The National Highway Traffic Safety Administration (NHTSA) encourages States to implement a graduated driver licensing (GDL) system. Easing young drivers onto the roadways by controlling their exposure to progressively more difficult driving experiences can reduce the incidence of traffic crashes involving young drivers. A significant percentage of young drivers are involved in traffic crashes, and they are twice as likely as adult drivers to be in a fatal crash. Sixteen-year old drivers have crash rates that are about three times greater than 17-year-old drivers, five times greater than 18-year-old drivers, and approximately twice the rate of 85-year-old drivers. The factors contributing to these higher crash rates include lack of driving experience and inadequate driving skills; excessive driving during night-time, higher risk hours; risk taking behavior; poor driving judgment and decision making; drinking and driving; and distractions from teenage passengers. To address these problems, traffic safety researchers developed a licensing system that would prolong the learning process for young novice drivers. Based on this system, NHTSA and the American Association of Motor Vehicle Administrators developed an entry level driver licensing program to give young drivers more time to learn the complex skills required to operate a vehicle. The program consists of three stages, identified at each stage by the type of license: learner's permit, intermediate (provisional) license, and full licensure. Young drivers are required to demonstrate responsible driving behavior at each stage of licensing before advancing to the next level.


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    GRADUATED LICENSING, TRAFFIC SAFETY

    Remenar, Z. / Divic, A. / Cergar, J. et al. | British Library Conference Proceedings | 1998



    Graduated Driver Licensing Research, 2010-Present

    Williams, Allan F. | Online Contents | 2012


    Graduated Driver Licensing in South Australia

    M. Baldock / P. O'Connor / L. Giles | NTIS | 2000


    Graduated driver licensing and safer driving

    McKnight, A.James / Peck, Raymond C | Elsevier | 2002