This document contains the text of the rules and regulations, adopted in 1972 and later amended, governing the operation of student transportation vehicles in the state of Colorado. They define the kinds of vehicles that qualify as school transportation vehicles, outline the requirements for vehicle operator's examination, describe the types of…

To help school districts with the task of assigning students to schools in order to achieve desegregation, the Illinois Institute of Technology has developed a system involving the use of planning techniques and computer technology that greatly simplifies the school district's job. The key features of the system are objectivity, minimum…

It is as vital to select and train school bus drivers as it is to place good teachers in the classroom. (Author/MLF)

Demonstrates that school board members should periodically review their student transportation system to ensure safety, good drivers, and community support of schools. Describes how administrators gain operational understanding through field review and reporting their findings. Discusses data interpretation and application. Planning for community…

For the past six years, Los Angeles County Office of Education (California) has used a state-of-the-art computerized transportation management system that produces $2 million annual net savings and provides prompt, accurate bus service for students, parents, and teachers. This article details routing and scheduling programs used. Includes seven…

The Computerized Fleet Maintenance (CFM) program of a New York school district has major component areas of garage operation, vehicle replacement, and fuel consumption. CFM detects high expenditures and provides the rationale for bus replacement. (MLF)

Improved planning, more efficient routing, and relocated sites for special education programs enabled the Oklahoma City (Oklahoma) Public School District to reduce its spending on transportation for special students by 24 percent while decreasing student travel time and ensuring controlled growth of programs in the future. (PGD)

Examines the energy crisis and its effect on school operation, facilities planning, and student transportation. Specific recommendations are made regarding ways in which the school plant and the school transportation program can conserve fuel. (DN)

Scholars who agree on a list of conclusions from past integration studies disagree on three central issues: (1) the size of the positive educational impact of desegregation; (2) the psychological effects of desegregation; and, (3) what the proper governmental response to the existing evidence about busing should be. (JM)

The first of the two parts of this article analyzes the overall situation preceding the desegregation on January 23, 1973 of the school system of Prince Georges County, Maryland; the second part is an interview with Mrs. Greta Henry, the principal in a black school. (JM)

Reports a study comparing the effectiveness of projects representative of compensatory, busing, and non-compensatory programs for inner-city students. (Author/JM)

Reviews 1972 State and Federal court decisions relating to student rights, corporal punishment, sex education, student fees, and pupil transportation. (JF)

Beginning on the front cover, this article tells how school districts are reducing their transportation costs. Particularly effective measures include the use of computers for bus maintenance and scheduling, school board ownership of buses, and the conversion of gasoline-powered buses to alternative fuels. (Author/MLF)

By lengthening school days and moving to a four-day school week, the Cimarron (New Mexico) School District not only saved energy and transportation costs but also won teacher, student, and parent approval and saw student scores rise on national standardized tests. (RW)