SD15 - State of Virginia Survey on Adolescent Driver Education


Executive Summary:
Background

In Virginia, as across the nation, there exists a problem of disproportionate numbers of motor vehicle crashes occurring from young novice drivers as opposed to older and more experienced drivers. Driver's license applicants under the age of 19 are required to have proof of successful completion of a state-approved driver education program. Though many persons receive their training in public school driver education programs, a large number of applicants receive all or part of their training through licensed commercial driver-training schools.

The Virginia Department of Motor Vehicles and the Virginia Department of Education in response to Senate Joint Resolution (SJR) 110 commissioned the current study. The resolution requested that The Virginia Department of Motor Vehicles, with the assistance of the Superintendent of Public Instruction, study the adequacy of driver education programs available to youthful drivers. The focus of the study was on crash data for graduates of public and commercial driver education programs, standards used in public and commercial driver education programs (e.g., curriculum and instructor qualifications), the effectiveness of traditional programs and simulator-based programs in the preparation of novice drivers, and the cost-effectiveness of the two modes of instructional delivery for driver education programs. Results of statewide surveys could assist in assessing the adequacy of driver education programs available to young novice drivers.

Methodology

The present study involved analysis of The Virginia Department of Motor Vehicles crash data for 1999-2001 and analysis of data obtained from young novice drivers, commercial and public driver-training instructors, and commercial and public driver-training program administrators. With the exception of crash data, data analyzed in this report were obtained from interviews and questionnaires developed by the researchers. A number of methodologies were employed to investigate these issues. The following techniques were employed.

An extensive literature review was conducted to assess generally the state of knowledge concerning the use of simulators in training and comparisons of commercial and public school driver education.

In-depth interviews were conducted with 12 commercial school owners or administrators selected from a list of commercial schools provided by The Virginia Department of Motor Vehicles in order to obtain additional/supplemental information not obtained through survey data on driver education training in Virginia. Three simulator researchers from Virginia Polytechnic Institute, University of Iowa, and University of Colorado were also interviewed for the purpose of obtaining technical information pertaining to simulators (e.g., costs and skill development issues). The respondents selected for the interviews were considered to be experts in their field.

Crash Data collected by The Virginia Department of Motor Vehicles for the years 1999, 2000 and 2001 involved secondary analysis of crash data. Schools were listed by crashes and all schools were identified by name, jurisdiction code and by type of school: commercial, public and private. The data files included all schools in the state of Virginia that taught driver education during a particular year. Data were analyzed separately by year. Schools were listed in three groups by type: commercial, public and private and were also identified by name. This information was used to code schools into the 3 types to measure the independent variable of school type. Public schools were coded as having simulators based on their jurisdiction. All school in Chesapeake, Newport News, and Richmond cities and those in Henrico and Arlington Counties were identified as simulator schools. The cities of Richmond and Newport News have a central location for their simulators. All other public schools were coded as non-simulator schools.

Survey Data were collected from instructors, administrators, and students of commercial and public school driver education. A partially random stratified cluster sample was selected of 391 driver education teachers from public and commercial schools and 421 students in Virginia. The sampling frame was the 139 commercial and 306 public schools in the 2001 crash data files. The sample was stratified by type of school (public versus commercial), use of simulators, and geographic area for District Offices: South West (1) South Central (2), North Central (3), North East (4), East Central (5), and South East (6).

Simulator Sample of Instructors (Non Random). First, all of the schools that use simulators Chesapeake, Newport News, and Richmond cities and Henrico and Arlington counties were identified. Each of these simulator districts was matched with an adjacent district. This produced a list of about 34 public and 24 commercial schools. Two or three questionnaires were sent to school administrators who in turn selected instructors to form a sample of about 160 instructors.

Non-Simulator (Random) of Instructors Stratified by Type of School & Location. The 240 instructors were selected using stratified proportionate cluster sampling of 120 schools. One hundred and twenty schools were randomly selected, proportionately by area and type of school. Finally, two or three questionnaires were sent to school administrators who then selected instructors to constitute a sample of about 231 instructors. This brought the total number of instructors to 391.

Student Sample (Random) Stratified by Type of School & Location. Based on the proportions determined for the instructor sample, The Virginia Department of Motor Vehicles selected a random sample of 421 students stratified by the geographic areas and type of school (public, commercial).

Literature Review

Novice Driver Problem

According to the National Highway Transportation Safety Association (2002), teenage drivers have the highest risk for motor vehicle crashes of any age group. Chen, Baker, Braver, and Li (2000), reported that the leading cause of death among teenagers in the United States is motor vehicle crashes which account for 36% of all deaths of persons aged 15 to 19. The National Highway Traffic Safety Administration (NHTSA) indicates that the problem is worst among 16 year-olds, due to limited driving experience and an immaturity that frequently results in risk-taking behind-the-wheel (NHTSA, 2002).

Ensuring Quality of Instruction at Commercial Driver Training Schools

Previous data had indicated that students who attended commercial driver-training schools were involved in crashes at a higher rate than those who attended either public or private driver-training programs (Joint Legislative Audit and Review Commission 1999). An increasing demand for driver training by young potentially novice drivers cannot be met adequately by the public schools. There has been a heightened role of commercial driver-training schools to meet this demand (Joint Legislative Audit and Review Commission 1999). Therefore, much focus has been placed on ensuring that commercial driver-training schools are providing uniform and high quality instruction. Whereas the Department of Education is responsible for state oversight of public school driver education programs, The Virginia Department of Motor Vehicles is responsible for the oversight of commercial driver-training schools. Both the public and the commercial driver education programs are required to follow state law and meet requirements established in the "Curriculum and Administrative Guide for Driver Education in Virginia."

The "Curriculum and Administrative Guide for Driver Education in Virginia" requires a total of seven periods of behind-the-wheel instruction. Those seven periods of instruction may include simulator instruction, range instruction, and/or on-the-road instruction, but a minimum of 2 periods must be on-the-road instruction.

Utilizing Simulation Technology to Increase Novice Driver Experience

Much research has indicated that a primary cause of the high rate of motor vehicle crashes among young novice drivers is lack of driving experience. A primary method to provide novice drivers with needed driving experience is through on-the-road driving practice. By exposing driver-training students to various driving situations that they will likely experience, once they become licensed drivers, they will be better prepared to avoid the risks associated with motor vehicle crashes.

Several studies have looked at the use of simulation technology as a means to provide a variety of driving experiences to driver-training students, without the risk of actually being on the road. Benefits of training enhanced by simulation include enhanced training efficiency (by exposing trainees to numerous specific training scenarios, with immediate repetition if desired), training control (ability to specify precisely the type and level of driving task elements and demand), performance measurement (ability to measure trainee performance objectively and reliably in ways that cannot be done on the road), training feedback (performance information can be provided to the trainee in real time or after completion of the training segment), and environment manipulation (ability to generate risky environments that can be manipulated systematically without the danger of being in real traffic on the road) (Triggs, 1994).

Graduate Driver Licensing to Address the Novice Driver Problem

In response to the serious problems posed by young drivers, several states have implemented graduated driver licensing (GDL) systems (Foss, 2000). Research of graduated driver licensing suggests it is a promising strategy for promoting safe driving behaviors and reducing the incidence and severity of motor vehicle crashes among young drivers. GDL allows new drivers to acquire driving experience in low-risk settings and gradually lifts restrictions until an unrestricted license is earned. In addition, up to 24 months may be required to obtain an unrestricted license; therefore, drivers are older and more mature when they become fully licensed.