ONE ARABESQUE IN THE SMALL WORLD OF OD WEBMAPS

Arabesque is an application for the exploration and geovisualisation of origin-destination flows (or spatial networks), developed within the framework of the Univ. Gustave Eiffel (ex. IFSTTAR)-funded research project geographic flow visualisation (gflowiz) geoflowiz, in collaboration with the CNRS. It allows both the exploration and the filtering of OD data and their representation, with a strong emphasis on geographic information layering and features' semiology. The key-objective is to propose an easy way to produce a modern cartography (a geovisualisation) of thematic flows (e.g. bilateral flow volume), at several geographic scales, even from your own datasets. The objective of this article is to position Arabesque in the range of geoweb applications for producing flow maps, by comparing its functionalities with those of similar web applications – Magrit, Kepler.gl, flowmap.blue – pointing out their respective advantages and limitations. The analysis of its functionalities is compared on the same flow dataset – MOBSCO, i.e. a dataset describing the school mobility of French pupils and students on a given year – for a practical and empirical “validation” of its contributions. We demonstrate that the configurations and appearances of these tools’ visual output depend largely on the culture of their developers, and on the use and audiences for which they have been developed.

Student Mobility and Violent Crime Exposure at Baltimore City Public Elementary Schools

High levels of school mobility are a problem in many urban districts. Many of these same districts are also dealing with high rates of violent crime. In this study, we use six years (2010-11 to 2015-16) of administrative data from Baltimore City public elementary school students and crime data from the Baltimore Police Department to examine whether changes in violent crime at schools are associated with the likelihood of school exit. Using logistic regression with school fixed-effects to adjust for constant differences between schools, we find that students are more likely to leave following years with higher levels of violent crime at their school. These associations are strongest for students ineligible for free- or reduced-price meals and from safer neighborhoods.

Between-Year and Within-Year School Mobility: Different Effects by Race/Ethnicity

The current study investigated the effects of school mobility on the academic achievement of different racial/ethnic groups in four cohorts of students from a very large urban school district. In this study, I compared within-year and between-year mobility and, most importantly, account for all the schools students attended over the study period. Using a multiple membership model (MMM), the findings confirmed that, for all student groups, academic achievement was affected more by within-year school mobility than between-year school mobility. Black students had the highest mobility rates, both for between- and within-year mobility. Although Asian-American students achieved higher reading and math scores on average, they were more negatively impacted by within-year school mobility compared to other groups. The current study was able to pinpoint the students most at risk for negative outcomes following within-year mobility. The findings are discussed in the context of policy recommendations that can be adopted by school districts.

Children’s Independent Mobility to School in Seven European Countries: A Multinomial Logit Model

The determinants of children’s independent school mobility and the contextual discrepancies between these determinants have not been comprehensively investigated in previous studies. It is important to examine these determinants because independent school mobility is associated with children’s physical activity, according to the literature. This paper examined the associations of different groups of variables such as household, mobility, perceptions, and the built environment with independent school mobility of children between 9 and 12 years using a sample of 1304 girls (50.9%) and boys (49.1%) in seven European countries. The sample was analyzed by Multinomial Logistic Regression, Chi-square test of independence, and Proportional Reduction in Error methods. According to the findings, father’s and mother’s commute mode choice, child’s mode choice of commute to school, child’s bike ownership, parent’s perception of safety, parent’s evaluation of bike lane and sidewalk quality, child’s commute distance, number of driving licenses in the household, accessibility of public transport, and population density in the neighborhood and around the school proved to be very strong and significant determinants of children’s independent school mobility in the Europe-wide sample. The comparison of the levels of independent school mobility did not show any significant differences between high-income countries such as Germany, Italy, and the Netherlands, and emerging economies and developing countries like Poland, Greece, Turkey, and Croatia. However, a direct comparison between Poland (emerging economy) (33.6%) and the Netherlands (high-income) (31.7%) revealed significant differences in the level of independent school mobility. This study found the motives for this discrepancy due to the significant difference in bike ownership, the number of household members working outside of the house, household size, commute distances of parents, and driving license possession.

Student Mobility and Violent Crime Exposure at Baltimore City Public Elementary Schools

High levels of school mobility are a problem in many urban districts. Many of these same districts are also dealing with high rates of violent crime. In this study, we use 6 years (2010–2011 to 2015–2016) of administrative data from Baltimore City public elementary school students and crime data from the Baltimore Police Department to examine whether changes in violent crime at schools are associated with the likelihood of school exit. Using logistic regression with school fixed effects to adjust for constant differences between schools, we find that students are more likely to leave following years with higher levels of violent crime at their school. These associations are strongest for students ineligible for free or reduced-price meals and from safer neighborhoods.

Changing places, changing tracks: Inter-school mobility among Czech secondary students

Most of the literature on student between-track mobility or school choice examines decision making in comprehensive systems or in tracked general education schools. In this article we present data on inter-school mobility (transfers) of upper secondary students in a differentiated educational system with academic, professional and vocational tiers and with a complex scheme of programmes and qualifications. This study is based on administrative microdata from the Czech school register merged with databases containing geographical information. We performed an explorative analysis of 4,533 events of school change with focus on the spatial aspects of VET student transfers. The preliminary results confirm the usefulness of this approach in studying the role school distance plays in programme and school choice.