How did This Program get started?

Our program started in the United States Air Force. What seems to be a growing concern and serious problem with airmen in the United States Air Force is their lack of ability to drive to and from the base with out getting into a crash. Many of the airmen completed driver education in high school, however the education and training systems being used in the public school systems and commercial driving schools was not working.

In fact, the airmen that did not have driver education and training through public schools and commercial schools were involved in less crashes than the airmen that did complete such a course.

National Driver Training Institute’s Employee’s and researchers of the National Driver program “ Help for the Teenager Who Wants to Drive” studied the causes of the crashes and the training processes used across the country to teach our young new drivers.

After several years of study and research it was concluded that the problem with our young drivers did not exists within the young driver, but within the training process itself. So while we believe in our education process in the United States it hasn’t proven to be effective in teaching our teens to be collision and crash free.

The teaching process with in itself needed a major overhaul and not even one of our universities in the United States teaching driver education and training had offered any new teaching methods or processes.

Several professors, Dr. Charles McDaniel, Dr. George Carmenanti and developers of the driver education establishments tried to correct the problem by offering new systems in the late 60’s and 70’s, however these new concepts were rejected because of funding issues and the need for new tooling and curriculum development.

The Insurance Institute for Highway Safety continued to improve ways to make our vehicles and safety equipment safer with better seat belts and safety seats, bumpers that would hold up better, collapsible steering wheels and safety glass, air bags that continue to out perform the year before and still the fatalities continue to rise in numbers, each year higher than the year before.

Two major changes took place in the late 80’s and early 90’s. Finally we are seeing a change in the numbers of crashes and fatal collisions. The first thing that occurred was the concept of Graduated Licensing. This training process was modeled after flight school in the United States Air Force.

Graduated Driver Licensing

1.) We begin with joining the classroom with the behind-the-wheel training process concurrent with one another.

2.) We add more hours behind-the-wheel to give the new drivers a chance to experience all four seasons and weather conditions under controlled risk factors.

3.) We remove the 6 hour driver training clock and base achievement and graduation on performance, skill and experience.

We were trying to teach our new teenagers as if we were traveling on a two-lane dirt road at 35 MPH, when our average traveled speed in the United States exceeds 55 MPH on a six-lane highway. The average family had one vehicle in the fifties and sixties, .and then to two vehicles in the seventies. The day of driving on weekends with mom and dad for the first year or two is over. In today’s hectic schedules, we are not spending the time to protect our teens and teach them to drive as we should be. Parents need to realize that as the times change we must keep pace with that change.

Our driving generation, 35 to 50 years old, will be remembered as the worse driving generation in the history of the automobile. We average 40,000 fatalities per year. Our generation needs to change the way we think and teach driver education.

Think about it- We spend about 12 years on basic education, reading writing, math, history and physical education…and only 6 hours behind the wheel training in a vehicle.

Our Generation needs to be remembered as the generation that created the best drivers in history. The generation that did something about the way we think and teach driver training. We need help from every mom and dad to complete this goal. We need to invest our time in our teenagers and take the time needed to teach our teens to drive better.

This could mean as much as 1 or two years of guidance. And to do this you will need the very best curriculum and training videos available. You will need to allow driver education to become part of your families dinner conversation and sharing experiences on new intersections, changes on the interstate on ramps or maybe a lost of a fellow student friend.

Driver education and training is no longer a project to hire out to the local driving school. Parents need to get involved and stay involved for at least two or three years. Placing driving restrictions and hours on when a new driver is allowed to drive and with whom.

Home-Schooling: Choice sought in driver training

Home School Legal Defense Association | Michael Smith

Although home-schoolers have won their freedom to teach their children at home in every state, one issue continues to be a problem. It’s whether parents should be allowed to teach their children how to drive.

Despite the freedom to teach every other subject at home, parents in most states are forbidden to teach classroom driver’s education. (Maryland does not allow parents to teach the classroom portion of driver’s education, but Virginia does. The District has no classroom requirement.)

HSLDA strongly supports the position that since parents are able to teach all the other subjects and parents are responsible for the well-being and safety of their children, they also should have the right to teach their own children the classroom part of driver’s education.

It was not always this way. In the 1940s and ’50s, parents were the primary driver’s education teachers for their children. In the 1960s and ’70s, the focus shifted to school-taught driver’s education programs. This shift was made in the hopes of assisting teenagers with their driving skills and tests. However, this has not improved teenage driving safety.

More 16-year-old drivers are dying in vehicle crashes than ever before, even though the number of traffic deaths has declined among the driving population in general. According to the National Highway Traffic Safety Administration, in 2006, 6,964 people were killed in crashes involving drivers age 16 to 20, and 3,374 drivers age 16 to 20 were killed in 2005.

The crash risk is particularly high during the first year a teenager is eligible for a driver’s license. The problem is worse in the United States than in many other countries because we allow teenagers to get driver’s licenses at an earlier age, and licenses are inexpensive and easy to obtain.

If there’s a better method of training teens to drive, shouldn’t parents be allowed to make that choice?

In October 2000, the University of Colorado at Colorado Springs conducted a research project on the effectiveness of parent taught driver education. In comparing teens who had completed a National Driver Training Institute parent taught driver education program with National Insurance Co. statistics for teen drivers, the study found the parent taught teens had fewer speeding tickets, fewer accidents, fewer tickets for driving under the influence of alcohol or drugs and fewer traffic fatalities.

The insurance industry and many state legislatures have been moving toward a system of graduated drivers licenses, in which a student has certain restrictions imposed — they must drive with an adult in the car, for example — until they reach a certain age. The requirement for driver’s education has been maintained in many states as part of this program. Also, due to financial challenges, many public schools are dropping their driver’s education programs. This forces parents to pay for commercial driving schools when they could just do the job themselves.

If you live in a state that doesn’t provide for parent-taught driver’s education, the only way to change the law is through the legislature. At a time when our country needs to see more parent-child interaction, parent-taught education is the right step to encourage more quality time for parents with their teens.

We have no doubt the effectiveness of parent taught driver education will become evident because of the same principles that make home-schooling successful academically. The tutorial method with the low student-teacher ratio and individualized instruction produces outstanding results.

The bottom line is that no one cares more about the safety of their children than the parent as no one has more to lose than the parent when a child is ill-prepared to receive a driver’s license.

If you would like to see your state adopt parent taught driver education as an option, contact HSLDA at 540/338-5600 or

Online Video Library

Upon enrollment, the student will have access to over 7 hours of high quality video content at the click of the button. All videos are also available on our Video Library DVD featured below. The online program is easy to follow, and provides over 100 video clips throughout the course to guide the new driver along the way. A high speed internet access is required.

What is Graduated Driver Licensing?

Essentially an apprentice system, graduated licensing involves three stages. the first is a supervised learner's period, lasting a minimum of 6 months in optimal systems, then an intermediate licensing phase that permits unsupervised driving only in less risky situations, and finally a full-privilege license becomes available when conditions of the first two stages have been met.

Within this framework, substantial variation is possible in terms of the provisions of the stages and their duration. This variation often has created difficulty for jurisdictions that are constructing a graduated system. Policymakers need to know what features their system should include and what the characteristics should be.

About Us About Us

The National Driver Training Institute’s foundational curriculum combines the at-home or in-class study with hands-on activities, engaging all parts of the mind while testing the student’s grasp of the lesson. Not only does this make concepts easier to learn and remember, it’s fun.

There are seven levels to the curriculum, providing over 30 hours of accreditation. Each lesson concludes with a written examination (which can be taken repeatedly if necessary to achieve the desired score).