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Purpose — The Regional Household Travel Survey (RHTS) was a large-scale regional household travel survey that covered 28 counties in the New York, North New Jersey, and Connecticut regions (i.e., the New York City “megaregion”). Data collection for the survey began in October 2010 and concluded in November 2011.

The chapter discusses the multiple modes and methodologies used in the RHTS, and presents the participation rates and trip rates obtained using this multimodal approach.

Methodology/approach — This survey used a combination of web, telephone, and mail-out/mail-back methods to collect household and travel information from approximately 18,800 households. Ten percent of the sampled households participated in the survey by using wearable global positioning system (GPS) devices that collected detailed travel data which, in turn, were processed and presented back to the households in a GPS-based prompted recall interview administered by web or telephone. The GPS component was used to generate trip rate correction factors for the other 90% diary-based households.

Findings — This large regional survey was the first to use this specific combination of methods and technologies, and provides many insights into the success of targeted survey modes and methods for different population groups.

With the implementation of Right of Children to Free and Compulsory Education since April 2010, the responsibility and role of the teachers in Indian school has been changed. Once again, the teacher quality in Indian schools has taken a center stage in nation-wide debate. The discussion on teacher quality has reappeared in submitted report as Draft National Education Policy (DNEP) on May 31, 2019, that gets endorsement in cabinet approved NEP 2020. The evaluation, as a process and system, starts with the very moment when a teacher assumes its duties in K-12 schools. This chapter addresses the main research questions as: what is the status of teacher evaluation in Indian schools as mentioned in various Commission reports, policies, and draft regulations? How does teacher evaluation could be reframed for local setting based on global standards laid in international and multinational context? This chapter employs qualitative research through review of policies, draft regulations, research, articles, and government documents as data analysis and frames hypotheses through comparative analysis. The objectives of this chapter are to frame hypotheses regarding policies and recommendations for: teacher quality; teacher appraisal process; teacher appraisal in local, regional, and national settings; and teacher appraisal in multinational context.