Modernizing Student Transportation for an Era of K–12 Choice - Backgrounder No. 3954 - Key Takeaways

Oct 15, 2026

School district transportation monopolies have become costly and increasingly ineffective as K–12 choice expands. The policy argues that more education providers and schools in close proximity increase families’ access to diverse options, especially when students can be transported in smaller groups to more destinations. It also highlights rising needs in a choice-driven environment and discusses alternatives such as modernized municipal buses, extending transportation through education savings account programs, and supporting new schools and co-location models.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Key Takeaways

Transportation Access and K–12 Choice

Modernizing Student Transportation for Smaller Groups

Walking to School and Distance Trends

Charter and Private School Transportation Dynamics

BACKGROUNDER No. 3954 | March 19, 2026 cENTEr FOr EDUcaTION POLIcY Modernizing Student Transportation for an Era ofK–12 Choice Matthew Ladner KEY TAKEAWAYS School district transportation monopolies have become antiquated, increasingly broken, and costly. More schools and education service providers improve proximity to, and thus access to, a greater variety of education options. american families would greatly benefit from a modernized system of student transportation designed to take smaller groups of students to more destinations. TheVenn diagram ofK–12 choice and student transportation overlaps in a large way. A 2009 survey of parents in Denver and Washington, DC, found that a little more than one-quarter of respondents reported not enrolling their child in the school they preferred due to transportation difficulties.1 A 2024 parental survey found that half of American parents who enrolled their children in district schools, all else being equal, would prefer to enroll their children in other types of schools—charter, home, and (especially) private schools.2 In addition to enabling new school options, students require new ways to get to schools and other places of learning. American taxpayers all pay for district yellowschool-bus systems, but the buses run almost exclusively for the benefit of students attending their zoned district school. In recent years, the number of This paper, in its entirety, can be found at [https://report.heritage.org/bg3954](https://report.heritage.org/bg3954) The heritage Foundation | 214 Massachusetts avenue, NE | Washington, Dc 20002 | (202) [546-4400 | heritage.org](546-4400 | heritage.org)[ ](546-4400 | heritage.org)Nothing written here is to be construed as necessarily reflecting the views of The Heritage Foundation or as an attempt to aid or hinder the passage of any bill before Congress. district yellow bus systems passengers has declined even as the need for transportation in a choice-based K–12 education environment has grown. States such as Ohio and Pennsylvania have expanded their yellow bus service to include students attending private schools. Other possible solutions include updating municipal bus systems to better serve students; including transportation as an allowable use under education savings account (ESA) programs; and encouraging the growth of new schools and education vendors and more robust co-location policies modeled after those in New York and Florida. Make Walking to School Great Again The image of the little red schoolhouse, with students pleasantly walking to class, holds an enormous nostalgic power. During the 20th century, however, waves of school district consolidations resulted in an increasing number of students attending larger and more distant schools. The move to larger and more distant schools was likely academically counter-productive, as academic evaluations of small school policies have found higher rates of high school graduation and college readiness associated with small school attendance.3 The move also made it increasingly less possible for students to walk or bike to school. In 1969, 49 percent of elementary students in grades K–8 generally walked or biked to school.4 By 2017, the National Household Travel Survey found that only 10.4 percent of students were walking or biking to school. Data from a 2009 analysis displays the role that distance plays in student transportation methods. Among K–8 students, the overall percentage of students walking or biking to school stood at 13 percent. Among students living within a quarter of a mile of their school, however, 56 percent walked or biked. Among those who lived more than two miles from their school, only 1.7 percent walked or biked. The country’s first charter school, City Academy in St. Paul, Minnesota, opened its doors in 1992. When it opened, a large number of students, whether the students lived far away or nearby, had the option of attending the school. Some

FAQs

Why does the paper argue that traditional district transportation monopolies are outdated?

It states that these systems are increasingly broken and costly, while the need for transportation in a choice-based K–12 environment has grown.

How does school choice affect families’ ability to enroll in preferred schools?

The paper cites survey evidence showing transportation difficulties reduce enrollment in preferred schools, and that many parents would prefer alternatives such as charter, home, and especially private schools.

What transportation problems does distance create, based on the provided data?

It shows walking or biking rates vary sharply by proximity: most students walk or bike when they live within a quarter mile, while very few do so when living more than two miles away.

Oct 15, 2026

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