The reports below describe the patterns and trends related to the implementation of Safe Routes to School using Federal funds.
This report examines school travel patterns from 2007 to 2014 and highlights findings about school and household factors that may influence families' school travel mode choices.
This report provides an overview of challenges and strategies to implementing Safe Routes to School in small rural communities.
This report examines how the Federal Safe Routes to School Program provides a foundation for broader initiatives that create safer streets for children and youth walking and biking throughout their comunities.
This informational brief highlights three tribal communities in New Mexico, Montana, and Oklahoma that have successfully improved safety for walking and bicycling to school and describes the strategies these communities are using to implement Safe Routes to School and active transportation.
This brief demonstrates how regional transportation planning authorities (or MPOs) can advance Safe Routes to School priorities using the relatively new Transportation Alternatives Program (TAP). The brief profiles four MPOs, each of which used a thoughtful and innovative approach to TAP that was ultimately beneficial to the safety of children and families on the trip to and from school.
This report highlights the SRTS program’s rich data and features stories of SRTS funded projects that show the accomplishments and change the program has had on communities nationwide. Since the Safe Routes to School (SRTS) program was established by Congress in 2005, nearly 18,000 schools teaching kindergarten through eighth grades in all fifty states and the District of Columbia have been a part of SRTS. The program has reached more than 6.8 million students nationwide, with underserved schools well represented, and has demonstrated safe transportation and health benefits of active travel for these students. This report highlights the program’s rich data and features stories of SRTS funded projects that show the accomplishments and change the program has had on communities nationwide.
This report is a follow-up to the initial study entitled Trends in Walking and Bicycling to School from 2007 to 2012 and is based on parent survey data collected by nearly 5,300 U.S. schools from 2007 to 2013. This report shows a sustained increase in K-8 students who walk to school in the morning and shows more support from schools for walking and bicycling. According to the data, the percentage of K-8 children who walked to school in the morning increased from 11.9 percent to 15.2 percent (representing a 28 percent increase). Another significant finding of this research was that the percentage of parents who reported that their child’s school supporting walking and bicycling for the school commute rose from 24.8 percent to 38 percent.
In 2012, the MAP-21 transportation legislation made changes to the Federal Safe Routes to School program that added a required state or local match of up to 20 percent of project costs. These changes introduced new challenges in funding Safe Routes to School projects, and could be particularly hard for many small, rural, and urban low-income communities. This informational brief examines the changes in law, the need for Safe Routes to School projects in disadvantaged communities, and how some states are using creative approaches to supply the match.
With a goal of developing a peer-to-peer model that would fit the needs of SRTS Coordinators, the National Center solicited input from SRTS Coordinators through discussions at the 2011 annual meeting, direct email, and listserv correspondence. Based on this input, the National Center proposed to develop a P2P program that is on the less formal end of FHWA’s P2P spectrum, and uses National Center staff as the P2P program coordinator.
This report highlights a variety of approaches that were successfully used by the U.S. Federal Safe Routes to School Program for integrating transportation and health and offer broad application. The SRTS Program established by Safe, Accountable, Flexible, Efficient Transportation Equity Act: A Legacy for Users (SAFETEA-LU) - while small compared to other transportation programs - had resources to use innovative approaches to advance health and transportation goals and establish a system that encouraged using data to inform decision-making at the local, state, and national levels. This report documents what was examined by the National Center for Safe Routes to School, combined with input from State SRTS Coordinators and participants in the SRTS Roundtable on Transportation and Health, convened by the National Center in March 2013. Nine specific strategies are identified.
This report is based on parent survey data collected by nearly 4,700 U.S. schools from 2007 to 2012 and shows that more K-8 students are walking to and from school across the country. According to the data, the percentage of K-8 children who walked to school in the morning increased from 12.4 percent to 15.7 percent (representing a 27 percent increase). Similarly, the percentage of K-8 children who walked from school in the afternoon increased from 15.8 percent to 19.7 percent (representing a 24 percent increase). Another significant finding of this research was that the percentage of parents who reported that their child’s school supporting walking and bicycling for the school commute rose from 24.9 percent to 33 percent.
This report describes how student school travel in the U.S. changed from 1969 through 2009 using information from the 2001 and 2009 National Household Travel Survey (NHTS) and the 1969 and 1995 Nationwide Personal Transportation Surveys (NPTS). The travel information presented in this report can be used as national benchmarks by communities, schools and Safe Routes to School programs to better interpret their results.
This plan lays out a course to understand the progress of SRTS that recognizes data needs and realities of data collection capabilities at the local level. To start, background on the Federal SRTS program and the genesis of the outcome evaluation plan are summarized. Next, evaluation components and the necessary data to conduct the evaluations are described. Building capacity for evaluation is discussed and then the plan concludes with a timeline that illustrates how the major tasks of the evaluation plan ft together. Throughout the document, specifc recommendations are included to distill the key actions required to enact the plan.
The implementation of this plan would require involvement from SRTS funding recipients, related professionals, State SRTS Coordinators and Federal Highway Administration, which administers the program. At the same time it would serve to inform both practitioners and policymakers at many levels of the results of SRTS.
This report aims to describe how federal and state agencies met the requirements of the legislation; the program’s reach and types of projects funded; and an overview of how state programs are administered.
To further explore issues related to funding and project delivery, the report examines obligation rates of SRTS funds and the practices perceived as supports and hindrances to obligation. The time frame for this report spans the passage of the legislation in August 2005 to December 31, 2010, at which point the legislation had been extended as new transportation legislation had not been passed.
The report’s aim is to inform policy and program decisions for FHWA, State SRTS Coordinators, and policymakers and stakeholders at the federal, state and local levels.
The SRTS Travel Data reports are national level reports based on Parent Survey questionnaires and Student Travel Tally forms submitted to the National Center by local SRTS programs throughout the country. These reports highlight key findings and provide information about student travel to/from school and parent attitudes about the school trip among elementary and middle schools that provided data.
Report to the Ranking Member, Committee on Environment and Public Works, U.S. Senate
In August 2005, Congress established the Safe Routes to School (SRTS) program primarily to encourage children to walk and bicycle to school. GAO was asked to determine:
GAO reviewed statutes, regulations, and guidance; analyzed program obligation data and funds awarded by states; and interviewed officials with FHWA, state departments of transportation, and local grant recipients.