unds, 2005–2012. Am J Prev Med, 45(4), 401-406
- The study used a robust quasi-experimental research design to measure the impacts of Eugene, Oregon's Safe Routes to School program on walking and biking.
- Using data collected between 2007 and 2011 at 14 schools with and without Safe Routes to School programs, the study showed that the Safe Routes to School program was associated with increases in walking and biking.
- Education and encouragement programs were associated with a five percentage point increase in biking. Augmenting education programs with additional SRTS improvements such as sidewalks, crosswalks, covered bike parking, and Boltage was associated with increases in walking and biking of 5–20 percentage points.
- The study results illustrate the potential for the Safe Routes to School program to change behavior and should encourage other communities to plan for multi-modal school travel.
Noreen C. McDonald a, n, Yizhao Yang b, Steve M. Abbott b, Allison N. Bullock (2013). Impact of the Safe Routes to School program on walking and biking: Eugene, Oregon study. Transport Policy 29 (2013) 243–248, 29, 243-248
- Household and parental characteristics and perceptions of walking and the built environment may reduce the propensity of children to use active travel modes (walking and bicycling) for their school trip.
- This paper examines whether there is a relationship between walking or bicycling to school and the walking habits of caregivers or parents.
- A statewide pedestrian survey of New Jersey residents was used to assess the mode taken by children for their school trip (age of respondents (parents) 19–84; n=353). Socio-demographic characteristics, public school density, full and part-time employment status of respondents, self-reported frequency of walking of adult respondents and perceived neighborhood environment characteristics are used as independent variables. Logit models are estimated to test associations between these variables.
- Non-minority ethnic status, women respondent's employment type,