{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129350"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129350","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Population decline or power disparity? Explaining changes in school accessibility in Chicago","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","abstract_has_math":false,"creators":["Hyeon, Shinmyeong"],"institution":"University of Illinois Urbana-Champaign","degree_name":"M.U.P.","degree_level":"Thesis","degree_discipline":"Urban Planning","degree_department":null,"school":null,"contributors":["Greenlee, Andrew Jordan","Fang, Kerry"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-05-09","date_published":"2025-05-09","updated_at":"2026-07-22T22:25:05Z","subjects":["Spatial Justice","Accessibility To Education","Demographic Transition"],"languages":["en","eng"],"rights":["Copyright 2025 Shinmyeong Hyeon"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129350","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Greenlee, Andrew Jordan","Fang, Kerry"]},{"key":"dc:creator","label":"Author","values":["Hyeon, Shinmyeong"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-05-09","2025-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Urban Planning"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.U.P."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Spatial Justice","Accessibility To Education","Demographic Transition"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Shinmyeong Hyeon"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129350"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","The student, Shinmyeong Hyeon, accepted the attached license on 2025-05-08 at 23:27.","The student, Shinmyeong Hyeon, submitted this Thesis for approval on 2025-05-08 at 23:30.","This Thesis was approved for publication on 2025-05-09 at 12:46.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22281 on 2025-10-19 at 18:14:01","This study explores how demographic changes, specifically population decline, school-age population shifts, and population aging, affect access to neighborhood public schools in Chicago. The research addresses three central questions: whether these demographic changes are significantly associated with changes in school accessibility, whether school accessibility inevitably declines in areas with intensified aging and population loss, and what explains cases where accessibility is maintained despite demographic decline. Using census tracts as the unit of analysis, the study focuses on public elementary and high schools in 2012 and 2022. Accessibility was measured through a three-tiered classification incorporating walking-time catchment areas and school boundary overlays, and a weighted score was calculated for each tract. Hierarchical multiple regression and weighted least squares were employed to assess the effects of demographic, socioeconomic, and community-level factors. In addition, an exception analysis was conducted to identify patterns among tracts where demographic trends and accessibility outcomes diverged. Results show that accessibility declined in the majority of tracts, with 373 tracts losing access to elementary schools and 417 to high schools. Contrary to the initial hypothesis, total population decline had a positive association with school accessibility for both elementary and high schools. However, population aging and school-age population decline were negatively associated with accessibility, aligning with the original expectations. The exception analysis further revealed that elementary school accessibility was more sensitive to demographic shifts, while high school accessibility responded more strongly to socioeconomic conditions such as income and crime. This study contributes to the growing literature on educational spatial equity by empirically demonstrating how demographic and socioeconomic dynamics interact differently by school type. It highlights the need for differentiated planning and funding strategies that consider both demographic composition and neighborhood context to ensure equitable access to public education."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Population decline or power disparity? Explaining changes in school accessibility in Chicago"]}]}],"canonical_facts":{"dc:contributor":["Greenlee, Andrew Jordan","Fang, Kerry"],"dc:creator":["Hyeon, Shinmyeong"],"dc:date":["2025-05-09","2025-05"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","The student, Shinmyeong Hyeon, accepted the attached license on 2025-05-08 at 23:27.","The student, Shinmyeong Hyeon, submitted this Thesis for approval on 2025-05-08 at 23:30.","This Thesis was approved for publication on 2025-05-09 at 12:46.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22281 on 2025-10-19 at 18:14:01","This study explores how demographic changes, specifically population decline, school-age population shifts, and population aging, affect access to neighborhood public schools in Chicago. The research addresses three central questions: whether these demographic changes are significantly associated with changes in school accessibility, whether school accessibility inevitably declines in areas with intensified aging and population loss, and what explains cases where accessibility is maintained despite demographic decline. Using census tracts as the unit of analysis, the study focuses on public elementary and high schools in 2012 and 2022. Accessibility was measured through a three-tiered classification incorporating walking-time catchment areas and school boundary overlays, and a weighted score was calculated for each tract. Hierarchical multiple regression and weighted least squares were employed to assess the effects of demographic, socioeconomic, and community-level factors. In addition, an exception analysis was conducted to identify patterns among tracts where demographic trends and accessibility outcomes diverged. Results show that accessibility declined in the majority of tracts, with 373 tracts losing access to elementary schools and 417 to high schools. Contrary to the initial hypothesis, total population decline had a positive association with school accessibility for both elementary and high schools. However, population aging and school-age population decline were negatively associated with accessibility, aligning with the original expectations. The exception analysis further revealed that elementary school accessibility was more sensitive to demographic shifts, while high school accessibility responded more strongly to socioeconomic conditions such as income and crime. This study contributes to the growing literature on educational spatial equity by empirically demonstrating how demographic and socioeconomic dynamics interact differently by school type. It highlights the need for differentiated planning and funding strategies that consider both demographic composition and neighborhood context to ensure equitable access to public education."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/129350"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Shinmyeong Hyeon"],"dc:subject":["Spatial Justice","Accessibility To Education","Demographic Transition"],"dc:title":["Population decline or power disparity? Explaining changes in school accessibility in Chicago"],"dc:type":["text"],"thesis:degree_discipline":["Urban Planning"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.U.P."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:05Z"}