Analyzing Social Equity: The Influence of the Built Environment on Educational Opportunities in Tucson, Arizona

Abstract

Social equity is an often-overlooked aspect of sustainability and is vital to the health of a community. The most successful sustainable initiatives benefit not only the environment and the economy, but consider the impacts on people as well. Education is an indicator of success and has the potential to improve the lives of low-income populations. Opportunities to receive high-quality education can foster social equity in communities by improving the lives of lower-income cohorts. While the link between the built environment and education level has been discussed, there is insufficient empirical evidence to support this connection. The purpose of this project is to examine the relationship between the built environment and high-school graduation rates, as an indicator of better opportunities for youth. Case studies of the three highest-rated high schools and the three lowest-rated high schools in Tucson, Arizona compare demographics of their surrounding neighborhoods. Social Equity Scores are assigned to each school and its two-mile radius to provide a view of equity through education opportunities in Tucson. Findings indicate that lower-quality education options are more readily available in areas of concentrated low-income and minority populations. The best high schools in Tucson are most available in neighborhoods with higher incomes and less minority residents. Some of the highest-rated schools in Tucson have equitable aspects, but still pose challenges to the provision of quality education to all. By increasing our understanding of equity issues related to the built environment, we can direct urban planning efforts toward more just and equitable societies.