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PARKING AND TRANSPORTATION ISSUES FOR SCHOOLS
Information on school parking lots, bus loading zones, pedestrian walkways and sidewalks, school driveways, and related transportation issues. 
Getting Students Active through Safe Routes to School.http://www.saferoutespartnership.org/media/file/EducatorsGuide.pdf (Safe Routes to School National Partnership, Fairfax, CA , Jun 2010)
Examines current research linking physical activity and academic achievement, and presents Safe Routes to School as a means of increasing students' physical activity levels. Policies, action steps and success stories provide recommendations and illustrations of the benefits of building effective partnerships, addressing traffic safety through infrastructure and enforcement, incorporating Safe Routes to School into school wellness policies, ensuring school transportation policies are inclusive of walking and bicycling, and creating neighborhood schools and joint use policies 82p.
Putting Schools on the Map: Linking Transit-Oriented Development, San Francisco Bay Area Families, and Schools in the San Francisco Bay Area.http://citiesandschools.berkeley.edu/reports/Putting%20Schools%20on%20the%20Map_Final_Jul10_appendices.pdf (University of California, Center for Cities and Schools, Berkeley , Jun 2010)
Examines the connections between transit-oriented development (TOD), families, and schools, with a focus on expanding educational opportunities for all children. Taking an exploratory approach to understanding and framing these interconnections, the document provides a rationale for the linkages at this nexus, presents "Ten Core Connections" between TOD and public education, and highlight five case studies in the San Francisco Bay Area. From these, recommendations are provided for enhancing city-school collaboration in TOD for improved transit use and high quality educational opportunities. 80p.
The School Site Planner.http://www.schoolclearinghouse.org/pubs/SchoolSitePlanner.pdf (North Carolina Dept. of Public Instruction, Raleigh , Feb 2010)
Addresses many factors that need consideration during the process of school site selection, planning, development, and use. The guide examines not only the site selection and planning processes, but also playground planning, recreation and athletic fields planning. Specific considerations include analyses of the surrounding community or territory; building access and security; the surrounding natural environment and available support services; landscaping, utilities, and vehicular traffic; and playground equipment and safety. Final sections provide athletic field layouts for track and field events; football, soccer, and baseball fields; and basketball, volleyball, and tennis courts. Fourteen references are included. 67p.
Safe Routes to School Travel Data: A Look a Baseline Results from Parent Surveys and Student Travel Tallies.
http://www.saferoutesinfo.org/resources/collateral/SRTS_baseline_data_report.pdf Brown, Austin; LaJeunesse, Seth (U.S. Department of Transportation, Washington, DC , Jan 2010)
Provides a summary of school travel data local Safe Routes to School (SRTS) programs throughout the United States collected from April 2007 to May 2009. These data were gathered using a parent self-report questionnaire and an in-class show-of-hand student travel count form. Key findings include: 1) Distance to school is strongly associated with how children get to and from school. The proportion of ––children walking or bicycling to school is much greater among those who live closer to school.
2) Across all grades, the family car and school bus were the two most frequently used options for travel to and from school. Walking was a distant third. However, there are notable differences between how students in lower grades (K-5th) and higher grades (6th-8th) travel to school. 3) More students arrive at school in the family car than leave by car in the afternoon. The majority of those afternoon trips shifted to riding the school bus or walking. 4) Safety factors, like traffic speed and volume and street crossing safety, were frequently selected as ––barriers by parents who live within one half mile of school but do not allow their children to walk or bicycle to/from school.
5) Weather was only marginally related to students’ morning travel mode. 25p.
Helping Johnny Walk to School.
http://www.preservationnation.org/issues/historic-schools/helping-johnny-walk-to-school/helping-johnny-walk-to-school.pdf Kuhlman, Renee (National Trust for Historic Preservation, Washington, DC , Jan 2010)
Advocates the siting of schools to achieve educational, public health, and sustainability objectives. A community-centered school helps anchor the surrounding neighborhood, is centrally-located to a majority of students, and uses existing infrastructure whenever possible. The report identifies the larger community interest in decisions about retaining existing schools and deciding where to locate new ones. It describes the states' role in school siting decisions and identifies state level policy changes that will ensure that educational, environmental, health, community, and fiscal considerations are weighed by communities when school districts make school closing, consolidation, and site selection decisions. 44p.
Safe Routes to School Putting Traffic Safety First: How Safe Routes to School Initiatives Protect Children Walking and Bicycling.
http://www.saferoutespartnership.org/media/file/Safety_report_final.pdf (Safe Routes to School National Partnership, Fairfax, CA , Dec 2009)
Explores the approaches five different communities used through Safe Routes to School to create safer environments for children walking and bicycling. The five communities each demonstrate how Safe Routes to School evaluation, education, encouragement, enforcement, and engineering can address traffic safety concerns. Many of these safety improvements are made at relatively low costs to communities and schools, yet have profound effects on keeping children safe while also improving physical health and the environment. 22p.
School Siting: What Influence Does It Have on How Kids Get to School?
http://saferoutesconference.org/media/pres/tormatim.pdf Torma, Tim (U.S. Environmental Protection Agency, Washington, DC , Aug 19, 2009)
Cites numerous studies illustrates that distance and directness of a route to school is the primary factor that inhibits walking and biking. 19p.
EVs with PVs: Analysis of Electric Vehicle Integration at Stanford University Using Solar PV Panels.
http://www.aashe.org/files/resources/student-research/2009 Bethany Corcoran, D. Paul Golden, Kevin Larson, & Stephen Schneider (Association for the Advancement of Sustainability in Higher Education, Lexington, KY , Jun 2009)
Proposes a 25-year (2010-2035) scenario for the development of electric vehicle charging infrastructure from solar electric power that Stanford University can implement on campus. Covering existing parking lots with solar photovoltaic (PV) panel-powered EV charging spots can provide a source of essentially carbon-free electricity to charge EV batteries during the day, while avoiding the aesthetic issue of covering Stanford's red tile roofs with PV panels. This also provides an added benefit of shade for the vehicles and increased grid reliability. By maintaining the current amount of commuter and resident vehicles, assuming a logical growth in EV penetration from current drivers switching from gasoline vehicles to EVs, and adding PV panels each year to match this growth in EV capacity, it is estimated that Stanford can avoid 362,488 metric tons of CO2 emissions and save 1,225,871 MWh of energy over the 25 year time period. 32p.
Walking and Biking to School, Physical Activity and Health Outcomes.
http://www.activelivingresearch.org/files/ALR_Brief_ActiveTransport.pdf (Active Living Research, San Diego, CA , May 2009)
Summarizes research on active transport to school, physical activity levels and health outcomes. It also explores the factors that influence walking and biking to school, including the impact of Safe Routes to Schools programs and school siting. Includes 46 references. 6p.
Safe Routes to Schools: A Short Walk, A Global Journey.
http://www.saferoutesinfo.org/resources/webinar_srts2008_session3.cfm Frumkin, Howard (National Center for Safe Routes to School, Chapel Hill, NC, May 2009)
Advocates for walkable routes to school, emphasizing the global climatic and health effects of greenhouse gasses, such as those generated by motorized vehicles.
Reshaping America's Neighborhoods.
http://www.saferoutesinfo.org/resources/webinar_srts2008_session4.cfm Nelson, Arthur (National Center for Safe Routes to School, Chapel Hill, NC, May 2009)
Emphasizes creation of neighborhoods and schools that can adapt to changing demographics through mixed development.
Impact of the Location of New Schools on Transportation Infrastructure and Finance.
http://smartech.gatech.edu/handle/1853/28096 Wagner, James (Georgia Institute of Technology, Georgia Transportation Institute, University Transportation Center, Atlanta , May 2009)
Discusses the research on the relationship between school location and new development. Four counties in Georgia were selected as case studies and analyzed with a Geographic Information System (GIS) to determine the significance of the link between these activities. Counties were selected based on their character (urban, suburban, exurban, rural) and analyzed separately. An elementary school and high school were analyzed for each county. In addition, interviews with school facility planners were conducted to further define what institutional barriers prevent cooperation among local land use planners and school planners. It was found that there is a wide range of levels of cooperation between school planners and local planners. Some school districts had a formalized communication process with local planners, some had an ad-hoc communication process, and others had no process at all. Recommendations are made on ways to improve the cooperation between these two professional fields. This report also examines the link between education and transportation capital funding. Georgia lawmakers are struggling to determine what type of capital funding mechanism would be appropriate for new transportation projects, but these new projects may negatively impact educational funding, which is currently based on a sales tax. 118p.
Transportation Demand Strategies for Schools, Phase Ii Report: Reducing Auto Congestion Around Schools.
http://depts.washington.edu/trac/bulkdisk/pdf/719.1.pdf Carlson, Daniel; Gruen, Deric; Thacker, Jennifer (University of Washington, Washington State Transportation Center, Seattle , Jan 2009)
Examines efforts at ten locations in urban, suburban, and rural areas of Washington state to reduce auto use around schools. Elementary and middle school efforts emphasized and facilitated alternatives to car trips through walking school buses, website networking, school-based campaigns, and infrastructure improvements. High school and higher education programs provided pre-paid transit service and transportation education. Key strengths of these efforts were integration into a larger policy framework, and listening and learning from customers. Elementary and middle schools programs that used education and encouragement along with engineering improvements and traffic law enforcement and adapted to parent needs reduced auto congestion. At the college/university level, mandatory universal transit/unlimited access passes reduced congestion. All efforts faced barriers, namely congestion reduction is not a primary mission of schools, and there is no larger policy framework to motivate change or site schools in ways that make alternative modes of transportation feasible. The lack of disincentives for driving, such as regulating drop-offs at K-8 schools or charging and managing parking at high schools and universities, limits the potential of trip reduction programs. The study concludes that auto congestion around schools can be reduced by state policies that set targets to reduce auto use and increase walking/bicycling, update school siting and performance standards, expand the Safe Routes to School approach and align it with TDM efforts, and require all colleges and universities to implement universal transit/ unlimited access pass programs. 107p.
Smart Schools, Smart Growth.
http://citiesandschools.berkeley.edu/reports/Smart_Schools_Smart_Growth.pdf Fuller, Bruce; Vincent, Jeff; Bierbaum, Ariel; Kirschenbaum, Greta; McCoy, Deborah; Rigby, Jessica (University of California, Institute of Urban and Regional Development, Center for Cities and Schools, Berkeley , Jan 2009)
Examines how California's massive and ongoing investment in school construction could better advance the shared goals of school improvement, sustainable urban growth, and equal opportunity. The brief is organized in five parts: 1) a framework for how smart growth principles could help guide school facilities investments, 2) how the $82 billion in bond revenues are being distributed to California's various regions, 3) how a lack of coordinated planning is placed in sharp relief to where people live to how far they travel to jobs, 4) the benefits of high-quality school facilities that accrue to students and teachers, and 5) state policy makers, local educators, and city planners could exercise influential policy levers more wisely. Four communities that are grappling with these challenges in innovative ways and constructing smart schools that build from smart growth principles are highlighted throughout this report.Explores California's current $82 billion school construction investment as an opportunity to advance educational quality and lift local communities. The report urges incorporation of smart growth principles into school facilities construction, more accountability from the State Allocation Board, and investigation into how facility improvement have improved achievement. 37p.
School Buildings and Community Building.
http://www.saferoutesinfo.org/resources/webinar_srts2008_session2.cfm Torma, Tim (National Center for Safe Routes to School, Chapel Hill, NC, May 2008)
An Environmental Protection Agency employee discusses the low priority of walkability in siting schools, the role of school siting in community development, and the history of neighborhood planning. State acreage and funding requirements for schools are cited, examples of poorly and well-sited schools are profiled, and various positive and negative efforts of communities and associations to create walkable schools are described.
How California's School Siting Policies Can Support a World-Class Educational System.
http://www.saferoutespartnership.org/media/file/School_Siting_Policy_Brief_Jan31_2008.pdf (Safe Routes to School National Partnership, Ad-Hoc Coalition for Healthy School Siting, Fairfax, CA , Jan 31, 2008)
Advises on school siting in California to increase walking and biking to school, which will boost academic performance, save money, improve health, and increase safety, equity, educational experience, and environmental quality. Recommendations to address state school acreage requirements and encourage local collaboration are included. 5p.
Local Governments and Schools: A Community-Oriented Approach.
http://icma.org/documents/SGNReport.pdf (International City/County Management Association, Washington, DC , 2008)
Provides local government managers with an understanding of the connections between school facility planning and local government management issues, with particular attention to avoiding the creation of large schools remotely sited from the community they serve. It offers multiple strategies for local governments and schools to bring their respective planning efforts together to take a more community-oriented approach to schools and reach multiple community goals--educational, environmental, economic, social, and fiscal. Eight case studies illustrate how communities across the U.S. have already succeeded in collaborating to create more community-oriented schools. Includes 95 references and an extensive list of additional online resources. 40p.
Report NO: E-43527
Safe Routes to School: Why They Matter to Kids, to Communities, and to TDM Professionals.http://www.nctr.usf.edu/clearinghouse/netconference/netsaferoutes.htm (University of South Florida, National Center for Transit Research, Tampa, Jul 26, 2007)
This video and powerpoint presentation from a 2007 conference illustrates how communities nationwide are getting students out of cars and on their feet or bicycles for their trips to school. Attendees heard how professionals are applying behavior change skills to create consientious student commuters. Also included are over 20 minutes of questions and answers, with questions fielded from 14 locations around the country.
Slow Motion: Traveling by School Bus in Consolidated Districts in West Virginia.
http://www.ruraledu.org/site/apps/s/link.asp?c=beJMIZOCIrH&b=2589073 Jimerson, Lorna (Rural School and Community Trust, Arlington, VA , Mar 2007)
Summarizes a study which investigated the lengths of school bus rides in West Virginia in districts with consolidated and non-consolidated schools, and the impact of this commute time on students' participation in extra-curricular activities. The study compared two "high consolidation" with two "low consolidation" districts. Tables compare data on how students get to school, how long it takes them to get to school, how many students travel over the recommended limit of one hour, the relationship of consolidation, mode of travel, travel time, and long bus rides to participation in extra-curricular activities, and the relationship of consolidation to students' aspirations to attend college. The results illustrate a negative effect of consolidation and long commutes on participation in extra-curricular activities, and recommendations to relieve the situation are included. 24p.
Schools Cycle Back into the Heart of the Neighborhood.
http://www.osba.org/en/Resources/Article/Community_Relations (Oregon School Boards Association, Salem , Summer 2006)
This issue of the publication "Focus on Critical Issues" provides information to help encourage cycling to school. This includes planning and siting considerations for neighborhood schools, with examples of community and trail-linked campuses, parking lot size reductions, and preservation of historic schools. A list of resources is also included. 12p.
Safe Routes to School Status Update: May 1, 2006.
http://web.archive.org/web/20070330070148 (Bikes Belong Coalition, Boulder, CO , May 2006)
Reviews the progress of the Safe Routes to School (SR2S) program in all 50 states and the District of Columbia. For each state, information is provided indicating whether a state SR2S coordinator has been hired, if there is an advisory committee in place, if there is a funding program for SR2S, partnership and other contacts, and what the DOT and/or other partners have done so far. 51p.
The Role of Schools in Promoting Physical Activity and Healthy Weight in Youth.
http://www.hre.wvu.edu/benedum/homepage_files/RyeOharaEckWhitePaperFinal.pdf (West Virginia University, College of Human Resources and Education, Policy Research and Engagement Project, Morgantown , May 2006)
Discusses how schools can increase students' physical activity levels through recess and after-school programs as well as by supporting initiatives that make safe walking/biking to school and the use of the school "after hours" as a community resource. More community- centered schools and site considerations are covered on pp. 20-29 of the report. 52p.
Safe Ways to School: The Role in Multimodal Planning.
http://www.dot.state.fl.us/research-center/Completed_Proj/ Steiner, Ruth; Crider, Linda; Betancourt, Matthew (Florida Dept. of Transportation Systems Planning Office, Tallahassee , May 2006)
Examines the relationship between multimodal transportation planning, school siting, and Florida's Safe Ways to School Program in order to identify ways to help meet the requirements of Florida's Safe Paths to School legislation and associated legislation. The report explores various aspects of school transportation as they relate to the safe movement of children to school and the establishment of multimodal transportation districts. It offers guidance for legislative and policy development in Florida, based upon best practices within Florida and throughout the country. 186p.
The Walking School Bus: Combining Safety, Fun and the Walk to School
http://www.saferoutesinfo.org/guide/walking_school_bus/pdf/wsb_guide.pdf (National Center for Safe Routes to School and Bicycle Information Center, 2006)
This guide outlines potential benefits and other factors in the decision to launch a program. It is intended for parents, teachers, public health educators, bicycle clubs, Safe Route to School coordinators, law enforcement officers and others that care about increasing the number of children who walk and bicycle to school in a safe manner. Any one or combination of these individuals can lead a walking school bus program.
24p.
Children's Travel Patterns and Influences.
http://www.uctc.net/research/diss118.pdf McDonald, Noreen (University of California, Berkeley , Spring 2005)
Discusses the spatial distribution of students and schools as the primary reason for the low rates of walking to school. For example, in 1969 45% of elementary school students lived less than a mile from their school; today fewer than 24% live within this distance. When children do live close to school, substantial numbers walk. However, current policies aimed at increasing walking to school focus on improving trip safety rather than changing distance to school. The author's calculations showed that densities had to be above 1,000 to 2,000 people per square mile to make short school trips possible for large numbers of students. The fact that 41% of American children live at densities of less than 1,000 limits the opportunities for integrating school and land use planning to reintroduce physical activity into children's lives. This finding should not discourage planners from working to design communities where children can walk to school. But it should cause them to focus their efforts on places where this outcome is a realistic possibility. 102p.
Livable Streets for Schoolchildren
http://www.activeliving.org/files/Livable_streets_for_schoolchildren.pdf Appleyard, Bruce (National Center for Biking and Walking, Mar 2005)
This article examines how conducting cognitive mapping exercises with children can help communities make safety improvements to routes leading to schools. Children are more likely to walk or bike to school when the routes they take are safe and inviting, providing more opportunities for kids to be physically active. The article includes case studies and examples of cognitive maps drawn by schoolchildren.
15p.
Design Guidelines for Pedestrian-Friendly Neighborhood Schools.
http://www.raleighnc.gov/publications/planning/ (City of Raleigh, NC , 2005)
Provides information on school location and construction issues to consider to make schools pedestrian-friendly. The guidelines group these factors into three broad areas: 1) Neighborhood guidelines: Schools should ideally be located in existing neighborhoods where walking is already an option. 2) School site design guidelines: The site layout should encourage walking to school. 3) School building design guidelines. The building itself should be constructed such that students, parents, and teachers are encouraged to walk. These guidelines are derived from observations of successful neighborhoods and published reports dealing with pedestrian-friendly neighborhoods and school siting issues, which are listed as additional resources in the report. Also included are diagrams and photographs to show real-world comparisons and examples, and a checklist and matrix to evaluate walkability. 32p.
Evaulation Checklist for School Bus Driveways
http://www.cde.ca.gov/ls/fa/sf/documents/busdrvwy.pdf (California Department of Education, Facilities Office. , 2005)
This is a checklist with 21 questions. A yes answer for each of the items indicates a well-planned traffic pattern for school buses. 1p.
Guidelines for School Transportation Design.
http://www.dot.state.sc.us/doing/pdfs/SchoolTrans_Design.pdf (South Carolina Department of Transportation, Columbia , 2005)
This guidebook is to be used as a reference for school districts and their architects/engineers doing school site transportation design. Includes information on on-site stacking, number of school driveways, school driveway standards, sight distance requirements, roadway widening improvements, and miscellaneous site transportation recommendations. 14p.
School Environment Safety Guidelines: A Guide for the Improvement of Road Safety Near Schools.
http://www.roadsafety.qld.gov.au/qt/LTASinfo.nsf/ReferenceLookup/SESG_full (Queensland Government, Brisbane, Queensland, Australia , Jan 2005)
Provides a reference for road safety near schools, with the intention of being a single source of information for transportation authorities, educators, parents, and police. The Australian SafeST program is described, along with the formation and roles of the program's committees. Designs, signals, markings, fencing, and curbing for roadways, crossings, parking, pedestrian tunnels, bridges, and bicycle accommodation are detailed. Numerous checklist, tables, and diagrams accompany the text. 110p.
Rethinking Community Planning and School Siting to Address the Obesity Epidemic.
http://www.niehs.nih.gov/drcpt/beoconf/postconf/overview/morris.pdf Morris, Marya (National Institutes of Health, National Institute of Environmental Health Services, Bethesda, MD , May 2004)
Addresses low-density and single-use zoning, unconnected streets designed exclusively for vehicles, and lack of sidewalks as contributors to the inability to walk to school. Studies citing city planning and school siting remedies are reviewed, as are examples of experiences from Florida, Maine, New Jersey, North Carolina, and Washington. Includes 20 references. 20p.
Mobility Friendly Design Standards: A Framework for Delaware.
http://web.archive.org/web/20060814025347 (Institute of Public Administration; College of Human Services, Education, & Public Policy; University of Delaware, Newark , Feb 2004)
Reviews key "mobility friendly" concepts and recommendations developed throughout the country, which include transit, traffic calming, modal interconnectivity, and trails. Part I of this document discusses the concept of mobility friendly design and why it is important. Part II reviews some of the national literature specifically related to six topics of interest to Delaware. School transportation/location is addressed in each section. 84p.
Safe Routes to School: Practice and Promise.
http://www.nhtsa.dot.gov/people/injury/pedbimot/bike/ (U.S. Dept. of Transportation, National Highway Traffic Safety Administration, Washington , 2004)
Provides information about the SR2S (Safe Routes to School) Program to help explain the need for, meaning of, and measurement of SR2S programs. The history, risks, and benefits of SR2S are described, illustrated with examples, and accompanied by supportive agency and organization information. 122p.
School Traffic Calming Toolbox
http://www.saratoga.ca.us/pdf/stcp.pdf (Saratoga, California, 2004)
The City of Saratoga, California, in partnership with parents and school districts, have developed a program to plan and manage school traffic. This program guide provides the tools to assist in developing a traffic management plan for individual schools and includes sections on monitoring and enforcement, signage, site improvements and pedestrian safety. 50p
Operations and Safety around Schools: Overview of Project Activities and Findings.
http://tti.tamu.edu/documents/0-4286-3.pdf Cooner, Scott; Fitzpatrick, Kay; Wooldridge, Mark; Crawford, Jason; Ford, Garry (Texas A&M University, Texas Transportation Institute, College Station , Jan 2004)
Provides an overview of the activities and findings of Texas' "Precious Cargo Program." In the first year, researchers performed a state-of-the practice literature review; interviews and surveys with architects, school district personnel, and consulting engineers with considerable experience in school site planning and design; surveys of site review practices of Texas Department of Transportation and municipal engineers; findings and observations from case studies of 14 school campuses; and a review of existing guidelines. In the second year, the research team conducted field studies at 20 school sites concentrating on operations and conflicts in parent pick-up and drop-off areas. Based on the findings, researchers developed these school site planning and design guidelines for transportation-related elements such as site selection, general site requirements and design, bus operations, parent drop-off/pick-up zones, driveways, turn lanes, signing and marking, parking, and pedestrian and bicycle access. 126p.
Report NO: FHWA/TX-04/0-4286-3
Traffic Operations and Safety around Schools: Recommended Guidelines and Best Practices.
http://tti.tamu.edu/documents/4286-2.pdf Cooner, Scott; Fitzpatrick, Kay; Wooldridge, Mark; Ford, Garry (Texas A&M University, Texas Transportation Institute, College Station , Jan 2004)
Recommends planning guidelines for transportation-related elements such as site selection, general site requirements and design, bus operations, parent drop-off/pick-up zone, driveways, turn lanes, signing and marking, parking, and pedestrian and bicycle access. The research team based these guidelines on a comprehensive review of existing guidelines and the results of field studies at school sites in Texas. The report provides examples of good practices and also examples of practices to avoid for many of the more prominent guidelines. The guidelines are focused on transportation design, operations and safety within school sites - with a particular focus on the parent and bus drop-off/pick-up zones. The final chapter of the report contains a site plan review checklist that engineers, field crews, architects, and school district personnel can use to coordinate efforts and make sure that school access is safe and efficient. 80p.
Report NO: FHWA/TX-04/4286-2
Summary of Guidelines for Roadway Facilities around Schools.
http://tti.tamu.edu/documents/0-4286-S.pdf Cooner, Scott; Wooldridge, Mark; Fitzpatrick, Kay; Ford, Garry (Texas A&M University, Texas Transportation Institute, College Station , 2004)
Analyzes current guidelines, practice, and awareness of traffic safety around schools, considering the work of Texas architects, school district personnel, consulting engineers, and transportation officials. Observations including findings of commendable practices, as well as poor planning and traffic flow that endangers students. Recommendations for increased coordination between organizations and promotion of safety programs are included. 4p.
Report NO: 0-4286-S
School Location and Student Travel. Analysis of Factors Affecting Mode Choice.
http://www.icfi.com/Markets/Transportation/doc_files/school-location.pdf Ewing, Reid; Schroeer, William; Greene, William (ICF International , 2004)
This study examines the relationship between mode of travel to school and the full range of factors that might affect mode choice. The finding show that students with shorter walk or bike times to school proved significantly more likely to walk or bike. Students traveling through areas with sidewalks on main roads were also more likely to walk. This argues for neighborhood schools serving nearby residential areas. 9p.
Transportation and Sustainable Campus Communities: Issues, Examples, Solutions.
Toor, Will; Havlick, Spenser, W. (Island Press, Washington, DC , 2004)
Examines techniques for managing transportation in campus communities. Alternatives to single-occupancy vehicles are presented, along with case studies that show how transportation demand management programs have worked in a variety of campus communities, ranging from small towns to large cities. The case studies highlight what works and what does not, as well as the programmatic and financial aspects involved. 293p.
TO ORDER:
Island Press, 1718 Connecticut Ave., NW, Suite 300, Washington, DC, 20009http://www.islandpress.com
Travel and Environmental Implications of School Siting.
http://www.epa.gov/livability/school_travel.htm (U.S. Environmental Protection Agency, Washington, DC , Oct 2003)
This study examines the relationship between school locations, the built environment around schools, how students get to school, and the impact on air emissions of those travel choices. It provides information about the effect of school location on student transportation and shows that school siting and design can affect choices of walking, biking or driving. In turn, these travel choices can affect traffic congestion, air pollution, and school transportation budgets. The trend toward construction of big schools on large, remote sites is sometimes dictated by state and local regulations. These regulations often overlook the value of renovating existing schools or creating smaller, neighborhood-based schools. 33p.
Report NO: EPA 231-R-03-004
Long and Winding Road.
http://challengewv.org/wp-content/uploads/publications Lewis, Jim (Challenge West Virginia, Charleston , Sep 2003)
Describes the extensive busing of West Virginia school students, resulting in high per- pupil transportation expenses, and long bus rides for many students. School consolidation is blamed for the situation, with students and families complaining about the detriment to extracurricular activities, as well as family and community life. The improvement of existing community-based school facilities are proposed as a solution. 18p.
Phoenix School Safety Program.
http://www.walkinginfo.org/cps/saferoutes_phoenix.htm (School Safety Task Force, Phoenix Street Transportation Department, Phoenix, AZ, May 2003)
These are recommendations for improving safety conditions in front of schools and at school-related crosswalks. Includes a school crossing safety audit; information on the installation of school pavement stencils, fluorescent yellow-green school warning signs, and staggered crosswalks; procedures for student drop-off/pick-up procedures in school parking lots; and suggestions for safe walking plans, automated enforcement of speed limits at schools, and experimental traffic control.
Pedestrian Facilities Guidebook. Toolkit Section 3: Children and School Zones.
http://web.archive.org/web/20060203163337 (Georgia Department of Transportation , 2003)
Addresses pedestrian facilities and traffic control elements on a school site. School site design is discussed within the context of creating pedestrian-friendly schools and school zones. A section on pedestrian access routes to schools examines sidewalks and walkways, design standards for shoulders, school bus stop design, and visibility at crossings. A section on traffic control and crossings near schools describes types of traffic controls such as traffic calming techniques, marked crosswalks, flashing beacons, adult crossing guards, and signing and markings. 16p.
Transportation and Parking Issues
http://appa.org/files/PDFs/2003Trans&Parking.pdf (APPAInfo List Archives, 2003)
Questions and answers on college and university transportation and parking issues, including such topics as the cost of parking garages, student parking fees, university fleet progams, and handicapped parking. 5p.
Traffic Operations and Safety around Schools: Review of Existing Guidelines.
http://tti.tamu.edu/documents/4286-1.pdf Cooner, Scott; Fitzpatrick, Kay; Wooldridge, Mark; Crawford, Jason; Ford, Garry (Texas A&M University, Texas Transportation Institute, College Station , Oct 2002)
Documents the first-year activities of Texas' "Precious Cargo Program," including: 1) a state-of-the-practice literature review, 2) interviews and surveys with architects, school district personnel, and consulting engineers with considerable experience in school site planning and design, 3) surveys of site review practices of Texas Department of Transportation and municipal engineers, 4) findings and observations from case studies of 14 school campuses, and 5) a review of existing guidelines. 340p.
Report NO: FHWA/TX-03/4286-1
Parking on Joint Use School and Park Sites.
http://www.edmonton.ca/city_government/documents/CityGov (City of Edmonton, Alberta, Canada , Sep 2002)
Reports on a study concerning parking shortages at joint use school and park sites in Edmonton. The resulting planning principles attempt to balance competing needs of convenience, protection of open space, community impact, and availability of resources, as well as consideration of alternative options such as public transportation and off-site parking. Design guidelines that can mitigate problems at future sites include reduction of parking lot surface treatment standards, multi-level parking, development of off-site parking, and written arrangements for shared parking. 40p.
Moorhead Senior High School and Moorhead Sports Center Traffic Circulation and Pedestrian Safety Study.
(Upper Great Plains Transportation Institute, North Dakota State University, ND, Jul 26, 2001)
Presents findings of a study that examined pedestrian safety concerns and traffic circulation issues in the Moorhead Senior High School. Discusses school speed zones, crosswalks, speed bumps, turning lanes, parking and overflow parking. Illustrations are included. 14p.
Long School Bus Rides: Stealing the Joy of Childhood.
http://challengewv.org/wp-content/uploads/publications Spence, Beth (Challenge West Virginia, Charleston , Mar 2000)
Decries the long school bus rides endured by children in several West Virginia school districts where many schools have been consolidated. Examples of some children's extreme ride times are described, as are the expense of busing, loss of extra-curricular activities, threats to children's health and safety, and the myth of greater class offerings at the consolidated schools. 10p.
School Consolidation and Transportation Policy: An Empirical and Institutional Analysis. A Working Paper. Revised.
http://web.archive.org/web/20060105073652 Killeen, Kieran; Sipple, John (Rural School and Community Trust, Washington, D.C. , 2000)
This study examines the relationship between school consolidation and district transportation costs, effects on instructional expenditures, and institutional factors supporting consolidation. Data on actual student transportation costs across the United States indicate that despite widespread school and school district consolidation, transportation costs have increased, and transportation costs per child are greater in rural than urban school districts. Given the evidence that economy-of-scale arguments fail in rural school districts in terms of transportation costs, reasons beyond fiscal criteria must be driving consolidation. An analysis of the institutional environment shows how consolidation has been justified according to the exaction of state authority over local school districts, and has been supported through national policy towards housing and land use development. Institutional perspectives of organizational legitimacy and survival would not seem to justify consolidation, but consolidation always terminates some organizational form. Perhaps the organizational form of small schools and weak school districts makes them more susceptible to organizational death by other legitimacy-seeking organizations. It appears that higher transportation costs associated with extensive consolidation in rural areas constrain opportunities to fund quality instruction in rural areas. 53p.
Wait for the Bus: How Lowcountry School Site Selection and Design Deter Walking to School and Contribute to Urban Sprawl.
http://www.eric.ed.gov/contentdelivery Kouri, Christopher (A Report Prepared for the South Carolina Coastal Conservation League, Charleston. Terry Sanford Institute of Public Policy, Duke University, Durham, NC. , Nov 1999)
This paper presents a study on how the South Carolina school site selection process can affect the quality of the students' experience and access to their schools. Focusing on students options for getting to school, e.g., hazards that prevent students from walking to school and the size of school sites that place schools on the edge of communities, the study found that students are four times more likely to walk to schools built before 1983 than to those built after 1983. The reasons for these trends is the disconnect between the school site selection process and land use planning considerations. School officials and planning agencies work independently of one another. This disconnect is partly attributed to current habits of site selection that were crystallizing in the early 1970s. Recommendations are discussed. Appendices provide lists of Lowcountry schools with data, schools with hazard routes and applicable date, and school sites by decade of construction. Appendices also present the percentage above and below state requirements of K-12 schools built in different decades, the South Carolina Department of Education criteria for school site selection, conservationist land use goals, and efforts to improve site selection in other states to avoid sprawl. A list of informational sources concludes the paper. 70p.
Operation and Maintenance Assessments: A Best Practice for Energy-Efficient Building Operations.
http://www.energystar.gov/ia/business/assessment.pdf (Portland Energy Conservation, Inc. OR, Sep 1999)
This describes what an O&M assessment is, who should perform it, the benefits of an assessment, what it costs, and the process for performing an assessment. Includes a glossary of terms and sample site-assessment forms, a request for proposal checklist, sample procedures and plan, and a sample master log of findings. 54p
The School Site Planner. Land for Learning. Site Selection, Site Planning, Playgrounds, Recreation, and Athletic Fields.
http://www.eric.ed.gov/PDFS/ED428504.pdf (Public Schools of North Carolina, State Board of Education, Dept. of Public Instruction, Raleigh , Jun 1998)
The report examines not only the site selection and planning processes, but also playground planning, recreation and athletic fields planning, and the North Carolina agencies and statutes that are involved. Specific considerations include analyses of the surrounding community or territory; of building access and security; of the surrounding natural environment and available support services; of landscaping, utilities, and vehicular traffic; and of playground equipment and safety. Final sections provide athletic field layouts for track and field events; football, soccer, and baseball fields; and basketball, volleyball, and tennis courts. 75p.
Planning School Sites for School Bus Safety.
http://web.archive.org/web/20041125091056/ (National Safety Council, Motor Transportation Division/School Transportation Section, Itasca, IL , Mar 1998)
Provides an 18 point checklist on factors to consider during school site selection and planning that will enhance the safety of pupils riding school buses.
Long Rides, Tough Hides: Enduring Long School Bus Rides.
http://www.eric.ed.gov/contentdelivery Zars, Belle (The Rural School and Community Trust, Arlington, VA , Jan 1998)
Presents anecdotes from Montana, the Navajo Reservation, West Virginia, and Colorado that describe long school bus rides and the hardships that accompany them. Research on busing is reviewed and found to be scarce and insubstantial. Two of the most recent researchers have found that busing could be considered exploitation of children's time, and that students with large average times on buses report lower grades, poorer levels of fitness, fewer social activities, and poor study habits. Knowing more about the effects of busing might lead to better choices about closing, maintaining, or opening new schools in rural areas. 7p.
An Analysis of the Safety Issues Involving Local School Children as Pedestrians
Ducote, Kenneth J. (New Orleans Public Schools, New Orleans, LA , 1987)
The New Orleans Public Schools' Department of Planning has been
concerned with school children as pedestrians for the past five years.
The safety issues include the streets, the drivers, and the children. First,
the streets contribute to the hazard because many major streets
traverse residential areas; many streets serve as major commuter
highways; pedestrian tunnels, pedestrian bridges, and safe sidewalks
are lacking; and there is considerable truck traffic. Second, drivers speed
through school zones and double park while waiting for their children.
Finally, children are often too small to be seen by drivers and cross
streets with less discretion than adults. To promote safety, principals
should examine school zone signs and report inadequacies; the
Department of Planning and principals should identify locations needing
flashing lights, one-way streets, and no-parking zones; the Planning
Department should minimize student pedestrian crossing of major
streets when planning attendance zones; the New Orleans Police
Department should expand the enforcement of school zone speed limits;
the areas of instruction, curriculum, and staff development should
consider pedestrian safety; elementary schools should have a school
safety patrol; and New Orleans should found a full-service program of
school crossing guards. Three-fourths of the document is comprised of
data from a survey of crossing guard programs in 34 school districts in
the United States and crossing guard proposal plans at 127 New
Orleans public schools. 37p.
Schools Located Near Highways: Problems and Prospects. Final Report.
http://www.eric.ed.gov/contentdelivery Wells, Leslie J.; Shapiro, Richard; Felsburg, Robert W. (Federal Highway Administraion, Dept. of Transportation, Washington, DC , Aug 1977)
Findings and recommendations are presented from 22 case studies involving the impact on schools adjacent to highway systems in California, New Mexico, Colorado, Texas, Missouri, Maryland, and Virginia. The impacts described include: noise; vehicular and pedestrian safety; air pollution; access; circulation changes in service area; and visual distraction. The cases illustrate the range of mitigation measures utilized to minimize negative impacts and their relative success. Twenty-six broad recommendations are provided to minimize the adverse impact resulting from school/highway juxtapositioning. 118p.
Report NO: FHWA-SES-77-12
Parking Meets Sustainability.http://www.peterli.com/cpm/resources/articles/archive.php?article_id=2639 Kollie, Ellen College Planning and Management; v13 n6 , p34,36,37,38 ; Jun 2010
Describes a parking shortage at Washington University Saint Louis that was mitigated through conservation efforts, rather than the creation of more parking. Ride sharing, public transportation subsidies, vanpools, new bikeways and pedestrian amenities, and financial incentives to live near campus were parts of the scheme. The approach was developed through competition within the University's MBA program.
When It Comes to Drop-Off and Pick-UP, Safety Is First.http://www.peterli.com/spm/resources/articles/archive.php?article_id=2630 Kollie, Ellen School Planning and Management; v49 n6 , p48,50-53 ; Jun 2010
Discusses the separation of bus, automobile, pedestrian, and bicycle traffic at schools. New construction and existing schools are addressed, as are the arrival and departure habits of the various modes of transportation.
Selecting Safe School Sites.http://www.peterli.com/spm/resources/articles/archive.php?article_id=2625 Robertson, Sue School Planning and Management; v49 n6 , p20,22-25 ; Jun 2010
Advises on school site selection, detailing issues of land characteristics and accessibility. Distance from environmental hazards, traffic management, and the ability for students to walk there safely are detailed.
Campus Traffic and Parking Solutions.
http://www.universitybusiness.com/viewarticle.aspx?articleid=1577 McClure, Ann University Business; v13 n5 , p50-54 ; May 2010
Presents 20 suggestions for improving the management of automobiles on higher education campuses. They address parking, mass transit, traffic flow, ride sharing, and bicycling.
Vehicle Emissions during Children's School Commuting: Impacts of Education Policy.
http://pubs.acs.org/doi/abs/10.1021/es902932n Marshall, Julian; Wilson, Ryan; Meyer, Katie; Rajangam, Santhosh; McDonald, Noreen; Wilson, Elizabeth Environmental Science and Technology; , p1537-1543 ; Jan 28, 2010
Explores how school policies influence the environmental impacts of school commutes. The analysis employs two samples of elementary-age children, ages 5?12; a travel survey; and a school enrollment data set. Several policies were investigated quantitatively to predict the impact on school travel, vehicle emissions, and costs. It was found that eliminating district-wide school choice (i.e., returning to a system with neighborhood schools only) would have significant impacts on transport modes and emissions, whereas in many cases proposed shifts in school choice and bus-provision policies would have only modest impacts.
Different School Environments, Different Parental Attitudes: Knowledge, Beliefs and Risk Perception Regarding Child Pedestrian Road Safety in an Urban Settinghttp://www.colorado.edu/journals/cye/20_1/20_1_10_RoadSafety.pdf Cloutier, Marie-Soleil Children, Youth and Environments; v20 n1 , p257-275 ; 2010
Describes and compares parental knowledge, beliefs and perceptions concerning child pedestrian injury risk around primary schools. The research surveyed 193 parents from six elementary schools located in urban settings that differed in terms of levels of deprivation and pedestrian injury risk. Parental knowledge of risk for their children was low, but the study found that road traffic/accidents was a major preoccupation. Parents from high-risk schools rated their fear of pedestrian accident higher than parents from high-deprivation schools. The results suggest three ways to encourage prevention of child pedestrian injury: 1) develop efficient and original educational tools to increase parents' awareness of the risk for child pedestrians; 2) use the high preoccupation about traffic danger to promote local actions driven by parents; and 3) target vulnerable schools as a priority to reduce the inequalities in risk among child pedestrians. 53 references are included.
Secure Rides.
http://asumag.com/security/mag/transportation-security-programs-200909/ Brooks, Bret American School and University; v82 n1 , pSS36,SS37 ; Sep 2009
Advises on securing school transportation by parking all vehicles in a central, secured facility and enforcing control of who has access to those facilities. Advice on securing and supervising the parking facility is included.
Multicampus Planning: Behind the Scenes.
http://www.universitybusiness.com/viewarticle.aspx?articleid=1381 Ezarik, Melissa University Business; v12 n8 , p48-50 ; Sep 2009
Describes how four institutions solved their branch campus scheduling and transportation challenges. These include scheduling all three-hour classes in a downtown location, buses that are available to the general public as well as students, wireless access on buses, and GPS units that track buses to announce arrival times.
Improvement Plans Provide Campus Face-Lifts.
Spruch, Art Environmental Design and Construction; v12 n9 ; Sep 2009
Discusses the clustering of building service points when improving campus circulation and aesthetics. The benefits of clustering to purchasing and operating costs, as well as environmental stewardship are addressed.
The Influence of the Physical Environment and Sociodemographic Characteristics on Children's Mode of Travel to and From School.
Larsen, Kristian; Gilliland, Jason; Hess, Paul; Tucker, Patricia; Irwin, Jennifer; He, Meizi American Journal of Public Health; v99 n3 , 520-526 ; Mar 2009
Reports on research that examined whether certain characteristics of the social and physical environment influence a child's mode of travel between home and school. Students aged 11 to 13 years from 21 schools throughout London, Ontario, answered questions from a travel behavior survey. A geographic information system linked survey responses for 614 students who lived within 1 mile of school to data on social and physical characteristics of environments around the home and school. The results revealed that over 62 percent of students walked or biked to school, and 72 percent from school to home. The likelihood of walking or biking to school was positively associated with shorter trips, male gender, higher land use mix, and presence of street trees. Active travel from school to home was also associated with lower residential densities and lower neighborhood incomes.
TO ORDER:
http://www.ajph.org/cgi/content/abstract/99/3/520
Transportation Routes: Districts Help the Environment While Saving Money.
http://www.districtadministration.com/viewarticle.aspx?articleid=1886 Vogel, Carl District Administration; v45 n2 , p33-37 ; Feb 2009
Describes Florida's Port St. Lucie County Public Schools' successful effort to lower transportation costs by re-routing buses and encouraging walking and bicycling to school. Also included were anti-idling policies and staggered bell times for different schools. Funding and support available from the Safe Routes to School (SRTS) program is described, as is how this program was implemented in this and three other school districts.
Let it Snow.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=2081 Michael Fickes. School Planning and Management; v48 n1 , p25-27 ; Jan 2009
Discusses snow removal at schools, highlighting the practices of Kentucky's Jefferson County Public Schools. Types of equipment, salt and brining practices, staffing, plowing and piling advice, and protection of interior floors are addressed.
Park it Here.
http://www.peterli.com/cpm/resources/articles/archive.php?article_id=2092 Sturgeon, Julie College Planning and Management; v12 n1 , p86-88 ; Jan 2009
Advises on transportation demand management (TDM) or managing campus parking. The article first recommends "unbundling" parking from automatic inclusion in student fee structures or employee benefits, charging accordingly, and then creating incentives to carpool and use public transportation. Bus timetables must be carefully synchronized with class schedules and employee parking may be included as an optional benefit,
Integrating Infrastructure Planning: The Role of Schools.
http://citiesandschools.berkeley.edu/reports/Integrating_Infrastructure_Planning.pdf McKoy, Deborah; Vincent, Jeffrey; Makarewicz, Carrie Access; n33 , p18-26 ; Fall 2008
Discusses the ways in which schools affect urban development and transportation, acknowledging that their location, design, and physical condition may be some of the most important determinants of neighborhood vitality. The article presents three key recommendations to align school planning with broader infrastructure planning and investment.
Children's Active Commuting to School: Current Knowledge and Future Directions.
http://www.cdc.gov/pcd/issues/2008/Jul/pdf/07_0075.pdf Davison, Kirsten; Werder, Jessica; Lawson, Catherine Preventing Chronic Disease: Public Health Research, Practice, and Policy; v5 n3 , p1-11 ; Jul 2008
Summarizes research on predictors and health consequences of active commuting to school and outline and evaluate programs specific to children's walking and bicycling to school. The results indicate that children who walk or bicycle to school have higher daily levels of physical activity and better cardiovascular fitness than do children who do not actively commute to school. A wide range of predictors of children's active commuting behaviors was identified, including demographic factors, individual and family factors, school factors (including the immediate area surrounding schools), and social and physical environmental factors.
A Safe Route.
http://asumag.com/Maintenance/transportation/safe_route_dvr_gps/ Kennedy, Mike American School and University; v80 n9 , p46,48,49 ; May 2008
Discusses safety in student transportation, including bus and student tracking technology, campus-wide shuttle services, and seat belts on school buses.
Roof Positive.
http://athleticbusiness.com/articles/article.aspx?articleid=1751&zoneid=10 Cohen, Andrew Athletic Business; v32 n4 , p52-54,56,58 ; Apr 2008
Discusses the use of campus building and parking rooftops as athletic courts and fields, using successful and unsuccessful projects as examples. Challenges of playing surface drainage, roof leaks, and the creation of a field partially on grade and partially over a structure are included.
Transportation Planning for a Green Campus.
http://www.peterli.com/cpm/resources/articles/archive.php?article_id=1802 Harknett, Thomas College Planning and Management; v11 n4 , p68,70,72,74 ; Apr 2008
Focuses on campus transportation planning to achieve sustainability. This includes building denser, creating bicycle paths and bicycle storage, bus systems, and charging for parking. Points of progress in transportation planning at Cornell University are included.
Walk This Way.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1696 Fickes, Michael School Planning and Management; v47 n2 , p27,28 ; Feb 2008
Describes the Safe Routes to School (SRTS) Program, outlining its threefold purpose to increase walking and biking to school, to make these activities safer, and to facilitate projects that encourage these priorities. Examples from schools in Maryland and Delaware accompany the text.
Technology Impacts Parking Safety.
http://www.peterli.com/cpm/resources/articles/archive.php?article_id=1723 Wiens, Janet College Planning and Management; v11 n2 , p30-33 ; Feb 2008
Discusses technology options for safety in higher educational parking facilities, reviewing the need for targeted security messages and details of adequate lighting to deter crime and enable video surveillance.
Preventing Crime in Parking Lots and Structures.
Kollie, Ellen College Planning and Management; v11 n1 , p26,27,29 ; Jan 2008
Discusses how to apply principles of natural surveillance, territorial reinforcement, natural access control, and target hardening for new parking facilities. Also included is advice on how to make an existing parking facility safer.
Critical Factors for Active Transportation to School among Low-Income and Minority Students: Evidence from the 2001 National Household Travel Survey.
http://activelivingresearch.net/files/10_AJPM08_McDonald.pdf McDonald, Noreen American Journal of Preventive Medicine; v34 n4 , p341-344 ; 2008
Uses data from the 2001 National Household Travel Survey to document rates of walking and biking to school among low-income and minority youth in the U.S. The data showed that low-income and minority groups, particularly blacks and Hispanics, use active travel modes to get to school at much higher rates than whites or higher-income students. However, racial variation in travel patterns is removed by controlling for household income, vehicle access, distance between home and school, and residential density. The study concludes that active transportation to school may be an important strategy to increase and maintain physical activity levels for low-income and minority youth.
Mystery Building Intrigues Spartans.
Barista, Dave Building Design and Construction; v48 n13 , p75-77 ; Oct 2007
Profiles a new parking structure at Michigan State University, meticulously designed to pass as a brick-clad academic building and to blend in with the surrounding architecture.
Traffic Congestion on a University Campus: A Consideration of Unconventional Remedies to Nontraditional Transportation Patterns.
http://www1.scup.org/PHE/FMPro?-db=PubData.fp5&-lay=ART&-format=read_inner.htm&-error=error.htm&ID=PUB-EbNLKdgihITGgRJQGs&-Find Kaplan, David; Clipper, Thomas Planning for Higher Education; v36 n1 , p28-39 ; Oct 2007
Examines transportation and parking choices, citing the experience of Kent State University. The special characteristics of traffic congestion at a university, the components that create it, the best way to reduce it while adhering to planning objectives, and the areas of opportunity that typically agree with university and community goals are discussed. Includes 21 references.
Traffic Trials.
http://asumag.com/Maintenance/transportation/university_traffic_trials/ Harknett, Thomas American School and University; v79 n13 , p158-161 ; Aug 2007
Advises on forming transportation master plans for higher education campuses, including collection of traffic data, inclusion of all campus users in the plan, traffic calming, competing pedestrian and vehicular interests, and flexibility of the plan.
Watch Your Step.
http://asumag.com/Maintenance/transportation/university_watch_step/ Kelley, Scott American School and University; v70 n12 , p26,28,30 ; Jul 2007
Advises on traffic-calming around schools, pointing out methods that are and are not appropriate for school areas, features that don't always work as planned, and the virtues of radar-activated "Your Speed" signs.
Active Transportation to School: Trends Among U.S. Schoolchildren, 1969-2001.
McDonald, Noreen
Analyzes data from the 1969, 1977, 1983, 1990, 1995, and 2001 National Personal Transportation Survey conducted by the U.S. Department of Transportation to document the proportion of students actively commuting to school in aggregate and by subgroups and analyze the relative influence of trip, child, and household characteristics across survey years. The data show that in 1969, 40.7% of students walked or biked to school; by 2001, the proportion was 12.9%. Distance to school has increased over time and may account for half of the decline in active transportation to school. It also has the strongest influence on the decision to walk or bike across survey years.
TO ORDER:
http://www.ajpm-online.net/article/PIIS0749379707001109/abstract
Charting the Best Course for Parking.
http://www.peterli.com/archive/spm/1392.shtm Wiens, Janet School Planning and Management; v46 n6 , p39,40,42 ; Jun 2007
Discusses parking solutions for K-12 facilities, including restriping of existing parking, designing to mitigate poor high school driving, pedestrian safety, impact to the neighborhood, wayfinding, lighting, and accommodation of after-hours use.
Developing the Optimum Parking Solution.
Wiens, Janet College Planning and Management; v10 n6 , p76-79 ; Jun 2007
Discusses parking solutions for higher education campuses, including restriping of existing parking, busing from already existing nearby parking lots, and building aesthetically pleasing and safe parking facilities.
Bumps are Old School.
http://www.peterli.com/archive/spm/1364.shtm School Planning and Management; v46 n5 , p50,52 ; May 2007
Recommends driver-feedback speed limit signs to calm traffic around schools. The technology is considered to have a significant effect on driver behavior, as most drivers are actually unaware of their actual rate of speed.
Walk This Way.
http://asumag.com/Maintenance/transportation/university_walk/ Mason, Nick American School and University; v79 n10 , p44-47 ; May 2007
Discusses the Safe Routes to School and SAFETEA-LU Programs which will help encourage walking and biking to school. The goal is to help curb childhood obesity and to alleviate the traffic caused by parents driving their children to school. The programs provide funding for engineering, enforcement, encouragement, and evaluation of walk- and bike-to- school programs.
Estimating the Proportion of Children Who Can Walk to School.
http://download.journals.elsevierhealth.com/pdfs/journals/0749-3797/PIIS074937970700 3509.pdf Falb, Matthew; Kanny, Dafna; Powell, Kenneth; Giarusso, Anthony American Journal of Preventive Medicine; v33 n4 , p269-275 ; 2007
Estimates the percentage of children in Georgia who live within a safe and reasonable walking distance from school and to identifies demographic, school, and neighborhood connectivity characteristics associated with the potential to walk to school. Geographic information systems techniques were used to estimate the number of schoolage children living 1 mile and 0.5 mile from public schools in Georgia. The percentage of potential walkers ranged from 1% to 51% depending on grade group and parameters of distance and safety. High population density, small enrollment size, and high street connectivity were associated with higher percentages of potential walkers.
Parking: A Lot to Look at.
http://www.universitybusiness.com/viewarticle.aspx?articleid=626 Ezarik, Melissa PEB Exchange; v9 n12 , p58-61 ; Dec 2006
Describes aesthetically pleasing and pedestrian-friendly higher education parking facilities and policies, illustrated with examples from several institutions.
Two for One.
http://asumag.com/Transportation/university_two_one_2/ Ammon, Tim; Little, Scott American School and University; v79 n1 , p44,47,48 ; Sep 2006
Advises facilities managers in situation where school facilities and transportation functions are being consolidated. The duties of managing such an arrangement are detailed, divided into those for facilities and those for transportation. An integrated information management systems for facilities maintenance, bus routing, fleet maintenance, and materials management is recommended.
School Trips: Effects of Urban Form and Distance on Travel Mode.
Schlossberg, Marc; Greene, Jessica; Phillips, Page; Johnson, Bethany; Parker, Bob Journal of the American Planning Association; v72 n3 , p337-346 ; Summer 2006
Examines the relationship between urban form, distance, and middle school students walking and biking to and from four schools in Oregon. The results indicate that: 1) Urban form helps predict travel mode to and from school. 2) Middle school students walk further than planners expect. 3) Many students use a different mode when they travel to school from when they leave school. 4) Urban form measures that predict walking behavior differ from those that predict biking behavior. 5) Urban form is only one factor in students' transportation decisions.
Construction Completed on Valle del Sol Elementary School for Coachella Valley Unified School District.
http://www.cashnet.org/members/CASHRegister/2006/JuneFinal.pdf CASH Register; v27 n6 , p11 ; Jun 2006
Describes this K-6 community school that consists of a cluster of buildings each serving a separate grade. Students can reach the school by walking or biking, and the plan has been adapted for another site in the district.
Changes and Challenges of Student Transportation.
http://www.peterli.com/archive/spm/1148.shtm Quicquaro, Ron School Planning and Management; v45 n6 , p47-49 ; Jun 2006
Discusses the interface of student transportation and school design, citing the different requirements for bus lanes, car lanes, and walkers. Typical areas and reasons for congestion are described, and design remedies are suggested. Student parking designed to accommodate needs and suppress inappropriate behavior and heat gain is covered, as are hazardous weather considerations and the impact of early closings on transportation infrastructure.
Big Tram on Campus.
Schneider, Jay Building Design and Construction; v47 n7 , p37-42 ; Jun 2006
Describes San Diego State University's efforts to bring mass transit to the campus, highlighting the institution's resistance to any plan that did not create a centrally-located facility that would most effectively reduce automobile use and be of maximum use.
Getting from Here to There.
Sturgeon, Julie College Planning and Management; v9 n6 , p42-44,46,48 ; Jun 2006
Discusses ways to accommodate higher education parking while discouraging students driving from class to class, including assigned parking, on-time bus service, extending the hours of parking restrictions, and reduced rates for carpoolers. Examples of five institutions' programs and advice on parking lot accessibility for the disabled are also included.
Running on Empty.
http://asumag.com/mag/university_running_empty/ Hall, Julie American School and University; v78 n10 , p40,42,43 ; May 2006
Discusses ways that school systems are cutting fuel consumption, such as eliminating school bus "courtesy stops," reducing fleet use, dividing programs between schools to reduce travel, and buying fuel in bulk.
Is the Old School Bus Barn Making the Grade?
http://asbointl.org/asbo/files/ Rieck, Ted School Business Affairs; v72 n5 , p21,22,24 ; May 2006
Advises on how to assess the physical and operational condition of school bus facilities. A physical assessment by design professionals can determine if the facility's size, condition, functionality, accessibility, and adjacencies are sound. Operational assessment will determine the site's appropriateness with regard to land value or time spent getting to and from the facility.
TO ORDER:
http://asbointl.org/index.asp?bid=4884
Vroom, Vroom.
Wasley, Paula Chronicle of Higher Education; v52 n22 , pA29-A31 ; Feb 03, 2006
Discusses some higher education institutions' use of car-sharing companies like Zipcar and Flexcar to save money, free up parking, and improve community relations by encouraging faculty and students to leave cars at home.
Magic Bus.
http://www2.districtadministration.com/viewarticle.aspx?articleid=242 Shreve, Jenn District Administration; v42 n2 ; Feb 2006
Describes current bus- and student-tracking technology that uses global positioning systems to monitor the location of the bus, combined with an ID card swipe by the students that confirms their expected boarding and exit from the bus.
Increasing Children's Freedom of Movement.
http://www.colorado.edu/journals/cye/16_1/index.htm Children, Youth and Environments; v16 n1 ; 2006
This issue of Children, Youth and Environments focuses on freedom of movement for children, including several articles on biking and walking to school.
The Mayor's School Cycle Parking Program in London.
http://www.colorado.edu/journals/cye/16_1/16_1_12_MayorsSchoolCycle.pdf Children, Youth and Environments; v16 n1 , p191-198 ; 2006
In response to demand from young people, London's mayor asked Transport for London's Cycling Centre of Excellence to provide and install modern cycle parking facilities at schools and colleges throughout the Greater London area. This paper reports the outcomes of that program and the contribution the infrastructure has made to the development of cycling in London. Free registration is required.
Proximity to School and Physical Activity Among Middle School Girls: The Trial of Activity for Adolescent Girls Study.
http://www.activelivingresearch.org/alr/files/JPAH_9_Cohen.pdf Cohen, Deborah; Ashwood, Scott; Scott, Molly; Overton, Adrian; Evenson, Kelly; Voorhees, Carolyn; Bedimo-Rung, Ariane; McKenzie, Thomas Journal of Physical Activity and Health; n3, suppl 1 , pS129-S138 ; 2006
Examines the association between distance from school and physical activity in adolescent girls. The addresses of 1554 sixth-grade girls were mapped and the shortest distance from home to school along the street network was calculated. Distance to school was inversely associated with weekday physical activity for middle school girls. For every mile the girls lived from their schools, they engaged in an average of 13 fewer activity minutes per week. The most adversely affected girls lived more than 5 miles from school. Time spent commuting could explain reduced time for physical activity.
Safe Routes to School in the United States.
http://www.colorado.edu/journals/cye/16_1/16_1_11_SafeRoutestoSchool.pdf Hubsmith, Deborah Children, Youth and Environments; v16 n1 , p168-190 ; 2006
Describes the key elements of Safe Routes to School programs, which are getting more children to walk and bicycle to schools worldwide. It provides a history of the Safe Routes to School program, and specifically focuses on its development in the United States, as well as opportunities for it to spread now that the U.S. federal government has approved $612 million for such programs through the year 2009. The paper defines the problems associated with school transportation today, describes Safe Routes to School case studies from three states, and highlights the need for additional research and international collaboration.
Johnny Walks to School-Does Jane? Sex Differences in Children's Active Travel to School.
http://www.colorado.edu/journals/cye/16_1/16_1_05_JohnnyAndJane.pdf McMillan, Tracy; Day, Kristen; Boarnet, Marlon; Alfonzo, Mariela; Anderson, Craig Children, Youth and Environments; v16 n1 , p75-89 ; 2006
Examines the influence of child sex on caregivers' decisions about travel mode to school. Caregivers of children in grades three to five from ten California Safe Routes to School communities were surveyed on their child's normal travel mode to school and factors that determined travel decisions. Results indicate that the odds of walking and bicycling to school are 40 percent lower in girls than boys; however, this relationship is significantly moderated by the caregiver's own walking behavior. The findings suggest that programs that focus on increasing children's active travel to school should consider multiple influences on health behavior, including the neighborhood physical activity of parents.
Health Benefits of Walking School Buses in Auckland, New Zealand: Perceptions of Children and Adults.
http://www.colorado.edu/journals/cye/16_1/16_1_07_WalkingSchoolBuses.pdf Neuwelt, Pat; Kearns, Robin Children, Youth and Environments; v16 n1 , p104-120 ; 2006
Reports on a 2005 study of the perspectives of children and adult participants in walking school bus (WSB) initiatives at four Auckland, New Zealand primary schools. School principals, parents, and children themselves all see walking to school as providing broad health benefits to children. Participating children view walking as a natural part of life. The findings are consistent with previous research in demonstrating that WSBs present an important alternative to driving as a means of transporting children to and from school, promoting safety, socializing and physical activity.
Fun, Fast and Fit: Influences and Motivators for Teenagers Who Cycle to School.
http://www.colorado.edu/journals/cye/16_1/16_1_08_FunFastFit.pdf Orsini, Arthur; O Brien, Catherine Children, Youth and Environments; v16 n1 , p121-132 ; Jan 2006
Data collected from questionnaires, individual interviews, and a group interview shed light on influences and motivators for six Vancouver teenagers who were old enough to drive but regularly cycled to school. The participants began cycling by themselves around the age of ten because it afforded independence, fun, speed and time efficiency. Their parents resisted habitual chauffeuring and modeled bicycle use for recreation and transportation. The participants continued cycling throughout their mid-teen years because those early motivators along with fitness and health were stronger than negative comments from peers. They considered bicycle "advocacy" to be too aggressive to be directed at their peers.
A Plan in Place.
http://asumag.com/mag/university_plan_place/ Burr, David American School and University; v77 n13 , p170-172 ; Aug 2005
Outlines a strategy for campus parking that includes methods for determining existing and future need, where to create new parking, recommended design features, rate schemes, segregation of parking areas, and open parking.
California's Safe Routes to School Program.
Boarnet, Marlon; Day, Kristen; Anderson, Craig; McMillan, Tracy; Alfonzo, Mariella Journal of the American Planning Association; v71 n3 , p301-317 ; Summer 2005
Evaluates California's Safe Routes to School (SR2S) program, which funds traffic improvement projects designed to improve safety for walking and bicycling to school, and to increase the number of children who do so. The impacts of ten traffic improvement projects were measured through surveys of parents and observations of vehicle and pedestrian traffic before and after project construction. Also measured were changes in perceived safety and safety-related behaviors, the number of children walking and bicycling after the improvements. Five of the ten projects showed evidence of success. Includes 35 references.
How Do They Get There? A Spatial Analysis of a "Sprawl School" in Oregon.
http://www.uoregon.edu/~schlossb/articles/schlossberg_sprawl_school_ppr.pdf Schlossberg, Marc; Phillips, Page; Johnson, Bethany; Parker, Bob Planning, Practice and Research; v20 n2 , p147-162 ; May 2005
Using a school in a "sprawl" location in Oregon, this study examines three basic questions: (1) How do children get to school and what are the reasons behind those choices? (2) What is the relationship between distance from school and mode used to access school? (3) What characteristics of the mobility infrastructure may influence student mode choice? Clearly, there are several reasons why children do not walk or bike to school beyond the physical infrastructure and urban form. With this facility, it was found that its location at the urban fringe and on an arterial highway restricted the capacity for children to walk or bike. Conclusions on the effect of a combination of distance, urban form, convenience, and personal requirements on school transportation choices are offered. Includes 33 references.
The Dynamics of School Location and School Transportation.
http://trb.org/publications/trnews/trnews237schoollocation.pdf De Boer, Enne TR News; n237 , p11-16 ; Mar-Apr 2005
Describes the consolidation of schools in the town of Zwijndrecht, and the transportation issues that arose from that consolidation. Bicycling safety problems arising from longer cycling distances are discussed, as are some of the solutions and the municipal responsibilities for student transport.
Case History: How UCSB is Using 21st-Century Technologies to Boost Parking Service and Revenues.
http://www.peterli.com/archive/cpm/872.shtm Campbell, Steve College Planning and Management; v8 n1 , p76-77 ; Jan 2005
Describes several parking innovations in place at this university, including a pay-by-cell phone (PBC) option, solar-powered pay stations, and advertising on parking coupons. The advances increased parking revenues by 26 percent in the first year, a rate that will pay for the changes with two years.
Students and Buses and Cars, Oh My!
http://www.peterli.com/archive/spm/824.shtm Eble, Jeff School Planning and Management; v44 n1 , p70,71 ; Jan 2005
Discusses school parking lots, citing issues to be considered such as users, scheduling, site, construction, zoning, separation of vehicles, and flexibility.
Safe Routes for Children: What They Want and What Works.
http://www.colorado.edu/journals/cye/15_1/f1_SafeRoutes.pdf Osborne, Paul Children, Youth and Environments; v15 n1 , p234-239 ; 2005
Summarizes some of the key trends in children's travel, health and social behavior, and the influence of the city environment, particularly on the school journey. It draws on examples of safe routes in Denmark, the United Kingdom and the United States, and includes a summary of policy and practice in the United Kingdom, with particular emphasis on lessons for other countries wishing to improve the environment for children and young people.
New ADA Codes.
http://www.peterli.com/archive/spm/788.shtm Michener, Deborah School Planning and Management; v43 n11 , p37,38 ; Nov 2004
Outlines new guidelines in the 2004 Americans With Disabilities Act codes that clarify requirements for the number of accessible entrances, drop-off area specifications, and parking.
Kids and Cars.
http://www.peterli.com/archive/spm/784.shtm Moore, Deb School Planning and Management; v43 n11 , p8 ; Nov 2004
Cites statistics on school travel hour road fatalities and describes methods of reducing risk to students through campus access and egress control, extended bus scheduling, and site design.
Solving Campus Parking Shortages: New Solutions for an Old Problem.
http://207.75.158.208/PHE/ Millard-Ball, Adam; Siegman, Patrick; Tumlin, Jeffrey Planning for Higher Education; v33 n1 , p30-43 ; Sep-Oct 2004
Describes how increasing higher education enrollment has raised the demand for parking, even while construction of new academic facilities tends to displace it. Methodology for calculating vehicle trips, parking demand, costs, the impact of fees, and alternatives to driving are detailed. (Includes 18 references.)
Simple Solutions for Your Parking Problems.
http://www.peterli.com/archive/cpm/681.shtm Kollie, Ellen College Planning and Management; v7 n5 , p52,54,56 ; May 2004
Presents options for alleviating parking shortages. Building new parking yields convenience, but costs money and land. Demand can be reduced by restricting permits, improving on-campus housing, raising parking fees, and encouraging transit, carpools and bicycling.
A Lot of Planning.
http://asumag.com/mag/university_lot_planning/ Rich, David American School and University; v76 n10 , p36b,38b,40b,42b ; May 2004
Describes design features of safer parking structures, including open visibility, lighting, signage, CCTV, and landscaping.
The Right Direction.
http://asumag.com/mag/university_right_direction/ Strahle, Julie American School and University; v76 n10 , p44,46,48,49 ; May 2004
Describes opportunities for lower-polluting school buses funded by the EPA's Clean School Bus USA Program, and ideas for improved efficiency in transportation management. Older vehicles can be replaced or retrofitted for cleaner operation. Biodiesel and natural gas are cleaner fuel options. Operations can be made more efficient with improved communications and scheduling.
How to Solve Campus Parking Problems Without Adding More Parking.
Kenney, Daniel Chronicle of Higher Education; , pB22,B23 ; Mar 26, 2004
Cites practices of several higher education institutions to discourage individual car use with higher parking fees, subsidized parking for carpoolers, bicycling programs, amd mass transit connectivity.
Becoming Versatile.
http://asumag.com/mag/university_becoming_versatile/ Kinnell, Rick American School and University; v76 n3 , p307-09 ; Nov 2003
Suggests creating mix-used parking structures that can accommodate teaching space, offices, and retail establishments. In whatever facility is created, it is important to keep the focus on the parking function first, choose tenants carefully, and create an aesthetically pleasing addition to the campus.
Planning Safe Routes to School.
Appleyard, Bruce S. Planning; v69 n5 , p34-37 ; May 2003
Describes "Safe Routes to School" efforts in the United States and other countries to make walking and biking to school the transportation of choice. Offers a plan of action for formulating and carrying out such a program and information on funding sources.
Getting around Campus.
http://asumag.com/mag/university_getting_around_campus/ Ellis, Ed American School and University; v75 n9 , p40-44 ; May 2003
Discusses how a well-designed transportation master plan can make a campus easier to navigate and more agreeable for area residents.
From Here to There.
http://asumag.com/mag/university_transportation/ Hale, Olivia American School and University; v74 n9 , p42-43,45 ; May 2002
Offers examples of efforts by transportation departments at schools and colleges to become more resourceful in their efforts to provide efficient and safe services. These include advances in routing, switching to different vehicles, and encouraging alternatives to driving.
High School Parking Lots.
Neff, Thomas G. School Planning and Management; v41 n4 , p48-49 ; Apr 2002
Describes the reorganization of the site of Ben Davis High School in Wayne Township, Indiana as an example of improvements to school parking lot design and vehicle/pedestrian traffic flow and security. Includes design drawings.
On Solid Ground.
http://asumag.com/mag/university_geotechnical_solid_ground/ Loes, Mark American School and University; v74 n3 , p370-71 ; Nov 2001
Discusses using geotechnical construction services to ensure that educational facility foundations last. Explains the five steps of geotechnical services. Also highlights the importance of proper subgrades in planning school parking lots.
Park It.
http://asumag.com/mag/university_parking_park/ Rodger, Mike American School and University; v74 n3 , p328-31 ; Nov 2001
Explores how new technology can cut campus parking service costs and improve service. New on- and off-street parking technologies are highlighted.
School Bus Safety.
http://www.peterli.com/archive/spm/237.shtm Rittner-Heir, Robbin M. School Planning and Management; v40 n3 , p53-54,57 ; Mar 2001
Explains why fewer school students are injured or killed while being transported in school buses than any other mode of transportation. Political and community action in school bus transportation safety is addressed.
Smart Card Parking Smarts.
Sturgeon, Julie College Planning and Management; v2 n11 , p33-36 ; Nov 2000
Examines the use of debit cards for parking meters at the University of Maryland. Installation planning, budgeting, and cost benefits are discussed.
A Smooth Ride.
http://asumag.com/mag/university_smooth_ride/ Kennedy, Mike American School and University; v73 n2 , p26,28 ; Oct 2000
Explains how the use of lifts, restraints, and movable seating on school buses helps schools provide safe transportation to students with special needs. The importance of air conditioning for students with respiratory problems, particularly as the schools expand their summer courses, is highlighted.
New Challenges in Campus Parking Management.
Mah, Allan Parking Professional; , p30-32 ; Oct 2000
Examines the challenges campus parking professionals face from the increased demands of organizations to improve parking service levels with diminishing resources. Campus parking operations are explored with an awareness of the needs, attitudes, and demands of customers in mind.
Parking Structures and the Space Race.
http://www.peterli.com/archive/cpm/70.shtm Milshtein, Amy College Planning and Management; v3 n7 , p35-36 ; Jul 2000
Presents some solutions to overcrowded parking on college campuses. Tips on selecting sites for parking garages, making parking decks blend with adjacent communities, and turning parking garages into multi use facilities are addressed.
Developing a Big-Picture View for Parking
Luz, Chris; Burgan, John Facilities Manager; v16 n3 , p41-42,44-45 ; May-Jun 2000
Explores how universities and colleges can provide efficient parking and related transportation through careful analysis of current and future parking requirements in light of other institutional building plans, including the institution's master plan. Discussions include new construction versus facility renovations, an alternative to building additional parking, and working with the surrounding community. (GR)
The Case Against Vans.
Fickes, Michael School Planning and Management; v39 n3 , p52,54-55 ; Mar 2000
Discusses the liability risks inherent in using vehicles that do not meet federal school bus standards. The federal and state responses to such practices are examined. (GR)
"Don't Miss the Bus!"
Lieberth, Jane A. School Planning and Management; v38 n10 , p44, 46, 47, 49 ; Oct 1999
Presents observations from the director of the National Association of Pupil Transportation concerning school bus safety, seat belts, and the state of the $15-billion school transportation industry. Increasing student use of bus transportation and delivering the school bus safety message to all concerned are addressed.
Create a Safe Traffic Stream Around School Sites
http://schoolbusfleet.com/archive2.cfm?rank_cho=95 Gattis, J.L. School Bus Fleet; v45 n4 , p44-47 ; Apr-May 1999
School zone traffic management, road and driveway geometric design, and school parking location and control are addressed in this short article which recommends measures to reduce bus, auto and pedestrian conflicts. Improvements are suggested for driveway location and design, sight distance, on-street parking prohibition and one-way street operation. While some of the improvements can be implemented unilaterally, most of the improvements require a joint city-school district effort.
Driving Force.
http://asumag.com/mag/university_driving_force/ Rich, Richard A. American School and University; v70 n12 , p141-143 ; Aug 1998
Discusses campus parking assessment and planning to meet the increasing demands of colleges and universities while controlling costs and reducing student and staff discontent. Advice for expanding parking lot space and maintaining security are explored. A chart is provided that shows general parking requirements based on students enrolled, for various groups.
Expand Your Parking Paradigm To Meet Diverse Needs.
http://www.appa.org/FacilitiesManager/ Kirkpatrick, Susan A. Facilities Manager; v14 n4 , p24-25, 27-28,30,33,37-38 ; Jul-Aug 1998
Explores the parking shortage on college campuses in the 1990s and examines an expanding parking paradigm as planned and developed by the University of Michigan. The paradigm is designed to address the perceived parking shortage, customer perceptions of high parking costs, increasing costs to operate and maintain facilities, and customer dissatisfaction with the parking system.
Making the Buses Run.
Fickes, Michael School Planning and Management; v37 n5 , p39-42 ; May 1998
Examines the following issues concerning outsourcing student transportation services: cost; management needs and capabilities; goals; and politics. Critical areas of transportation management are highlighted such as personnel management, student management and discipline, risk management, fleet analysis, and routing and scheduling. (GR)
Designing with Traffic Safety in Mind.
School Planning and Management; v37 n4 , p58-60,62 ; Apr 1998
Proves an example of how one county public school system was able to
minimize traffic accidents and increase safety around its schools.
Illustrations are provided of safer bus loading zones, pedestrian walkways
and sidewalks, staff parking, and acceptable methods for staging buses. A
checklist for school driveway design concludes the article.
Preparing for Extremes.
http://asumag.com/mag/university_preparing_extremes/ Herman, Dan American School and University; v70 n6 , p22, 24-25 ; Feb 1998
Describes some basic maintenance and proper preparations for changing weather that can help keep school bus operations moving. Advice on diesel engine usage that can lengthen engine life and maintain all weather performance is provided.
Pupil Transportation.
Bete, Tim, Ed. School Planning and Management; v37 n1 , p46-47 ; Jan 1998
Presents the opinions of four transportation experts on issues related to school buses. The experts respond to the following questions: will advertisements placed on buses be used to generate district revenue; will compressed natural gas or liquefied natural gas become standard fuel for school buses; and will school bus seat belts be mandatory and will students use them?
Defensive Driving.
http://asumag.com/mag/university_defensive_driving/ Sutton, Judy American School and University; v70 n2 , p24-26 ; Oct 1997
Discusses management issues surrounding school busing operations within the context of tightening budgets while simultaneously serving the growing number of students with special needs. The debate on bus use for advertising is highlighted.
Clean School Bus USA
http://www.epa.gov/cleanschoolbus/ A program of the U.S. Environmental Protection Agency, the goal of Clean School Bus USA is to reduce both children's exposure to diesel exhaust and the amount of air pollution created by diesel school buses. Website topics include: Transportation and Air Quality; Overview: Pollutants and Programs; Consumer Information; On-road Vehicles and Engines; Nonroad Engines, Equipment, and Vehicles; Fuels and Fuel Additives; Voluntary Programs;
Transportation and Air Quality Planning; and Modeling, Testing, and Research.
International Parking Institute
http://www.parking.org/ IPI is an organization for parking professionals who administer, operate, enforce, design, and build. The website includes Parking Professional Magazine, consultants directory, and resource center.
Kidswalk-to-School. A Component of the Center for Disease Control's State-based Physical Activity Initiative
http://www.cdc.gov/nccdphp/dnpa/kidswalk/index.htm This is a community-based program that aims to increase opportunities for daily physical activity by encouraging children to walk to and from school in groups accompanied by adults. At the same time, the program advocates for communities to build partnerships with the school, PTA, local police department, department of public works, civic associations, local politicians, and businesses to create an environment that is supportive of walking and bicycling to school safely.
National Association for Pupil Transportation
http://www.napt.org/ NAPT promotes safety and efficiency in pupil transportation through a focus on communications, education, government relations, and member services. Website includes information on events, industry links, publications, and a professional development series.
National Parking Association
http://www.npapark.org/ NPA is an international network of parking industry professionals. The website includes Parking Magazine, NPA publications, and a consultants directory,
National School Transportation Association
http://www.yellowbuses.org/ NSTA is the Washington voice for private contractors, manufacturers, and suppliers. The mission is to provide school transportation professionals with the tools and resources they need to make school buses safe, affordable, and efficient nationwide.
Pupil Transportation Safety Institute
http://www.ptsi.org PTSI is the leading nonprofit school bus safety education and training organization in the country, providing resources for participants in the school transporation industry. Includes an online store, downloadable documents, school transportation news, and related links.
Safe Routes to School Portland
http://www.trans.ci.portland.or.us/saferoutes/ This project of the City of Portland, Office of Transportation, examines the routes that children must take to get to and from school, paying particular attention to places where they must cross major roads; recommends relatively safe routes through engineering analysis; proposes improvements to make these routes even safer; supplies students and parents with a map indicating suggested routes; and encourages kids to walk or bike to school.
Safe Routes to Schools National Partnership
http://saferoutespartnership.org/ The Safe Routes to School National Partnership is a network of more than 300 nonprofit organizations, government agencies, schools, and professionals working together to advance the Safe Routes to School (SRTS) movement in the United States. SRTS can provide a variety of important benefits to children and their communities, including increasing physical activity, reducing traffic congestion, improving air quality, and enhancing neighborhood safety.
School Bus Fleet
http://www.schoolbusfleet.com/ Schoolbusfleet.com is an information service of School Bus Fleet magazine, a trade publication serving more than 24,000 school transportation professionals in the United States and Canada. The magazine provides information on the management and maintenance of school bus fleets operated by public school districts, private schools, Head Start agencies, and childcare centers.
School Safety Program [Florida]
http://www.co.broward.fl.us/Traffic/Pages/SchoolSafetyProgram.aspx The Traffic Engineering program of Broward County, Florida includes "Designated Safe Walk Routes" and "Traffic Patterns". Traffic patterns, as they relate to school staff, school busses, parents and students are evaluated and modified, when necessary, to facilitate safety at all schools. Designated pick-up/drop off areas have been established on-site to ensure the safety of students. Staff installs and maintains school signage, flashers, and pavement markings around each school for the safety of students and motorists.
Walking School Bus Information Website
http://www.walkingschoolbus.org/ This website is maintained by the Pedestrian Bicycle Information Center for the Partnership for a Walkable America, in cooperation with the U.S. Department of Transportation. A walking school bus provides children with a safe and healthy mode of transportation to school. The idea is simple. The designated adult supervisor "picks up" each student, house by house, on foot. The group of students walk to school together along a set route, all the while enjoying fresh air, exercise, and friendly conversation.
Accessibility in School and University Facilities http://www.ncef.org/rl/accessibility.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information compiled by the National Clearinghouse for Educational Facilities on how school and university buildings and grounds can accommodate students with disabilities, including references to federal requirements.
Campus Architecture http://www.ncef.org/rl/campus_architecture.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the planning and design of college and university facilities, compiled by the National Clearinghouse for Educational Facilities.
Landscape Planning for School Grounds and College Campuses http://www.ncef.org/rl/landscape.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on school landscape planning, including site design, traffic, parking, acreage guidelines, and outdoor accessibility, safety and security, compiled by the National Clearinghouse for Educational Facilities.
School Safety and Security--PK-12 Facilities Issues http://www.ncef.org/rl/safety_security.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on designing safer school facilities, compiled by the National Clearinghouse for Educational Facilities.
Site Selection for Schools http://www.ncef.org/rl/site_selection.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on school siting, environmental issues, and state selection criteria, compiled by the National Clearinghouse for Educational Facilities.
Smart Growth and Schools
http://www.ncef.org/rl/smart_growth.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on schools in relation to issues of planning and community development, economic impact, smart growth vs. sprawl, and conservation of open spaces.
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