I am going to post on how to use Google Tables to map student data, but I wanted to explain why you might want to do it separately. You, I am sure, can find a dozen uses for mapping data. Here are a few of mine:
Knowing the Community: I do not live where I teach, and rarely leave the building (I go a few hundred meters to the market for lunch, and drive the main street on my way elsewhere). Mapping out my students helps me understand where people live. It seems like a small thing, but clicking about on clusters and rural areas helps me understand my community–the trailer parks, housing developments, rural farms and deep woods. I can see divisions and lifestyles just from geography, as it blends with what they talk about in class.
Resources: It also helps me understand who has resources and who does not. Some of our most needy students do not have easy access to the library, stores (for supplies) and rely on the late bus if they want to participate in anything after school (and I can see who will be on it for an hour because of how far away they live). From this I know for whom basketball is a sacrifice, and who can stay after to finish up a project before zipping across the street to their home.
Clusters: It is common for adults to make assumptions about where people live. It’s a social class bias. As many teachers are middle class, from middle class backgrounds, they just don’t know. The local trailer parks get a lot of abuse based on those biases.
In The Tipping Point, Malcolm Gladwell makes hay about studies showing community matters more than family in shaping children and their values (the more intellectual among you probably read the actual studies). That doesn’t stop us from blaming the family for student results, but it also calls into question where students live–is the neighborhood a problem, and can the school counter-act that influence?
This is where my interest in maps started. I cannot help but think this stems from my own biases, and I’m unsure how helpful this line of questioning is.
Focused Interventions: Ten years ago our old principal wanted to reach out to families and make the school a bigger part of the community. We wound up having an ice cream social the day before school started. Great, except that Ruby Payne’s A Framework for Understanding Poverty makes clear how adults who were unsuccessful in school are reluctant to come for such events (or parent conferences, etc.). As non-threatening as it is, our ice cream social tends to be mostly middle and upper class parents of successful students.
In reading about the Civil Rights movement, I noticed how they organized where people lived. They didn’t ask people to come, but went to them. They used churches, meeting halls and the living rooms of trusted members of THAT community. I wonder, for example, if tutoring and summer school might be off campus–in the heart of these low scoring clusters? Perhaps the administrator might hold a parent group meeting somewhere other than the school? Do those far flung places have churches or halls in which we can hold classes? Perhaps rent an apartment or trailer for a summer month? When you see that half of the students in need live with a kilometer from each other, but ten kilometers from the school, you have to wonder if the mountain needs to go to Mohammad.
Note: Know Your Students: Of course, knowing more about your students adds to this. For example, one of my students lives with a grandmother who does not drive in a rural home–she relies on the bus a lot. To keep her after school is a big thing. But to keep her in for recess denies her the one chance she has to be social and make connections. I try and find alternative times to support her. This is very different from the girl who lives in the development with five other classmates, a short walk from school. Awareness matters. By combining this map with my personal knowledge I craft my responses to their needs.