Qualifying accessibility to education to investigate spatial equity

Most accessibility studies are usually related to the number of potential reachable opportunities, disregarding attributes related to quality. Schools are usually distributed in the city, but does the quality of the service in these schools provide spatial equity to access the educational system? Th...

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Bibliographic Details
Published inJournal of transport geography Vol. 96; p. 103199
Main Authors Pizzol, Bruna, Giannotti, Mariana, Tomasiello, Diego Bogado
Format Journal Article
LanguageEnglish
Published Kidlington Elsevier Ltd 01.10.2021
Elsevier BV
Subjects
Accessibility
Education
Potential accessibility
Quality of service
Revealed mobility
Schools
Spatial equity
Young adults
Potential accessibility
Spatial equity
Education
Revealed mobility
Quality of service
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Summary:Most accessibility studies are usually related to the number of potential reachable opportunities, disregarding attributes related to quality. Schools are usually distributed in the city, but does the quality of the service in these schools provide spatial equity to access the educational system? This study investigates accessibility to education considering different modes of transport and the quality of schools. It calculates and compares potential accessibility and revealed mobility in a highly unequal context, focusing on elementary schools in São Paulo, the largest city in Latin America. The empirical research reveals disparities between public and private schools regarding the quality and transport mode, unfolding spatial inequity. We hope that these findings provide further insights into better planning our cities for young people to move, study and live.
ISSN:0966-6923
1873-1236
DOI:10.1016/j.jtrangeo.2021.103199