Exploring Differences in Child and Youth School Travel Mode Choice Behavior
Bibliographic record
Abstract
Significant research and policy interest over the last decade has centered on improving walking and cycling for school transportation. A child’s school travel behavior may change with transition to youth. An improved understanding of the differences and similarities between children and the youth can have important policy implications, but the topic remains understudied in current literature. Within this context, this paper examines school travel mode choice behavior of 11 year old children and 14-15 year old youth in Toronto, Canada. Morning period school trip data, obtained from the 2006 Transportation Tomorrow Survey, was analyzed using multivariate logit models. Distance to school was the most important barrier to walking for both age groups; neighborhood built environment characteristics (i.e., major street intersections, retail density and block density) had a stronger association with a child’s likelihood of walking compared to a youth; and access to transit was correlated with only a youth’s travel mode outcome. In addition, a male youth was more likely to walk than a female; gender of a child was not associated with school travel modes. As school travel related programs are beginning to be adapted to the high-school context, results indicate that the current North American model that is largely designed around transportation infrastructure may not be very successful. Instead, programs and initiatives should emphasize education, and perhaps attempt to understand and reshape the culture of youth mobility, in order to encourage healthy and sustainable travel practices among high-school students.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".