This project documented methods of testing readiness for licensure in the U.S. and found little distinction among jurisdictions with respect to the testing quality and difficulty. States that appeared to have relatively more difficult or relatively less difficult tests were identified based on information obtained from state officials, supplemented by surveys conducted at selected DMVs. FARS data analyses did not indicate that the tests themselves had any effects on driver performance in terms of fatal crashes. A case study of one State (Connecticut) that made changes in its testing and GDL requirements was also conducted. Lengthening the knowledge test had no measurable impact on preparedness for licensure, and practice driving hours did not increase although the requirement for practice hours was doubled. A review of license tests in other countries indicated that they are generally more difficult, and many upgrades have been made in Australia, Canada and New Zealand in conjunction with the introduction of graduated licensing. That trend has not yet happened in the United States. These new tests may be a model for the U.S., although they have not been evaluated to determine the extent to which they alter the young driver problem through improved performance or license delay. (Author/publisher)
Abstract