Step 3. Decide What, How and When to Measure
After objectives are written, the next step is to identify what will be measured and how and when the information will be collected.
What to Measure
Knowing the activities and their objectives makes what to measure easy to decide. For example, if a selected activity is to encourage parents to walk with their children to school by initiating “Walking Wednesdays,” then determining the number of parents and children who walk on Wednesdays (the “what”) by observing and counting them (the “how”) will reveal any changes in behavior. Using an example from the table in Step 2, the objective might say, “Increase the number of children walking on Wednesdays from 20 to 50 by the end of the school year.” The table found in this section provides more examples of what may be measured depending on the objective.
For every objective, there should be at least one measurement. For some objectives there may be multiple measurements. Using another example from Step 2, if the objective states, “Reduce speeds in school zone from 35 mph to 25 mph during the first year of the Safe Routes to School program,” potential measurements include the speed of vehicles near the school and the number of warnings given to drivers in the school zone. How the information will be collected then needs to be determined. In the speed reduction example, a portable speed detection device and police records are two possible ways.
How to Measure
Collecting SRTS information offers an array of choices for measuring. Re-using the same tools from the planning process (Step 1) allows a comparison of the information before and after the program. Adding additional measures is a way for programs to better understand the potential impact of specific program activities.
Depending on what information is desired, different people may supply it. For example, while parent surveys may show that parents think speeds are reduced, the speed measures collected by law enforcement can show if speeds really are reduced.
When to Measure
At a minimum, information should be collected before and after the activity in order to identify any changes that have occurred. The information that was collected before the program began provides the baseline information. Collecting information while the activity is underway (Step 4) will provide additional information.
When measuring walking and bicycling rates, it is also important to consider weather variations in the four seasons and the impact on walking and bicycling. Given that walking and bicycling may vary with temperature and precipitation, ideally information would be collected in the fall, winter, and spring so the same seasons could be compared.
The tables below show examples of combining what will be done and what change is expected with what will be measured, how it will be measured and when (before, during or after the program).
| Objectives | What to Measure | How and When to Measure |
|---|---|---|
| Distribute 100 fliers to parents announcing the Walking Wednesday program within the first 3 months of school. (What will be done) | Number of fliers distributed | Count of distributed fliers (During) |
| Increase the number of children walking on Wednesdays from 20 to 50 within 1 year. (Change expected) | Number of students walking on Wednesdays |
|
| Objectives | What to Measure | How and When to Measure |
|---|---|---|
| Get sidewalk improvements on city plan within 1 year. (What will be done) | Presence of sidewalk improvements on city plan | Existing data on city plan (During) |
| Complete gaps in sidewalks along routes to school within 2 years. (Change expected) | Presence and quality of sidewalks |
|
| Objectives | What to Measure | How and When to Measure |
|---|---|---|
| Install two bike racks at the school within 1 year. (Change expected) | Number of bike racks at the school |
|
| Objectives | What to Measure | How and When to Measure |
|---|---|---|
| Hold one news conference and deliver informational fliers to all school parents regarding speed awareness campaign within the first 3 months. (What will be done) | Number of news conferences and fliers distributed | Count of news conferences and fliers distributed (During) |
| Reduce average speeds in school zone from 35 mph to 25 mph within 1 year. (Change expected) |
|
|
| Objectives | What to Measure | How and When to Measure |
|---|---|---|
| Place information cards on illegally parked cars warning drivers of the danger they create during first 6 months. (What will be done) | Number of cards distributed | Count of cards distributed (After) |
| Stop illegal parking during arrival and dismissal within 1 year. (Change expected) | Number of illegally parked cars | Observational count (Before*, during and after) |
| Objectives | What to Measure | How and When to Measure |
|---|---|---|
| Deliver safety presentations to all 4th grade classes within 1 year. (What will be done) | Number of classes receiving presentations | Count of presentations (After) |
| All 4th graders pass a walking knowledge quiz within 1 year. (Change expected) | Score on quiz | Paper and pencil quiz (Before* and after) |
| Objectives | What to Measure | How and When to Measure |
|---|---|---|
| 50 helmets are custom fit for students within 1 year. (What will be done) | Number of helmets fitted | Count of helmets distributed (After) |
| Increase percentage of student bicyclists wearing helmets from 20% to 60% within 1 year. (Change expected) | Number of bicyclists with helmets |
|
| Objectives | What to Measure | How and When to Measure |
|---|---|---|
| Distribute 100 fliers about meetings and activities to neighborhood during first month of school. (What will be done) | Number of neighborhood residents who attend meetings | Sign in sheet at meetings (During) |
| Improve percent of drivers yielding to pedestrians from 30% to 70% within 1 year. (Change expected) | Driver behavior around school at school arrival and departure times | Observation of drivers yielding to students within school zones at school arrival and departure times (Before* and after) |
* Use the student tally and parent survey to capture this information before the program begins.
Also see Examples of What and How to Measure organized by strategy.
Example School
Now the school can complete the sections on: what will be measured, how it will be measured, and when. This is also when the data collectors can be determined.
Safe Routes to School Program Evaluation Plan
School: High Hopes Elementary School
Encouragement Strategy:
Start a Walk and Wheel Wednesday program that includes organized walking school buses and an incentive program.
Time Frame:
Kick-off in October (International Walk to School Month) and promote weekly through school year
Data Collectors:
- SRTS Program coordinator to conduct travel surveys and walking school buses location information
- PE teacher to count Walking Wednesday participants
- School Wellness Coordinator or nurse to collect incentive sheets and distribute incentives
| What will be Done | What will be Measured | How and When it will be Measured |
|---|---|---|
| Five walking school buses established | Number of walking school buses and number of children in each school bus | Count walking buses at beginning and end of school year |
| An average of 50 students participate in Walk and Wheel Wednesdays program | Number of students walking to school on each Walk and Wheel Wednesday |
|
| A six-week long incentive program with 50 children participating |
|
Total count of participating students at beginning and end of six week program |
| Change Expected | What will be Measured | How and When it will be Measured |
|---|---|---|
| 20 percent increase in children walking or bicycling to school on Wednesdays | Number of children walking or bicycling | School travel tally sheets collected before, during and after program |