HIKE AND BIKE SYSTEM MASTER PLAN
It is important to note that the Census and American Community Survey ( ACS ) data only counts trips to work , and does not capture Arlington ’ s significant amount of travel to schools , other utilitarian travel , or recreation . The model in the following section uses Census data as a baseline , along with documented sources to incorporate the full range of bicycle and pedestrian mobility in Arlington .
Demand Models The Arlington bicycle and pedestrian demand models consist of several variables including commuting patterns of working adults , and predicted travel behaviors of area college students and school children . For modeling purposes , the study area included all residents within the City of Arlington 2005-2007 ( See following maps for population density ). The information was ultimately aggregated to estimate the total existing demand for bicycle and pedestrian facilities in the city . Tables identify the variables used in the model . Data regarding the existing labor force ( including number of workers and percentage of bicycle and pedestrian commuters ) was obtained from the 2005-2007 U . S . Census American Community Survey ( ACS ). The 2005-2007 Census was also used to estimate the number of children in Arlington . This figure was combined with data from National Safe Routes to School surveys to estimate the proportion of children riding bicycles or walking to and from school . College students constituted a third variable in the model due to the presence of UT-Arlington . Data from the Federal Highway Administration regarding bicycle mode share in university communities was used to estimate the number of students bicycling to and from campus . It was assumed that 100 % of college students are pedestrians at some point each day . Finally , data regarding non-commute trips was obtained from the 2001 National Household Transportation Survey to estimate bicycle and pedestrian trips not associated with traveling to and from school or work .
Chapter 2 : Current Conditions | 2-11