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Educational materials focused on spatial data analysis often feature mathematical descriptions of methods and step-by-step instructions of software tools, but infrequently discuss the set of decisions involved in specifying a statistical model. Failing to consider model specification may lead to specification searching, or the process of repeating analyses to obtain results that meet the criteria thought to be required for publication, and the disproportionate reporting of false-positive results in the academic literature. This article proposes that the specification curve – a meta-analytical technique that visualizes the specifications and results from a large set of justifiable and plausible statistical models – be used as a pedagogical tool to teach (spatial) data analysis and explore the geographic uncertainties that arise when specifying and interpreting spatial regression models. An example specification curve that focuses on two common specification decisions in a spatial regression model, specifically selecting predictor variables and constructing the spatial weight matrix, is illustrated. Strategies for using the specification curve in educational contexts to develop analytical plans, reflect on the generalizability of research findings, and highlight issues of replicability and publication bias are proposed. [ABSTRACT FROM AUTHOR]

The number of days missed due to suspensions (DMS) was analyzed in a national sample of K‐12 public schools in the U.S. In the 2017–2018 national sample, about 11 million days of school were missed due to suspension. Rates of DMS varied across the regions of the U.S., from state to state, and from school to school (greater in nonelementary and non‐charter public schools). Additionally, disparities were found with higher rates found for boys relative to girls and for Black children relative to White children. Regression analyses revealed that school characteristics explained the greatest amount of variance in rates of DMS, although enrollment characteristics also accounted for a significant amount of the variance. It was concluded that there is a need to for more research to better understand the factors that predict DMS and its adverse outcomes for students and to help develop effective prevention and intervention efforts to reduce its use, especially to reduce disparities in its use. [ABSTRACT FROM AUTHOR]

This paper adopts a Bayesian spatial modeling approach to investigate the distribution of young offender residences in York Region, Southern Ontario, Canada, at the census dissemination area level. Few geographic researches have analyzed offender (as opposed to offense) data at a large map scale (i.e., using a relatively small areal unit of analysis) to minimize aggregation effects. Providing context is the social disorganization theory, which hypothesizes that areas with economic deprivation, high population turnover, and high ethnic heterogeneity exhibit social disorganization and are expected to facilitate higher instances of young offenders. Non-spatial and spatial Poisson models indicate that spatial methods are superior to non-spatial models with respect to model fit and that index of ethnic heterogeneity, residential mobility (1 year moving rate), and percentage of residents receiving government transfer payments are, respectively, the most significant explanatory variables related to young offender location. These findings provide overwhelming support for social disorganization theory as it applies to offender location in York Region, Ontario. Targeting areas where prevalence of young offenders could or could not be explained by social disorganization through decomposing the estimated risk map are helpful for dealing with juvenile offenders in the region. Results prompt discussion into geographically targeted police services and young offender placement pertaining to risk of recidivism. We discuss possible reasons for differences and similarities between the previous findings (that analyzed offense data and/or were conducted at a smaller map scale) and our findings, limitations of our study, and practical outcomes of this research from a law enforcement perspective. [ABSTRACT FROM AUTHOR]