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    <managingEditor>tris-trb@nas.edu (Bill McLeod)</managingEditor>
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      <title>Idle Reduction Programs and Potential Benefits to Schools</title>
      <link>https://trid.trb.org/View/1095494</link>
      <description><![CDATA[School districts in Texas and many other states have, in recent years, increased the “walk zones” surrounding schools to a 2-mile perimeter. Inside this perimeter, either no school bus service is offered, or service is offered only with a fee to parents. Many families living in these neighborhoods opt to drive their children to school, resulting in daily traffic congestion in front of schools (and often spilling onto adjacent streets). The increased vehicle traffic surrounding school facilities presents safety concerns, increases congestion and emissions caused by vehicle idling, and can discourage walking and bicycling even for children living closer to the school. This project will measure the cost benefits of implementing a school bus idle reduction program as a means to offset the cost of increased bus service. Increased bus service would provide a less congested school zone thus providing a safer environment for walkers and bike riders living less than 1 mile from school.]]></description>
      <pubDate>Fri, 11 Mar 2011 12:01:15 GMT</pubDate>
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      <title>Children and Transportation: Identifying Environments that Foster Walking and Biking to School</title>
      <link>https://trid.trb.org/View/798518</link>
      <description><![CDATA[Few children walk or bike to school. In fact, less than 13% of children in the U.S. walk or bike to school and 85% of trips to school are made by car or school bus (United States Department of Health and Human Services [USDHHS], 2004). Almost 50% of children walked or biked to school in 1969 (United States Environmental Protection Agency [USEPA], 2003). Did changes in transportation infrastructure contribute to this reduction in walking and biking? What new changes should be made in transportation infrastructure today to reverse this trend and provide a greater likelihood that children will walk or bike to school? Although there is very limited understanding of how pedestrian environments influence children’s walking and biking to school, previous research shows that physical environments can foster non-automobile mode choices to school. Landscape buffers and trees add to parents’ perceptions of their children’s safety and increase their willingness to let their children walk to school (Kweon, Naderi, Maghelal, & Shin, 2004). Ewing (in press) also found that more children walked to school where there were sidewalks. In addition, Safe Routes to School programs increase children’s walking to school (Staunton, Hubsmith, & Kallins, 2003). Physical environments can also be a barrier to children walking and biking to school. In fact, in a study completed by the CDC (2002, August 16), distance was found to be the number one barrier to children walking to school. Texas along with many other states established 2 mi school walk zones measured by the nearest practical route from the school attended. However, particularly in the U.S., why distance is the dominant factor in determining walk zone policies and what an appropriate distance might be for walking to school have yet to be consistently documented. In this research we investigated how additional physical attributes (e.g., street pattern, land use, housing density, environmental content) in the pedestrian environment influence children’s walking and biking to school. We also measured what school children consider walkable and bikable distances to school. One hundred eighty six parents from four school walk zones in College Station, TX participated in this study. They reported their children’s commute modes, routes to school and perceived walking and biking environments to school. Satellite imagery and spatial data from the College Station Geographic Information Services were used to further investigate distances to school, environmental content, surrounding land use, and street patterns. Results indicate that children walk more in older neighborhoods with mature trees while they bike more in newer neighborhoods with more sidewalks. Also children who live on cul-de-sacs walk to school less than those who live on grid streets. Also, children’s walking is also significantly related to housing densities and mixed land use. Contrary to the popular 2 mi walk zone guidelines, the mean distance for walking in this study is .71 mi while the mean distance of biking is .93 mi. On average, children who live beyond 1 mi from their school either ride in a car, car pool, or pay a transportation fee to ride a school bus. These findings are being used to shape better school walk zone guidelines in support of active and healthy communities.]]></description>
      <pubDate>Thu, 08 Feb 2007 15:01:27 GMT</pubDate>
      <guid>https://trid.trb.org/View/798518</guid>
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      <title>AN ANALYSIS OF NORTH CAROLINA GUIDELINES AND CRITERIA FOR ESTABLISHING SCHOOL WALK ZONES</title>
      <link>https://trid.trb.org/View/747771</link>
      <description><![CDATA[Forty years ago, half of all U.S. school children walked to school. Today, according to the Centers for Disease Control, an estimated ten percent walk to school. In many communities, as much as thirty percent of morning commuter traffic is generated by parents driving their children to school. These travel habits and children's life style choices can have serious consequences. Traffic jams around our schools foul the air, waste fuel, and create safety problems for children. The Surgeon General recently reported that thirteen percent of children age six to eleven years and fourteen percent of adolescents aged twelve to nineteen years were overweight in 1999. This prevalence has nearly tripled in the past two decades for adolescents. In recent years, a growing number of communities in the nation are promoting school children walking to school with groups from health professional, Smart Growth advocates, traffic safety groups, local PTA, and elected officials supporting these initiatives. Some states have passed legislation instituting 'Safe Routes to Schools' programs to encourage schoolchildren to walk or bike to school. The primary emphasis of these programs is to provide children with an opportunity to walk or bike to school in a safe, secure environment. The North Carolina Department of Transportation (NCDOT), Division of Bicycle and Pedestrian Transportation initiated a project to research the potential for development of standardized school walk zone policies for the state. The School Transportation Group of the Institute for Transportation Research and Education at North Carolina State University (ITRE), and the University of North Carolina Highway Safety Research Center (HSRC) were selected to undertake the study. The resulting effort included the following activities: 1. The compilation of the existing policies of North Carolina public schools for walk zones, descriptions of the school commute pattern through surveys of all North Carolina Local Education Agencies (LEAs); analysis of North Carolina pedestrian/motor vehicle crash data; and focus group meetings with parents and school officials who have local transportation policy and operations responsibilities; 2. The review of school walk zone guidelines, policies, and practices developed by other states and municipalities, and; 3. The definition of focus areas and development of specific recommendations.]]></description>
      <pubDate>Mon, 24 Jan 2005 00:00:00 GMT</pubDate>
      <guid>https://trid.trb.org/View/747771</guid>
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      <title>ANALYSIS OF NORTH CAROLINA GUIDELINES AND CRITERIA FOR ESTABLISHING SCHOOL WALK ZONES</title>
      <link>https://trid.trb.org/View/663866</link>
      <description><![CDATA[The North Carolina Department of Transportation's Division of Bicycle and Pedestrian Transportation sponsored research to examine the potential for developing school walk zone guidelines for the state.  State law establishes a zone within a 1.5-mi radius of a school in which school bus transportation is not provided, "unless road or other conditions shall make it inadvisable to do so."  Quantifiable guidelines are needed to clearly define the exception conditions to this law and to guide school officials in establishing and evaluating walking and biking corridors within this zone.  To examine the opportunities, issues, and risks associated with school walk zones, the project team conducted a survey of North Carolina school transportation directors, focus groups with parents, students, and school and local government officials, and a spatial analysis of school-related pedestrian crashes.  Results and conclusions led to several recommendations.  They include clarifying and defining key terms, such as "walk zone" and "no-transport zone"; developing quantifiable guidelines to help school officials identify preferred walking corridors; and establishing local partnerships with representatives from public works, schools, departments of transportation, police, and community organizations.  Also, pedestrian and bicycle safety and access issues should be included in the local school siting process, and pedestrian and bicycle training should be increased in elementary and middle schools.  Other recommendations are to change the crash data collection process to better identify school commute crashes and to conduct further research on school walk zones and no-transport zones, to better understand their impact on modal split, school campus traffic congestion, school commute safety, and public costs.]]></description>
      <pubDate>Wed, 10 Sep 2003 00:00:00 GMT</pubDate>
      <guid>https://trid.trb.org/View/663866</guid>
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