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ERIC Number: ED620181
Record Type: Non-Journal
Publication Date: 2020-Aug
Pages: 11
Abstractor: As Provided
Why Doesn't Everyone Get a Bus? Understanding Inequities in School Bus Transportation across Schools and Students in New York City
Cordes, Sarah A.; Weinstein, Meryle; Rick, Christopher; Schwartz, Amy Ellen
Grantee Submission, Green Schools Catalyst Quarterly v7 n3 p40-49 Aug 2020
This article explores inequity in access to and provision of bus service across student sociodemographic groups and examines possible barriers to bus access and utilization. To so do, we use administrative data on New York City K-6 public school students from 2011-2017, including information on race/ethnicity, poverty status, distance from home to school, and eligibility for and utilization of the school bus and multiple regression analysis. We find that while Black students are more likely to be eligible for bus service than White students, both Black and Hispanic students are less likely to be assigned bus service than their White peers who live similarly far from school. When we examined barriers to access and utilization, we find that district-level routing restrictions may disproportionately affect Black students who tend to live further from school than their peers. However, the largest barrier to bus use is that not all schools offer the bus and Black and Hispanic students are more likely to attend schools that do not. Bus service can be a powerful tool for districts to address racial and socioeconomic gaps in educational outcomes and ensure all students access to a high-quality education, and therefore, it is important for districts and school leaders to consider potential inequities in policies governing who is eligible for and ultimately receives bus service.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education; Early Childhood Education; Kindergarten; Primary Education; Grade 1; Grade 2; Grade 3; Grade 4; Intermediate Grades; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: New York (New York)
IES Funded: Yes
Grant or Contract Numbers: R305A170270