Our first analysis using NDVI to calculate the net green space of Toronto had yielded one important finding. That being that median household income and the proportion of green space in Toronto CTs is positively correlated. This means that while income increases, the proportion of green space also increases. While our regression analysis only yielded a correlation coefficient of 0.17, we believe that due to the complicated nature of human processes this result is still significant. The implications, both economically or pertaining to health, of having green space disparities between areas are numerous. Green space disparity can contribute to uneven growth in property values between higher and lower income communities, further reinforcing ever increasing wealth disparities (Perkins, 2015) or create issues of environmental injustice, where wealthier neighbourhoods enjoy the health benefits of green space while poor neighbourhoods do not (Perkins, 2015; Wolch et al. 2014). These implications highlight the importance of creating an equitable urban landscape with equal access to green space for all populations despite income.
The buffer and grouping analyses both show that there is a proportion of schools in the city that are lacking adequate access to parks. The buffer maps shows that there are 67 schools with no parks in the nearby area, as well as a large cluster of schools with less than 2.5 square kilometers of park in the nearby area, especially located in the middle, lower-half of the city around downtown. According to the buffer map, schools farther from the center of the city, in general seem to have more access to parks. The grouping analysis shows that the two groups with lowest income also have lowest park area, and one of these groups has the highest number of schools. This analysis highlights that there is a need for more parks around schools in some parts of the city, especially around downtown and in areas of lower-income, but within these trends there is still a variety. To gain a more in-depth understanding of this relationship, further analysis could be done that considers the ages of the children at the schools, as childhood development is more relevant to children in elementary school than in high school, as well as considering the number of children at each school, as schools with more children may need more park area to provide adequate play area for all of the children.