EVALUATION In order to measure the progress of the program activities over time, consistent evaluation is necessary. Evaluation techniques include a combination of quantitative and qualitative information. Schools are very strongly encouraged to continue conducting the National Centers for SRTS parent surveys (every two to three years) and student travel tally (once or twice a year) which were already done as part of this plan to provide baseline data. You can find the National Centers for SRTS survey forms in the Appendix C of this report. Other examples of evaluation strategies include, but are not limited to, school walking audits and observations of student travel behaviors arriving at and leaving school. Figure 19: The cover page of the Pedestrian and Bicycle Information Center, Walkability Checklist. A walk audit is one of the ways a community can perform an SRTS evaluation.
A 6TH E? - EQUITY Recently, the principle of Equity has begun to be added to the standard “5 Es” of SRTS planning. According to the MnDOT SRTS webpage: Equity is a needs-based approach to allocating resources that aims to achieve fairness in the distribution of benefits and costs. In transportation planning, discussion of equity acknowledges that some communities and populations may require additional resources in order to have the same opportunities as other communities. Equity is often confused with equality, when in fact they have different meanings. Equality assumes that all needs are the same. The result is that every community gets the exact same resources without regard to individual differences. Equality works only in circumstances where everyone starts from the same place and needs the same things. Equity allows resources to be provided on the basis of need. Communities disproportionally impacted by safety, health or transportation access inequities P a g e 46 | Chapter 2: About Safe Routes to School (SRTS)
