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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Identifies key issues, inclding incorporating parking requirements on small urban sites through the use of subterranean or stacked parking; maximizing efficiency and economy in parking design; dimensions and sizes of parking spaces, aisles, etc.; structural grid dimensions and the subsequent effect of upper floor layouts, and the possible conflict with classroom and corridor layouts; natural ventilation, daylight, and life-cycle energy costs as they relate to subterranean parking; circulation and security from subterranean parking to upper levels or entrances - as a design opportunity. 3p.

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.

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.

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.

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.

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 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.

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.

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.

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.

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.

Discusses safety in student transportation, including bus and student tracking technology, campus-wide shuttle services, and seat belts on school buses.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Describes aesthetically pleasing and pedestrian-friendly higher education parking facilities and policies, illustrated with examples from several institutions.

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.

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.

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.

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.

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.

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.

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.

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.

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.

This issue of Children, Youth and Environments focuses on freedom of movement for children, including several articles on biking and walking to school.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Discusses school parking lots, citing issues to be considered such as users, scheduling, site, construction, zoning, separation of vehicles, and flexibility.

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.

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.

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.

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.)

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.

Describes design features of safer parking structures, including open visibility, lighting, signage, CCTV, and landscaping.

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.

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.

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.

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.

Discusses how a well-designed transportation master plan can make a campus easier to navigate and more agreeable for area residents.

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.

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.

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.