic engagement Key Strategies: Internships Community Partnerships Mentors Successful remediation Education for civic engagement Attract and/or retain educated citizens

Healthy Cities

College or Career Ready Youth and Adults

Academic performance Graduation from HS Enrollment in College

Successful College Students

Graduation from college Employment commensurate with skills Free from debt burden

Key Strategies: Dual Enrollment Dropout prevention Scholarships and Aid FAFSA Filed Programs to support underserved populations College outreach Veterans

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DESCRIPTION: DEMOGRAPHICS

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SC
Tract

2007 2011 Racial/Ethnic Composition, By Census Tract, South Carolina (top) and Columbia (bottom)
African American Caucasian Hispanic

0% - 13.2% 13.3% - 29% 29.1% - 47.3% 47.4% - 70% 70.1% - 98.6%

0% - 27.4% 27.5% - 49.2% 49.3% - 65.9% 66% - 81.4% 81.5% - 100%

0% - 2.6% 2.7% - 6.7% 6.8% - 14.3% 14.4% - 25.2% 25.3% - 54.9%

12

Source: 2007-2011 American Community Survey 5-Year Estimates. DP05: ACS Demographic and Housing Estimates.

FL
Tract

2007 2011 Racial/Ethnic Composition, By Census Tract, Florida (top) and Lakeland (bottom)
African American Caucasian Hispanic

Less than 8.9% 9% - 24.1% 24.2% - 45.6% 45.7% - 71.5% 71.6% - 99.4%

Less than 21.6% 21.7% - 45.8% 45.9% - 66.3% 66.4% - 83.1% 83.2% - 100%

Less than 11.6% 11.7% - 27% 27.1% - 47.1% 47.2% - 73.5% 73.6% - 99.8%

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Source: 2007-2011 American Community Survey 5-Year Estimates. DP05: ACS Demographic and Housing Estimates.

NM

New Mexico Counties

14

NM

Albuquerque And Local Communities With Census Tracts

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NM

Albuquerque Neighborhoods: The Soul Of Our City

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NM
Tract

Percent of Individuals Who Speak a Language Other Than English at Home, Albuquerque, New Mexico

Barelas

Southwest Mesa

South Valley

Speak a Language Other Than English at Home

7% - 16.7% 16.8% - 25% 25.1% - 37.4% 37.5% - 53.1% 53.2% - 89%

17

Source: U.S. Census Bureau American Community Survey 5-Year Estimates 2007 - 2011

DESCRIPTION: THE CHALLENGES WE FACE

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NM
Tract

Percentage of Single Female Householders with No Husband Present Living Below Federal Poverty Level

0% - 5% 5.01% - 10% 10.01% - 20% 20.01% - 42.31%

19

Source: U.S. Census Bureau American Community Survey 5-Year Estimates 2007 2011; Table Table B7010_16E, Single Female Householder Living Below Poverty Level

NM
Tract

Life Expectancy By Census Tract, Bernalillo County, NM (2001-2005)

This powerful map by the Joint Center For Political and Economic Studies shows that life expectancy can vary by 28 years depending on where one lives in Bernalillo County.

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Source: Map produced by Joint Center For Political and Economic Studies (September, 2012) Place Matters For Health In Bernalillo County: Ensuring Opportunities For Good Health For All.

SC
Tract, County

2007 2011 Educational Attainment: Associates Degree and Higher, South Carolina and Columbia

SouthCarolina$.Perc_AA_and_Above
Less than 18.6% 18.7% - 28.6% 28.7% - 40.7% 40.8% - 56.6% 56.7% - 95%

21

Source: 2007-2011 American Community Survey 5-Year Estimates. S1501: Educational Attainment.

FL
Tract

2007 2011 Educational Attainment: Associates Degree or Higher, Florida and Lakeland

Less than 20.3% 20.4% - 31.4% 31.5% - 44.1% 44.2% - 59.4% 59.5% - 100%

22

Source: 2007-2011 American Community Survey 5-Year Estimates. S1501: Educational Attainment.

SC
Tract, County

Median Income, South Carolina and Columbia

State Average = $44,587

Less than $33,152.00 $33,152.01 - $45,781.00 $45,781.01 - $61,297.00 $61,297.01 - $82,266.00 $82,266.01 - $148,393.00

23

Source: 2007-2011 American Community Survey 5-Year Estimates. S1903: MEDIAN INCOME IN THE PAST 12 MONTHS (IN 2011 INFLATION-ADJUSTED DOLLARS). Household Income.

FL
Tract

Median Income, Lakeland

State Average = $47,827

Total Median Income

$15,259.00 - $30,000.00 $30,000.01 - $40,000.00 $40,000.01 - $50,000.00 $50,000.01 - $70,000.00 $70,000.01 - $91,875.00

24

Source: 2007-2011 American Community Survey 5-Year Estimates. S1903: MEDIAN INCOME IN THE PAST 12 MONTHS (IN 2011 INFLATION-ADJUSTED DOLLARS). Household Income.

NM
Tract

Percentage of Individuals Living Below Poverty Level with Less than High School Education, Albuquerque New Mexico

Percentage with No High School Diploma

0% - 5% 5.1% - 10% 10.1% - 20% 20.1% - 34.1%

25

Source: U.S. Census Bureau American Community Survey 5-Year Estimates 2007 - 2011

SC
Tract

Median Income, and Percent of Population with at Least an Associates Degree by Tract, Columbia

Associate's and Above

4.28% - 20% 20.01% - 30% 30.01% - 40% 40.01% - 60% 60.01% - 95%

Median Income
$9,515.00 - $30,000.00 $30,000.01 - $50,000.00 $50,000.01 - $60,000.00 $60,000.01 - $80,000.00 $80,000.01 - $110,000.00

SouthCarolina_Tracts_2011

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Source: 2007-2011 American Community Survey 5-Year Estimates. S1903: MEDIAN INCOME IN THE PAST 12 MONTHS (IN 2011 INFLATION-ADJUSTED DOLLARS). Household Income. 2007-2011 American Community Survey 5-Year Estimates. S1501: Educational Attainment. NOTE: Classifications are based on the MSA.

FL
Tract

Median Income, and Percent of Population with at Least an Associates Degree by Tract, Lakeland

Associate's and Above

0.9% - 10% 10.1% - 20% 20.1% - 30% 30.1% - 40% 40.1% - 61.5%

Total Median Income

$15,259.00 - $30,000.00 $30,000.01 - $40,000.00 $40,000.01 - $50,000.00 $50,000.01 - $70,000.00 $70,000.01 - $91,875.00

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Source: 2007-2011 American Community Survey 5-Year Estimates. S1903: MEDIAN INCOME IN THE PAST 12 MONTHS (IN 2011 INFLATION-ADJUSTED DOLLARS). Household Income. 2007-2011 American Community Survey 5-Year Estimates. S1501: Educational Attainment. NOTE: Classifications are based on the MSA.

DESCRIPTION: COLLEGE AND CAREER READY YOUTH AND ADULTS

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FL
School Location

2012 4-Year Graduation Rates, By School, Lakeland

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Source: South Carolina State Department of Education > Research Portal > State Report Cards > District Performance Data 2012.

SC
District

2012 AP and IB Participation, By District, South Carolina and Columbia

Statewide District Average = 13.5%

0 - 3.9% 3.9 - 11.4% 11.4 - 19.3% 19.3 - 30.5% 30.5 - 49.2%

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Source: South Carolina State Department of Education > Research Portal > State Report Cards > District Fact File 2012.

SC
District

2012 Passed both HSAP Exams, By District, South Carolina and Columbia

Statewide District Average = 76.3%

44.6 - 61.1% 61.2 - 71.8% 71.9 - 78.7% 78.8 - 84.9% 85.0 - 95.2%

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Source: South Carolina State Department of Education > Research Portal > State Report Cards > District Performance Data 2012.

SC
District

2012 4-Year Graduation Rates, By District, Columbia

The average graduation rate for all South Carolina districts is 76.7%
Richland 1 and Lexington 2 and 4 School Districts have graduation rates lower than the state average.

59.7 - 65.2% 65.2 - 72.4% 72.4 - 77.7% 77.7 - 81.8% 81.8 - 93.3%

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Source: South Carolina State Department of Education > Research Portal > State Report Cards > District Performance Data 2012.

SC
District

2012 Dropout Rates, By District, Columbia

The average dropout rate For all South Carolina Districts is 2.7%
Richland 1 and Lexington 1 School Districts have dropout rates higher than the state average.
0 - 1.2% 1.2 - 2.1% 2.1 - 3.5% 3.5 - 5.0% 5.0 - 6.6%

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Source: South Carolina State Department of Education > Research Portal > State Report Cards > District Fact File 2012.

NM
Attendance Boundary

Early Warning Indicator: Percentage Of Albuquerque Public Schools Students Entering 9th Grade With One or More F Grades And 5 Or More Absences In 8th Grade Core Courses

6.7% - 10% 10.1% - 15% 15.1% - 35%

Source: Albuquerque Public Schools, School Max, 2011-2012 School Year. Data provided by APS RDA Department. Analysis performed by CEPR.

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NM
Attendance Boundary

Albuquerque Public Schools Four-Year High School Graduation Rate, All Students, Class of 2012

80.1% - 86% 70.1% - 80% 60.1% - 70% 53.9% - 60%

According to the Alliance for Excellent Education, there are nearly 2000 high schools nationally that graduate less than 60% of their students within four years. These schools disproportionately produce 51% of the nations dropouts. APS has four high schools with less than a 60% graduation rate. 35
Source: NM Public Education Department, 4-Year Cohort High School Graduation Rate, Class of 2012. Alliance for Excellent Education statistics taken from http://www.all4ed.org/about_the_crisis/schools/dropout.

Percentage of Albuquerque Public Schools Students Attending New Mexico Colleges Who Took Remedial Courses, Attendance Boundary 2000-2009, By Sending High School
NM

20 - 30% 30 - 40% Greater than 40% Data Not Available

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Source: Ready For College? A Report on New Mexicos High School Graduates Who Take Remedial Courses In College, June 2010, New Mexico Office of Education Accountability. Data were unavailable for Volcano Vista & Atrisco Heritage Academy.

SC
Tract

2012 Dropout Rates By District, with Number of African Americans by Tract, Columbia

Number of African Americans by tract 1 dot = 50 persons District Dropout Rate

0 - 1.2% 1.2 - 2.1% 2.1 - 3.5% 3.5 - 5.0% 5.0 - 6.6%

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Source: South Carolina State Department of Education > Research Portal > State Report Cards > District Fact File 2012.

SC
Tract

2012 Dropout Rates By District, with Number of Caucasians by Tract, Columbia

Number of White Persons by tract 1 dot = 50 persons District Dropout Rate

0 - 1.2% 1.2 - 2.1% 2.1 - 3.5% 3.5 - 5.0% 5.0 - 6.6%

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Source: South Carolina State Department of Education > Research Portal > State Report Cards > District Fact File 2012.

SC

Tract, School Location

Percentage of Total 11th and 12th Grade Students Completing FAFSA Applications, Shown With Median Income, Columbia
The average percentage of 11th and 12th graders who had completed FAFSA applications in Columbia High Schools as of Dec. 31, 2012 was approximately 44%. FAFSA application completion is considered a good indicator of college attendance.
Total Median Income
$11,406.00 - $30,000.00 $30,000.01 - $40,000.00 $40,000.01 - $60,000.00 $60,000.01 - $70,000.00 $70,000.01 - $106,858.00

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Source: FAFSA data retrieved from Federal Student Aid website for Florida and South Carolina http://studentaid.ed.gov/about/data-center/student/application-volume/fafsa-completion-high-school. Data on completed applications submitted as of December 2012 used for calculation. Student counts from South Carolina Department of Education website: 45 day active headcount by school (2012-13) school year, 11th and 12th graders.

FL
Tract, School Location

Percentage of Total 11th and 12th Grade Students Completing FAFSA Applications, Shown Educational Attainment, Lakeland
The average percentage of 11th and 12th graders who had completed FAFSA applications in Lakeland High Schools as of Dec. 31, 2012 was approximately 22%. FAFSA application completion is considered a good indicator of college attendance.
Associate's and Above
0.9% - 10% 10.1% - 20% 20.1% - 30% 30.1% - 40% 40.1% - 61.5%

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Source: FAFSA data retrieved from Federal Student Aid website for Florida and South Carolina http://studentaid.ed.gov/about/data-center/student/application-volume/fafsa-completion-high-school. Data on completed applications submitted as of December 2012 used for calculation. Student counts from Florida Department of Education website: http://www.fldoe.org/eias/eiaspubs/pubstudent.asp Membership by School by Grade, 2012-2013.

DESCRIPTION: SUCCESSFUL COLLEGE STUDENTS

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Data Notes
College success includes graduating from college prepared for career and life success. High college graduation rates are a good indicator that on-time graduation is an attainable goal. High school students taking remedial courses in college have less success than those who are prepared. Low loan default rates are a good indicator that graduates are on their way to economic success.

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NM

New Mexicos College Graduation Rates Are Among The Worst In The Nation

The 2009 six-year graduation rates of bachelor degree students by state for the entering cohort of 2003. The average college graduation rate for the U.S. is 55.5%.
26.9% - 40%
40.1% - 55.4% (Below nat'l avg.) 55.5% - 60.2% (Above nat'l avg.) 60.3% - 69.2%

AK

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Source: The National Center For Higher Education Management Systems Information Center for Higher Education Policymaking and Analysis.

NM

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SC
School Location

Graduation and Loan Default Rates at Columbia Colleges and Universities

The average loan default Rate at U.S. colleges and Universities is 13.4%
ITT Technical Institute: Default 34.1% Allen University: Default 27.1%

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Source: 1White House College Scorecard website. Data retrieved 9/24/2013. Cost reflects average net price after grants and scholarships. Graduation rates are for on undergraduate students who enrolled full-time and have never enrolled in college before, time to graduation can vary by institution. Only institutions with a reported graduation rate are included.

DESCRIPTION: VITAL WORKFORCE

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Adult Outcomes: Persons 18-24 Not In Labor Force Or School, No Degree Above HS, 2010

This map shows percent of population that is not in the labor force or attending school, with no degree beyond high school. Colors indicate distance from national mean with redder states having higher rates of unemployed persons not attending school or having beyond a high school degree.
< -1.5 Std. Dev. -1.5 - -0.50 Std. Dev.

Hawaii 17%

Alaska 20%

-0.50 - 0.50 Std. Dev. 0.50 - 1.5 Std. Dev. 1.5 - 2.2 Std. Dev.

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Source: Annie E. Casey Foundation, KIDS COUNT Data Center, www.kidscount.org .

NM
Tract

Unemployment Rate: July 2012

More than 21% 14.1 to 21% 7.1 to 14% (US Avg July 2012: 9.5%) 7% or less

48

Source: The 2012 Unemployment Rate reflects Esri's estimates for July 1, 2012. All civilians aged 16 years and older were classified as unemployed if they were looking for work during the last 4 weeks, and were available to start a job. Esri's totals do not include figures for seasonal workers. The unemployment rate for the United States in July 2012 was 9.5%. The data shown is from Esri's 2012 Updated Demographics. This map shows Esri's 2012 estimates using Census 2010 geographies.

SC
Block Group

Unemployment Rate for Population 16 and Over Columbia

0% - 4.4% 4.5% - 10% 10.1% - 17% 17.1% - 27.9% 28% - 51.5%

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Source: 2007-2011 American Community Survey 5-Year Estimates. S2301: Employment Status. Universe = Civilian Workforce Population 16 and over.

FL
Block Group

Unemployment Rate for Population 16 and Over Lakeland

0% - 5.9% 6% - 12.8% 12.9% - 21.8% 21.9% - 38.5% 38.6% - 100%

50

Source: 2007-2011 American Community Survey 5-Year Estimates. S2301: Employment Status. Universe = Civilian Workforce Population 16 and over.

Data Notes
Just describing the data is not enough. Here are some kinds of analyses that can help provide decision-makers with some ways to take action. These kinds of analyses often take data that are harder to get. Many of the examples that follow deal with children but the underlying approach is useful at any level:
Where are the needs? Where are the resources? Where are the gaps? How can we target those gaps most effectively?

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Analysis: Resource Gaps

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NM
Attendance Boundary

Percentage Of High School Students Who Have Had Sexual Intercourse

37.2 - 40.1% 40.1 - 45.5% 45.5 - 48.3% 48.3% - 54.4% 48.3% - 54.4%

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Source: New Mexico Youth Risk and Resiliency Survey, 2009, New Mexico Departments of Health and Public Education and U.S. Centers for Disease Control and Prevention (CDC). Students were asked, During your life, with how many people have you had sexual intercourse? The percentage reported here reflects respondents who answered one or more people.

NM
Tract

Teen Birth Rate, Ages 15-19

The data point in each census tract represents the number of live births to teen women per 1000 teen women, over the period 20012005.

For example, the census tract in the center with a teen birth rate of 106.4 means that there were 106 live births to teen women for every 1000 teen women who live in the census tract.

54

Source: New Mexico Community Data Collaborative. The rates shown here reflects the average number of children per 1000 women born to teen mothers (ages 15-19) between 2001 and 2005. Rates are reported by census tract; high school boundaries are overlaid to provide perspective. In 2005, the statewide teen birth rate was 62 per 1000, and the nationwide rate was 40 per 1000 (Kids Count Data Center, http://datacenter.kidscount.org).

NM
Tract

Capacity Of 4- And 5-Star Licensed Child Care Centers

Capacity of Center
6 - 60 61 - 120 121 - 250 251 - 500

Percentage of Population Under Age 5

0.7% - 4.4% 4.5% - 5.9% 6% - 7.8% 7.9% - 10.1% 10.2% - 15.6%
Above national average

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Source: New Mexico Community Data Collaborative, December 2010. Enrollment data are reported by program site. Elementary school boundaries are overlaid to provide perspective.

Analyses: Opportunity Gaps

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Child Maltreatment Risk Factors And Opportunity Mapping In Bernalillo County

The CDC has identified several factors related to high risk for child maltreatment. The following maps show areas where risks for these factors are lower and higher in Bernalillo County. The goal is to introduce a possible technique for identifying neighborhoods that may benefit from resources. The best opportunity for children to grow up without becoming victims of maltreatment include: Having parents with higher education levels; Living in a household with 2 parents; Living in a household with income above poverty level; Living in a household with fewer dependent children; Living in neighborhoods with low unemployment; Living in neighborhoods where people have lived at least a year in the same house; Living in neighborhoods with a lower density of alcohol outlets.

Where are these areas in Bernalillo County?

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Source: http://www.cdc.gov/violenceprevention/childmaltreatment/riskprotectivefactors.html

NM
Tract

Opportunity For A Safe Childhood

Westside

Northeast Heights

North Valley International Zone University/ Nob Hill

Based on the CDC factors, tracts with a higher score have fewer child maltreatment indicators.

South Valley

Opportunity Score
High Moderately high Average Moderately low Low Low

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Source: Unemployment, family size, single parent household, household mobility, family poverty model input layers from the U.S. Census Bureau, 2010 Decennial Census , census tract level. Alcohol license data from New Mexico Community Data Collaborative, compiled by New Mexico Department of Health.

NM
Tract

Using The Maps To Address Issues Of Community Equity: Where Are The Hispanic Children In Relation To Opportunity?
Westside

Northeast Heights

North Valley

International Zone University/ Nob Hill

This map clearly shows the concentration of Hispanic children under the age of 5 in lower opportunity areas.
Opportunity Score
High

South Valley

Moderately high Average Moderately low Low

Number of Hispanic Low Children Under Age 5

4 - 85 86 - 185 186 - 325 326 - 525 526 - 761

Bernc

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Source: Unemployment, family size, single parent household, household mobility, family poverty model input layers from the U.S. Census Bureau, 2010 Decennial Census , census tract level. Alcohol license data from New Mexico Community Data Collaborative, compiled by New Mexico Department of Health.

Analyses: Education & Jobs Gap

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NM
16% 14% 12% 10% 8% 6% 4%

The Education-Jobs Gap In Selected Metropolitan Statistical Areas, 2012

The education-jobs gap is the percent of job openings where the demand for education exceeds supply. Madison, WI is ranked best in the study; McAllen, TX is ranked worst.
5.0% 3.1% 3.3% 3.6% 3.9% 5.4% 14.2% 13.3%

7.5% 6.4% 6.8%

8.1%

2.2%
2% 0% -2% -0.8%

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Source: Rothwell, J. (August, 2012) Education, Job Openings, and Unemployment in Metropolitan America Brookings. www.brookings.edu/metro.

NM

Educational Attainment In Central New Mexico Adults 25 And Over, With An Associates, Bachelors, Or Graduate Degree, 2011

Tract, County

Less than 19.4% 19.4 - 32.8% 32.8 - 42.2% 42.2 - 55.6% 55.6 - 78.0%

45 40 35 30 25 20 15 10 5 0

35.8

38.8
32.8

37.2

20.3

23.2

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Source: U.S. Census, American Community Survey 2011, 5-Year Estimates

NM
MSA

How Does Albuquerque Compare to Other Communities? Percentage of the Population, 25-64 Years of Age, With an Associate's Degree or Higher
54.3% 52.5% 48.1% 47.3% 46.1% 43.6% 40.3% 40.2% 38.6% 38.0% 35.4% 35.3% 35.2% 29.6% 27.8% 20.9% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% Raleigh-Cary, NC Metro Area Seattle-Tacoma-Bellevue, WA Metro Area

San Jose-Sunnyvale-Santa Clara, CA Metro Area

Austin-Round Rock-San Marcos, TX Metro Area Colorado Springs, CO Metro Area Portland-Vancouver-Hillsboro, OR-WA Metro Area Salt Lake City, UT Metro Area Ogden-Clearfield, UT Metro Area Tucson, AZ Metro Area Albuquerque, NM Metro Area Oklahoma City, OK Metro Area Tulsa, OK Metro Area Reno-Sparks, NV Metro Area Las Vegas-Paradise, NV Metro Area El Paso, TX Metro Area McAllen-Edinburg-Mission, TX Metro Area 0.0%

63

Source: U.S. Census, American Community Survey 2010, 5-Year Estimates.

Analyses: Mapping Assets

64

Data Notes

Mapping risks and challenges is fairly easy. Those data are everywhere. Gathering information on resources and assets is more time consuming but it is worth it. Assets are usually people, organizations, and agencies. But it is important to think about social and cultural assets more broadly.

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NM

YDI Head Start Programs: Barelas, South Valley, Southwest Mesa and Beyond With Percentage of Population Living in Poverty

Tract, School Location

66

Source: American Community Survey 5-year data, 2007-2011.

NM
PUMA

Community Assets: Multi-Generational Households

Number of Multi-Generational Households in PUMA

945 - 1039 1040 - 1586 1587 - 2171 2172 - 2769 2770 - 4055

Number of Hispanic Children Under Age 5

4 - 85 86 - 185 186 - 325 326 - 525 526 - 761

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2770 - 4055 Source: American Community Survey Public Use Microdata Sample, 2011. Multi-generational households include households with at least 3 generations living in the same dwelling.

NM
Tract

Percentage of Individuals Who Speak a Language Other Than English at Home, By Census Tract

20 census tracts in 8 counties have populations in which greater than 75% speak a language other than English at home. Those counties are: 1. Doa Ana (7) 2. Sandoval (4) 3. McKinley (2) 4. Bernalillo (2) 5. San Juan (2) 6. Otero (1) 7. Rio Arriba (1) 8. Socorro (1)

68

Source: U.S. Census, American Community Survey, 2006-2010, Five-Year Estimates.

NM

One Of The Most Important Disparities In Doa Ana Are The Differences Between The Academic Proficiency Levels Of Students Who Are English Language Learners (ELL) And Other Students. The Ability To Speak Dual Languages Is A Unique New Mexican Asset To Be Cultivated.
The Paso del Norte Region

Human Capital Development In The Paso del Norte Region The ability to fuel local growth by cultivating relevant skills is the best guarantee that the region will thrive in the future. A region that wants to be globally competitive needs to have a highly skilled workforce and knowledgebased economy In order to break out of the low wage equilibrium. The Paso del Norte Region needs to improve the educational attainment levels and widen access to higher education (p. 17, The Paso Del Norte Region, Mexico and the United States. OECD, 2010)

69

Source: The Paso Del Norte Region, Mexico and the United States. OECD, 2010

Analyses: Raising Questions

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Data Notes

One of the challenges we face in Albuquerque is keeping talented people here once they have graduated from college. How might we use data and mapping to help focus the conversation between educators and business leaders?

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SC
MSA

Inflow and Outflow of Degreed People (Associates and higher) from 2007-11, by MSA. Columbia

What is attracting people to our communities?

What is drawing people away from our communities?

Columbia_Ins
23 - 98 99 - 180 190 - 310 320 - 500 510 - 1,800
1,300 - 2,200

Columbia_Outs
20 - 160 170 - 370 380 - 630 640 - 1,200

72

Source: IPUMS.org. Values reflect an aggregate of 1-Year estimates from 2007-2011. It should be noted that only migrations to other MSAs are included in the above estimates. Universe = Population 25-64 (Persons living in group quarters excluded). Inflow = the number of people with an Associates degree or higher who presently live in the Columbia MSA but did not a year ago [METAREA = 20, MIGMET1 200, MIGRATE1 1]. Outflow = the number of people with an Associates degree or higher who presently do not live in the Columbia MSA but did so a year ago [METAREA 20, MIGMET1 = 200 ].

NM
MSA

Inflow and Outflow of Degreed People (Associates and higher) from 2007-11, by MSA. Albuquerque

What is attracting people to our communities?

What is drawing people away from our communities?

ABQ_INS
34 - 180 190 - 350 360 - 590 600 - 1,200 1,300 - 2,500

ABQ_Outs
12 - 140 150 - 290 300 - 470 480 - 1,100 1,200 - 1,900

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Source: IPUMS.org. Values reflect an aggregate of 1-Year estimates from 2007-2011. It should be noted that only migrations to other MSAs are included in the above estimates. Universe = Population 25-64 (Persons living in group quarters excluded). Inflow = the number of people with an Associates degree or higher who presently live in the ABQ MSA but did not a year ago [METAREA = 20, MIGMET1 200, MIGRATE1 1]. Outflow = the number of people with an Associates degree or higher who presently do not live in the ABQ MSA but did so a year ago [METAREA 20, MIGMET1 = 200 ].

FL
MSA

Inflow and Outflow of Degreed People (Associates and higher) from 2007-11, by MSA. Lakeland

What is attracting people to our communities?

What is drawing people away from our communities?

LL_Ins
49 - 170 180 - 410 420 - 710 720 - 2,800 2,900 - 5,800

LL_Outs
21 - 140 150 - 300 310 - 690 700 - 1,600 1,700 - 2,900

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Source: IPUMS.org. Values reflect an aggregate of 1-Year estimates from 2007-2011. It should be noted that only migrations to other MSAs are included in the above estimates. Universe = Population 25-64 (Persons living in group quarters excluded). Inflow = the number of people with an Associates degree or higher who presently live in the Lakeland MSA but did not a year ago [METAREA = 20, MIGMET1 200, MIGRATE1 1]. Outflow = the number of people with an Associates degree or higher who presently do not live in the Lakeland MSA but did so a year ago [METAREA 20, MIGMET1 = 200].

How The Maps Have Supported Action In New Mexico

Developing State Policy Early Childhood Truancy Dual Credit Afterschool Engaging Community, Building Relationships & Mapping Assets Mission: Graduate The Unidos Project for Latino Student Success
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HOW YOU CAN USE GEOSPATIAL MAPPING

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The Approach
1. Understand: Identify the issues that matter What challenges are facing our communities? Who are the key participants and what perspectives do they bring? What kinds of data and analyses will help them take action and make progress? 2. Description: Making the data accessible to all audiences Clarifying the challenges we face Revealing community disparities 3. Analysis: Making sense of the data Identifying gaps in resources Mapping assets Raising questions 4. Action: Using data for change Providing a basis for advocacy Strengthening public engagement Supporting collective impact

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The Data
A huge amount of public data is available for mapping. Data for this presentation fall primarily into 2 categories: general demographic and academic.

Census data sources include:

Decennial Census (the most accurate numbers available) American Community Survey (data from an annual survey; sample reliability will vary) Individual Public Use Microsample (data collected for a small sample of the population, extrapolated to larger groups)

Academic data sources include:

Census has some Local sources (school districts, schools, state departments of education) Integrated Postsecondary Education Data System

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A Recent Data Challenge

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A Mapping Tool You Can Use

ArcGIS Online is a free online mapping tool that can be used to do basic demographic mapping of your area. There are many layers available including census data and Tapestry Segmentation layers, which can be used to do some general demographic characterization. You can also use a table with geographic coordinates, such as school locations to add data to a map. Maps can be embedded in websites or used in presentations.

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ArcGIS Online Public Account

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CEPR.UNM.EDU

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