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Infrastructure as Environmental Health Policy: Lessons from the Clean School Bus Program’s Challenges and Innovations

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  • Uchenna Osia

    (Center for Geospatial Analytics, North Carolina State University, Raleigh, NC 27695, USA)

  • Bethany B. Cutts

    (Center for Geospatial Analytics, North Carolina State University, Raleigh, NC 27695, USA
    Department of Parks, Recreation and Tourism Management, North Carolina State University, Raleigh, NC 27695, USA)

  • Kristi Pullen Fedinick

    (Milken Institute School of Public Health, George Washington University, Washington, DC 20052, USA)

  • Kofi Boone

    (Department of Landscape Architecture and Environmental Planning, North Carolina State University, Raleigh, NC 27695, USA)

Abstract

This study evaluates the 2022 rollout of the Clean School Bus Rebate Program (CSBRP) to understand how eligibility rules and data practices shape funding distribution across communities with varying needs. We ask whether more accurate maps can improve environmental funding outcomes or whether challenges stem from how agencies define and apply eligibility criteria. Using logistic regression and dasymetric mapping, we find that prioritization criteria helped direct funds to underserved areas, but reliance on school district boundaries introduced inconsistencies that affected program reach. Including charter schools as independent applicants increased competition and sometimes diverted funds from larger public systems serving more. Our geospatial analysis shows that while refined mapping approaches improve resource targeting and reduce goal-outcome mismatches, agency discretion and administrative rules remain key factors in ensuring equitable outcomes.

Suggested Citation

  • Uchenna Osia & Bethany B. Cutts & Kristi Pullen Fedinick & Kofi Boone, 2025. "Infrastructure as Environmental Health Policy: Lessons from the Clean School Bus Program’s Challenges and Innovations," IJERPH, MDPI, vol. 22(8), pages 1-15, August.
    • Handle: RePEc:gam:jijerp:v:22:y:2025:i:8:p:1232-:d:1719503
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