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Summer Teacher Institute · Albuquerque · a lab you can run today

Every morning, someone solves a problem no computer can solve.

Pick one of 195 real Albuquerque schools. We'll simulate who rides, cluster them into corner stops, and route the buses. The exact answer does not exist — not for this school, not on any machine ever built. Here is what districts do instead, stage by stage, with the cost after each one.

195 real schools · OpenStreetMap riders & stops: SIMULATED seed 20260715 · deterministic
⚠ SIMULATED DATA ON THIS MAP · School locations are real (OpenStreetMap). Student homes, stops, rider counts and service areas are generated by a seeded model — not real students, not real boundaries. Why: in the panel →
elementary ·
middle ·
high ·
charter / private / other ·
a bus route (one colour per bus)
simulated home · rides
simulated home · doesn't ride
major road · real (OSM)
one-way · real direction
ABQ RIDE transit stop — NOT a school stop

Pick a school

All 195 are real, from OpenStreetMap. Charters and private schools are in the list, but they get no service area — see below.
Map layers
The fleet
72 is a real number: a 72-passenger bus means 72 elementary riders, three to a bench. The same bus holds about 48 high-schoolers. Districts really do book it this way.
A threshold we measure against — not a constraint this solver enforces. That difference is the honest part, and it's in the lesson.
Live inside this ring and you walk — no bus. Most districts draw a line near 1–2 mi. Drag it and watch the rider count move.
What a kilometre means
The solver minimises whichever of these you pick. Road km and road minutes run Dijkstra over 4,141 real OSM ways, honouring oneway.
of the road-km in this network has no maxspeed tag. We refuse to hide that. Drag this and watch the answer move — the size of the move is the size of the hole.
A stop is a grid-cell centroid, not a real corner, so we let it be served from any road node within this radius. At 0 it must use the single nearest node — which manufactures one-way detours that aren't real. See what it does to the numbers.
Textbook 2-opt assumes d(A,B) = d(B,A). On a one-way network that is false. Untick it to run the textbook formula instead — and watch the stage table go backwards, an "improvement" step that lengthens the route. Section 5 on tab 2 measures it.
road network: loading…
Showing on the map
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🔴 Why the students on this map are fake — and the schools are not

We can't use real student addresses. That isn't a technical limit; it's the right answer.

Where a child lives is protected information. It isn't public, it isn't ours, and if it were handed to us it still would not belong on a web page. So every home, every stop and every rider count here is generated by a seeded random model — plausible in shape, invented in fact. The schools are real and cited; everything about the students is not. The map says so on its face, permanently, because a simulation that doesn't announce itself is just a lie with good graphics.

And we did not synthesise demographics. We could have painted this map with invented income or race by neighbourhood, and it would have looked authoritative. Inventing that for real, named Albuquerque neighbourhoods — in front of a teacher who lives in one — would be indefensible. So the only rider attribute we model is the one that actually drives routing: how many riders are at a stop, and whether a student is inside the walk-shed. If you want a demographic frame for a student project, pull real public aggregates (Census/ACS block groups, NCES district data) and cite them. Don't make them up. That rule is the lesson, not the fine print.

The service areas are approximate. They're a nearest-school partition — a Voronoi diagram — which is a decent first guess and NOT APS's real attendance boundaries. The real ones exist, they're public, and they differ: they follow arterials, ditches and the river, they're redrawn by a board, and they carry history a bisector knows nothing about. Charters and private schools get no area at all here, because they genuinely don't have attendance boundaries — that's not a gap in our data, it's a fact about how they enroll.