Examining the Effects of Differing Allocation of Funds for Safe Routes To Schools on Parent Attitudes and Behaviors

Purpose: The goal of this study was to determine the effects of differing allocation methods of funding (construction versus planning grants) from the Texas Department of Transportation on parent attitudes and behaviors. Methods: The study was quasi-experimental, with three conditions: (1) construction schools (n =25); (2) planning schools (n = 22); and (3) matched comparison schools (n = 34). Funded schools were selected based on funding type, location (urban/rural), race/ethnicity, and socioeconomic status (SES); comparison schools had similar characteristics but received no funding. Baseline data were collected from the parents of 4th grade students during Spring/Fall 2009 using self-administered surveys (n = 2057). Data were analyzed using mixed linear regression and controlled for random and fixed effects, and other independent variables. Results: The majority of parents were low SES (69.9%), had non-White children (75.7%) and all family members were born in the U.S. (53.6%). Active commuting to school (ACS) was significantly associated with higher parent perceived walkability around the school (r = 0.38, p<0.001). Significant differences were found among the groups in outcome expectations for active commuting to school (planning schools > construction and comparison schools, p <0.05); TV watching during the evening meal (planning schools<construction and comparison schools, p<0.05); and how much time the child watched TV on the weekends (planning schools < comparison schools, p<0.05). Conclusions: Significant differences in parental attitudes and behaviors were found among schools with different funding allocations, possibly because required grant preparation may increase school & parent readiness for these programs.