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    <copyright>Copyright © 2026. National Academy of Sciences. All rights reserved.</copyright>
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    <managingEditor>tris-trb@nas.edu (Bill McLeod)</managingEditor>
    <webMaster>tris-trb@nas.edu (Bill McLeod)</webMaster>
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      <title>Transport Research International Documentation (TRID)</title>
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      <link>https://trid.trb.org/</link>
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      <title>School choice: understanding the trade-off between travel distance and school quality</title>
      <link>https://trid.trb.org/View/1538452</link>
      <description><![CDATA[Children are traveling longer distances to school, and the share traveling by car is increasing. This paper examines the effects of school attributes on school choice, which in turn gives rise to travel distance and mode choice. It is well known that school quality is capitalized into residential land values. Households willing and able to pay price premiums may choose to live closer to good-quality schools. In contrast, households with less ability to pay are likely to live in places with schools of lower quality. The California public school system has an open enrollment policy, which allows students to transfer out of their neighbourhood school when places are available. When this option is exercised, students may travel longer distances to school compared with students who attend their neighbourhood schools. We used travel diary data from the 2001 Post Census Regional Household Travel Survey to model school destination choices for K-12 students in the Los Angeles region, California. Parents may choose to send their children to neighbourhood schools, other schools within their home district, or out-of-district schools. We find that location, school quality, and other school features influence the probability of a school being chosen, and the extent to which these factors influence choice varies depending on the characteristics of the residential district and the attributes of the household.]]></description>
      <pubDate>Mon, 22 Oct 2018 16:27:05 GMT</pubDate>
      <guid>https://trid.trb.org/View/1538452</guid>
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      <title>Developing a Methodology for School Travel Plan Development for Large School Districts</title>
      <link>https://trid.trb.org/View/1222785</link>
      <description><![CDATA[Safe Routes to School (SRTS) is a national and international movement to create safe, convenient, and fun opportunities for children to bicycle and walk to and from schools. Within the United State, SRTS is a Federal-Aid program of the U.S. Department of Transportation's Federal Highway Administration (FHWA). Every State manages its own program and develops its own processes to solicit and select projects for funding. The goal of Ohio's SRTS program is to assist communities in developing and implementing projects and programs that encourage and enable children in grades k-8, including those with disabilities to walk or bike to school safely. This is done by creating a school travel plan (STP) that addresses the 5 Es of the SRTS program: engineering, education, enforcement, encouragement, and evaluation. The current Ohio Department of Transportation (ODOT) funding process restricts applications for STP development to four schools. The purpose of this report research project was to develop a process that lets large school districts in Ohio develop comprehensive, district-wide School Travel Plans (STP). Large school districts are defined by the ODOT as those with more than fifteen kindergarten through 8th grade (K-8) schools. In order to develop a district-wide STP process, a pilot district (Cincinnati Public Schools) was chosen so that the methodologies could be tested and refined. Methodologies were developed based upon three key areas identified by ODOT: mapping, infrastructure project identification and prioritization, and non-infrastructure project identification and prioritization. In the end, a district-wide STP was created for Cincinnati, along with a set of guidelines that can be used by other large districts looking to create a district-wide STP. The Cincinnati STP is the first district-wide STP for a large school district in Ohio and is thought to be the first Large District STP nationally to incorporate both infrastructure and non-infrastructure items.]]></description>
      <pubDate>Fri, 16 Nov 2012 08:54:54 GMT</pubDate>
      <guid>https://trid.trb.org/View/1222785</guid>
    </item>
    <item>
      <title>School transportation and tort liability</title>
      <link>https://trid.trb.org/View/1220767</link>
      <description><![CDATA[]]></description>
      <pubDate>Wed, 07 Nov 2012 13:02:59 GMT</pubDate>
      <guid>https://trid.trb.org/View/1220767</guid>
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      <title>Are Characteristics of the School District Associated with Active Transportation to School in Danish Adolescents?</title>
      <link>https://trid.trb.org/View/1212417</link>
      <description><![CDATA[The objective of this study was to determine the influence of individual factors on active transportation to school among Danish seventh graders and whether school district factors are associated with such behavior independently of individual factors. Mixed effects logistic regression models determined the effects of individual (gender, family affluence, enjoyment of school and academic performance) and school district factors (educational level, household savings, land use and size) on active transportation to school (by foot, bicycle or other active means) among 10,380 pupils aged 13–15 years in 407 school districts. The results show of all students, 64.4% used active transportation to school daily. Boys, those with perceived higher school performance and those with lower family affluence were more likely to use active transportation to school. After adjustment for all individual factors listed above, high household savings at the school district level was associated with higher odds of active transportation to school. As factors of land use, low level of farming land use and high proportion of single houses were associated with active transportation to school. Policies that aim at reducing social inequalities at the school district level may enhance active transportation to school. School districts with farming land use face barriers for active transportation to school and requires special policy attention.]]></description>
      <pubDate>Fri, 31 Aug 2012 16:05:56 GMT</pubDate>
      <guid>https://trid.trb.org/View/1212417</guid>
    </item>
    <item>
      <title>Marginalization Due to Distance from Schools</title>
      <link>https://trid.trb.org/View/898842</link>
      <description><![CDATA[This paper presents an analysis for identifying zones of high marginalization due to distance from schools. This distance is the length or time of the path between home and school, through the urban street network. The authors present a case of 4,500 public schools and nearly 1.3 millions of students, between 3 and 14 years old, within one of the regions of Mexico City. Children who demand public schools mainly belong to medium, high and very high sectors of socioeconomic marginalization. Spatial analysis was used for identifying the straight line covering of schools, and network analysis was used for obtaining main flows and estimating traveled length and time. The results let us identify sub-zones where the highest marginalization due to distance from schools is presented; and to detect some reasons for such a marginalization. Then, for a sub-zone, the trip characteristics were analyzed, and school bus service paths were proposed for certain types of trips.]]></description>
      <pubDate>Wed, 19 Aug 2009 13:50:59 GMT</pubDate>
      <guid>https://trid.trb.org/View/898842</guid>
    </item>
    <item>
      <title>An analysis of alternative models for funding handicapped pupil transportation</title>
      <link>https://trid.trb.org/View/853417</link>
      <description><![CDATA[]]></description>
      <pubDate>Thu, 24 Apr 2008 16:05:07 GMT</pubDate>
      <guid>https://trid.trb.org/View/853417</guid>
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      <title>Funding for Pupil Transportation: Framework for Analysis</title>
      <link>https://trid.trb.org/View/802147</link>
      <description><![CDATA[School districts spend approximately $17 billion annually on pupil transportation. More than half of all students in the United States are eligible for transportation at public expense. Despite this major financial investment and the large number of daily student trips, relatively little scholarly material is written on funding for pupil transportation. This article provides research background on pupil transportation funding, establishes a comprehensive framework of analysis for evaluating methods of state funding, and presents case studies of six states to highlight institutional differences. The key questions about state pupil transportation policy are (a) whether pupil transportation is mandated by the state, (b) what the eligibility requirements are for state aid, and (c) what formula is used for reimbursement. Funding for pupil transportation varies greatly among states, with differences that include student eligibility for transportation, funding formulas, and state aid as a percentage of transportation costs. The primary method of pupil transportation funding consists of state reimbursement for a portion of a school district’s expenditures. The remaining costs must then be covered by local funding sources. Unlike some other areas of school finance, pupil transportation programs receive little funding from the federal government. The research also identifies safety, school siting, and walking to school as areas in which pupil transportation policies have important impacts.]]></description>
      <pubDate>Mon, 30 Apr 2007 08:07:02 GMT</pubDate>
      <guid>https://trid.trb.org/View/802147</guid>
    </item>
    <item>
      <title>Integrated Planning for School and Community</title>
      <link>https://trid.trb.org/View/772710</link>
      <description><![CDATA[The Operations Research/Education Laboratory (OR/Ed. lab) at the Institute for Transportation Research and Education, North Carolina State University, has a long history of providing school systems with data-driven solutions for school population forecasting, school attendance studies, and determination of new school locations. These planning processes, known as Integrated Planning for School and Community (IPSAC), provide school districts with mathematically optimal solutions that minimize transportation distance. The OR/Ed. lab works closely with school districts in politically and emotionally charged environments involving school locations and attendance district changes. The success of IPSAC lies in its approach to enumerate school planning needs and school population growth impression through the use of data. Furthermore, through the operations research optimization techniques, favorable solutions are achieved to satisfy the constraints, needs, and policies of the school district. Recent national studies in active school travel have reported that distance to school and built environment have a significant influence on how children travel to school. These research findings prompted the OR/Ed. lab to investigate ways to enhance IPSAC so that school districts may obtain solutions to include multimode school transportation as one of their considerations. This paper describes the IPSAC process, challenges faced by school districts, and areas in which the integration between school planning and transportation planning deserve explorations.]]></description>
      <pubDate>Fri, 27 Jan 2006 13:33:16 GMT</pubDate>
      <guid>https://trid.trb.org/View/772710</guid>
    </item>
    <item>
      <title>PRECIOUS CARGO: TXDOT'S CONTINUING COMMITMENT TO SAFETY</title>
      <link>https://trid.trb.org/View/646262</link>
      <description><![CDATA[This report discusses the history behind the creation of Precious Cargo, provides an overview of the many Dallas-area benefits that have resulted since the program's implementation, and highlights the impact that this program has had within the State of Texas and beyond. The Precious Cargo program was based upon the effort to establish and maintain effective, ongoing communication between the Texas Department of Transportation - Dallas District (TxDOT-Dallas) and Dallas-area school districts and communities in order to create the safest possible traffic environment for schools located along or adjacent to state highways. Through this communication, TxDOT-Dallas has had numerous opportunities to form working partnerships with local school districts. These partnerships have directly resulted in significant safety improvements around many schools. Before Precious Cargo was formally in place, opportunities for communication were often missed, and at times, TxDOT-Dallas took severe criticism for its "unwillingness and uncooperative attitude" toward its highway users. The Precious Cargo program has given the Dallas District, as well as the entire Texas Department of Transportation, an avenue to show its dedication and high level of commitment toward the safety of the children, parents, teachers, and all others who travel our state highways.]]></description>
      <pubDate>Fri, 20 Jun 2003 00:00:00 GMT</pubDate>
      <guid>https://trid.trb.org/View/646262</guid>
    </item>
    <item>
      <title>HIGHWAY ACCIDENT REPORT: COLLISION OF CSXT FREIGHT TRAIN AND MURRAY COUNTY SCHOOL DISTRICT SCHOOL BUS AT RAILROAD/HIGHWAY GRADE CROSSING CONASAUGA, TENNESSEE, MARCH 28, 2000</title>
      <link>https://trid.trb.org/View/706882</link>
      <description><![CDATA[On March 28, 2000, about 6:40 a.m. (sunrise was at 6:33 a.m.), a CSXT Transportation, Inc., freight train traveling 51 mph struck the passenger side of a Murray County, Georgia, School District school bus at a railroad/highway grade crossing near Conasauga, Tennessee.  The accident occurred as the school bus was crossing the tracks at a speed of approximately 15 mph.  During the accident sequence, the driver and three children were ejected. Two ejected passengers received serious injuries and one was fatally injured.  The driver, who had been wearing a lap/shoulder belt that broke during the crash sequence, received minor injuries.  Of the four passengers who remained inside the bus, two were fatally injured, one sustained serious injuries, and one, who was restrained by a lap belt, received minor injuries. The two train crewmembers were not injured.  The following major safety issues were identified in this accident: the bus driver's performance; school district oversight, including bus driver monitoring and evaluation procedures and bus routing; passive grade crossing safety, including previous initiatives related to passive grade crossing and school bus safety; and occupant kinematics and survival factors.  As a result of this accident investigation, the National Transportation Safety Board makes recommendations to the States, the National Highway Traffic Safety Administration, the Federal Highway Administration, the Georgia Department of Education, the National Association of State Directors of Pupil Transportation Services, and the school bus manufacturers.  The Safety Board also reiterates a recommendation to the U.S. Department of Transportation.]]></description>
      <pubDate>Mon, 25 Mar 2002 00:00:00 GMT</pubDate>
      <guid>https://trid.trb.org/View/706882</guid>
    </item>
    <item>
      <title>ANALYSIS OF MIDDLE AND HIGH SCHOOL BOUNDARY REALIGNMENTS FOR CABARRUS COUNTY.</title>
      <link>https://trid.trb.org/View/516481</link>
      <description><![CDATA[No abstract provided.]]></description>
      <pubDate>Wed, 14 Jul 1993 00:00:00 GMT</pubDate>
      <guid>https://trid.trb.org/View/516481</guid>
    </item>
    <item>
      <title>CHARLOTTE-MECKLENBURG SCHOOL DISTRICT SCHOOL FACILITIES PLANNING MODEL: TASK 2, FUNCTIONAL REQUIREMENTS TECHNICAL MEMORANDUM.</title>
      <link>https://trid.trb.org/View/516549</link>
      <description><![CDATA[No abstract provided.]]></description>
      <pubDate>Wed, 14 Jul 1993 00:00:00 GMT</pubDate>
      <guid>https://trid.trb.org/View/516549</guid>
    </item>
    <item>
      <title>CHARLOTTE-MECKLENBURG SCHOOLS SCHOOL FACILITIES PLANNING MODEL: FINAL REPORT..</title>
      <link>https://trid.trb.org/View/516542</link>
      <description><![CDATA[No abstract provided.]]></description>
      <pubDate>Wed, 14 Jul 1993 00:00:00 GMT</pubDate>
      <guid>https://trid.trb.org/View/516542</guid>
    </item>
    <item>
      <title>DES MOINES COUNTY TRANSIT AUTHORITY FEASIBILITY STUDY</title>
      <link>https://trid.trb.org/View/298849</link>
      <description><![CDATA[The purpose of this feasibility study is to determine the impact and efficiencies of merging public operated transit systems including the Burlington Urban Service (BUS), Regional Transit Authority (RTA), and school districts.]]></description>
      <pubDate>Wed, 31 Oct 1990 00:00:00 GMT</pubDate>
      <guid>https://trid.trb.org/View/298849</guid>
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