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    <copyright>Copyright © 2026. National Academy of Sciences. All rights reserved.</copyright>
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    <managingEditor>tris-trb@nas.edu (Bill McLeod)</managingEditor>
    <webMaster>tris-trb@nas.edu (Bill McLeod)</webMaster>
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      <title>School Zone Research</title>
      <link>https://rip.trb.org/View/2606592</link>
      <description><![CDATA[The goal of this research is to evaluate cost-effective, quickly deployable, and scalable solutions for designing school speed zones across Minnesota, using the Duluth Public School District as a case study. This project aims to enhance student safety, reduce traffic-related injuries near schools, and increase the number of students walking and biking as part of the Safe Routes to School (SRTS) program.]]></description>
      <pubDate>Fri, 03 Oct 2025 15:47:14 GMT</pubDate>
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      <title>Health Risks for Transit Users</title>
      <link>https://rip.trb.org/View/2335152</link>
      <description><![CDATA[There are many differences in the determinants of health across communities in Baltimore. For example, the city health department estimates poverty ranges from 4 to 63 percent, life expectancy ranges from 67 to 87 years, kindergarten readiness ranges from 40 to 100 percent, and on-grade reading proficiency ranges from 40 to 94 percent in eighth graders. Efforts to improve K–12 educational achievement include the option to attend any school within the system. The school system bus fleet serves primarily riders with disabilities while city buses carry most others. 

Baltimore City Public Schools (BCPS) Office of Transportation requested assistance with measuring and characterizing selected air pollutant, noise and vibration exposures on the bus fleet. The school system bus fleet includes multiple types of buses powered by diesel and alternative fuels. The changing composition of the bus fleet may create differences in the driving and riding experiences.  

Project Goals: The overall aim of the project is to understand the differences in interior air quality, noise and vibration across vehicles in the Baltimore City School system bus fleet. 
Goal 1: Measure selected air pollutant, noise and vibration exposures on different bus types; Goal 2: Characterize differences in exposure and potential risks to drivers and riders. ]]></description>
      <pubDate>Tue, 06 Feb 2024 17:00:26 GMT</pubDate>
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      <title>Segregated Access to Educational Opportunities and the Role of Public-School Transportation Infrastructure</title>
      <link>https://rip.trb.org/View/1756448</link>
      <description><![CDATA[When measuring access to school quality, researchers commonly consider (1) a school district’s school choice zoning policy and/or (2) geospatial factors (e.g., distance, duration, and transportation mode). However, and surprisingly, less explored is the extent to which the transportation services provided by the school district affect access. In this paper, the research team asks: How do school transportation services impact accessibility? Do increases in service provision improve access to school quality? Do increases in service provision reduce segregation of school quality access across racial and economic divides? The team probes these questions through neighborhood level data nationally.  

The team can thoroughly explore these questions by leveraging the work by (Rich & Sprague, Working Paper). The team builds off this work but shift focus away from school choice zoning policy and toward transportation service provision. Similar to (Rich & Sprague, Working Paper), the team estimates a student-school matching model that incorporates choice preferences conditional upon district zoning policy, school type, and capacity constraints. But here, the team extends the model to include factors of transportation services. The results allow the team to simulate shifts in accessibility due to changes in transportation service provision. That is, the team estimates how transportation service provision affects student-school match rates, translating to changes in school quality access. Further, the team tracks how these changes in access distribute across students, addressing questions of segregation.

At a minimum, expected outcomes include preference estimates that differ across levels of district transportation service provision, including changes in travel preferences such as driving distance, driving duration, and walking duration. This is useful for transportation researchers interested in how district transportation services affect the spatial reasoning of a student-school match. More advanced outcomes shed light on the distribution of transportation service impacts, that is, which neighborhoods benefit the most (least) across the nation and how the benefits distribute across socio-economic groups. These findings allow us to determine which socio-economic and infrastructure factors most correlate with changes in school transportation service provision.
]]></description>
      <pubDate>Wed, 09 Dec 2020 15:22:30 GMT</pubDate>
      <guid>https://rip.trb.org/View/1756448</guid>
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