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Examination Of The Facilitators Barriers And Relationships Among School Nutrition Policies School Nutrition Environments And Practices And Student Dietary Intakes In Low Income Michigan Middle Schools
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Book Synopsis Examination of the Facilitators, Barriers, and Relationships Among School Nutrition Policies, School Nutrition Environments and Practices, and Student Dietary Intakes in Low-income Michigan Middle Schools by : Jennifer Fay Mosack
Download or read book Examination of the Facilitators, Barriers, and Relationships Among School Nutrition Policies, School Nutrition Environments and Practices, and Student Dietary Intakes in Low-income Michigan Middle Schools written by Jennifer Fay Mosack and published by . This book was released on 2010 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Food Insecurity and Universal School Meals on Children's Dietary Intake by : May Lynn Tan
Download or read book Effects of Food Insecurity and Universal School Meals on Children's Dietary Intake written by May Lynn Tan and published by . This book was released on 2017 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation focuses on dietary intake patterns of children from low-income communities, and specifically the relationships of diet to food insecurity and school nutrition programs, respectively. The dissertation is divided into two parts. Part I discusses issues surrounding the measurement of food insecurity among children and provides support for the use of self-reported food insecurity measures, and for investigating effects that may differ by gender. Paper 1 explores the relationship between self-reported food insecurity and diet separately for boys and girls, using a dataset of 3,582 fourth and fifth grade students from San Diego area elementary schools. It concludes that among food-insecure children, gender may interact with food insecurity to influence eating behavior, with girls more prone than boys to alter their eating. Findings support a rationale to reduce child food insecurity and to address eating patterns that may place girls at greater risk for energy imbalances during critical periods of development. Part II focuses on the role of school nutrition programs in reducing food insecurity and improving dietary intake among participants. It introduces the Community Eligibility Provision (CEP), discusses relevant legislation and political trends, and provides a conceptual framework for hypothesized pathways through which CEP may influence student outcomes. Paper 2 examines associations between CEP and school meal participation among students who are eligible for free or reduced-price meals (FRPM), near the eligibility cutoff but possibly eligible, or above the cutoff and ineligible, using a difference-in-difference framework and a cross-sectional national sample of 2,305 students from grades K-8. It finds that CEP is associated with higher participation in school breakfast and lunch, particularly among those who were above the cutoff and would not have had access to free or reduced-price meals through a 3-tiered application and certification model. Paper 3 investigates associations among school meal participation, CEP, and dietary intake patterns using a larger sample of 4,124 students from grades K-8. It uses a regression framework to identify whether CEP is an effect modifier of relationships between school meal participation and dietary measures. It concludes that CEP is modestly associated with improved dietary intakes and may help reduce nutritional disparities for students in high-poverty schools. Finally, a special supplemental section explores the extent to which endogeneity in meal participation at CEP schools is a potential threat to these conclusions, using an instrumental variable approach to help control for omitted variables. There was no evidence to support the hypothesis that the dietary effects identified in Paper 3 resulted from shifting the source of student meals from home to school for the subset of students whose participation was induced by CEP. The dissertation concludes with a discussion of alternative explanations for the relationships found.
Book Synopsis The School Nutrition Environment in North Carolina's Public Schools by :
Download or read book The School Nutrition Environment in North Carolina's Public Schools written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the research was to explore and describe the current school nutrition environment in North Carolina's public schools. Current practices to increase the availability of healthful foods and beverages in the school breakfast and lunch programs were analyzed. Barriers that limit the availability of healthful foods and beverages in school meals programs were identified and strategies to overcome the barriers were described. A survey instrument was administered to all Child Nutrition Directors and Supervisors in North Carolina. Of 239 instruments distributed, 211 were returned resulting in an 88.3% response rate. The research found that Child Nutrition Directors and Supervisors were keenly aware of the serious public health problems posed by the epidemic of childhood overweight and recognized that poor food and beverage choices and inadequate physical activity contribute to weight gain among children and adolescents. While healthful foods and beverages were available to students in the school breakfast and lunch programs, competitive foods, which undermined the nutritional and financial integrity of the school meals programs, were also available in approximately one-fourth of elementary schools, half of middle schools and three-fourths of high schools. The leading barrier that limited the availability of more healthful foods and beverages in school meals programs was school finances; financial goals for the programs outweighed nutritional goals for students. Other barriers included lack of support from school administrators and local Boards of Education, principals, teachers and parents. Student taste preferences for foods high in fat, sugar and calories was also a barrier. Other barriers included too little nutrition education in the classroom to influence student's food choices, conflicting nutrition messages on school campuses, limited time and space for school meals and the perception that school meals were not a valued part of the instructional day. Mu.
Book Synopsis School Nutrition Dietary Assessment Study-III by :
Download or read book School Nutrition Dietary Assessment Study-III written by and published by . This book was released on 2007 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Food and Nutrition Service (FNS) of USDA sponsored the third School Nutrition Dietary Assessment study (SNDA-III) to provide up-to-date information on the school meal programs, the school environments that affect the food programs, the nutrient content of school meals, and the contributions of school meals to children's diets.
Book Synopsis The Relationship Between Nutrition & Learning by : Lynn Parker
Download or read book The Relationship Between Nutrition & Learning written by Lynn Parker and published by . This book was released on 1989 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This publication provides basic information about the relationship between nutrition and learning and includes steps for ensuring that students benefit from nutrition programs. This text may be used in the initiation of school meal programs and the incorporation of nutrition education into classroom learning.
Book Synopsis Implementing school food and nutrition policies by :
Download or read book Implementing school food and nutrition policies written by and published by World Health Organization. This book was released on 2021-09-14 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools play an important role in promoting healthy diets and good nutrition and can create an enabling environment for children. However, the school food environment is often not conducive to a healthy diet. To address this challenge, and to support Member States in implementing policy measures, as recommended by the Framework for Action from the 2014 Second International Conference on Nutrition, the World Health Organization (WHO) is in the process of developing evidence-informed policy guidelines on the food environment, including school food and nutrition interventions and policies with a focus on five interventions and policies that influence the school food environment. These five include nutrition standards or rules, direct food provision, marketing restrictions, nudging interventions and pricing policies. This review on contextual factors to be considered in the implementation of school food and nutrition policies was prepared as part of the required process for WHO guideline development.
Book Synopsis Association of the Healthy, Hunger-Free Kids Act with Dietary Quality Among Children in the US National School Lunch Program by : Kelsey Kinderknecht
Download or read book Association of the Healthy, Hunger-Free Kids Act with Dietary Quality Among Children in the US National School Lunch Program written by Kelsey Kinderknecht and published by . This book was released on 2020 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Healthy, Hunger-Free Kids Act of 2010, implemented nationwide in 2012, was intended to improve the nutritional quality of meals served in the National School Lunch Program (NSLP). To assess whether there was an association between the Healthy, Hunger-Free Kids Act of 2010 and dietary quality of lunch for students participating in the NSLP, stratified by income. Design, Setting, Participants: Serial cross-sectional study design, using National Health and Nutrition Examination Survey (NHANES) data 2007-2008, 2009-2010, 2013-2014, and 2015-2016, of students surveyed in NHANES and attending schools participating in the NSLP. Individuals who were aged 5 to 18 years, in kindergarten through 12th grade, enrolled in a school that served school lunch, and had a reliable weekday dietary recall were included. The Healthy, Hunger-Free Kids Act of 2010 (pre-policy period: 2007-2010; post-policy period: 2013-2016), with participation in the NSLP estimated based on an algorithm. Main Outcome and Measure: The primary outcome was dietary quality of intake for lunch, measured by Healthy Eating Index-2010 (HEI-2010) score (range 0-100; 0 indicates a diet with no adherence to the 2010 Dietary Guidelines for Americans and 100 indicates a diet with complete adherence to the guidelines). Among 6389 students included in the surveys (mean age, 11.7 [95%CI, 11.6-11.9] years; 3145 [50%] female students; 1880 [56%] were non-Hispanic white), 32%were low-income, 12% were low-middle-income, and 56% were middle-high-income students.A total of 2472 (39%) were participants in the NSLP. Among low-income students, the adjusted mean prepolicy HEI-2010 score was 42.7 and the postpolicy score was 54.6 among NSLP participants and the adjusted mean prepolicy score was 34.8 and postpolicy score was 34.1 among NSLP nonparticipants (difference in differences, 12.6 [95%CI, 8.9-16.3]). Among low-middle-income students, the adjusted mean prepolicy HEI-2010 score was 40.4 and postpolicy score was 54.8 among NSLP participants and the adjusted mean prepolicy score was 34.2 and postpolicy score was 36.1 among NSLP nonparticipants (difference in differences, 12.4 [95%CI, 4.9-19.9]). Among middle-high-income students, the adjusted mean HEI-2010 prepolicy score was 42.7 and postpolicy score 55.5 for NSLP participants and the adjusted mean prepolicy score was 38.9 and prepolicy score was 43.6 for NSLP nonparticipants (difference in differences, 8.1 [95%CI, 4.2-12.0]). In a serial cross-sectional study of students, the Healthy, Hunger-Free Kids Act of 2010 was associated with better changes in dietary quality for lunch among presumed low income, low-middle income, and middle-high income participants in the National School Lunch Program compared with non-participants.
Book Synopsis The School Nutrition Dietary Assessment Study by : John A. Burghardt
Download or read book The School Nutrition Dietary Assessment Study written by John A. Burghardt and published by . This book was released on 1993 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The School Nutrition Dietary Assessment Study by :
Download or read book The School Nutrition Dietary Assessment Study written by and published by . This book was released on 1993 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Using Community-based Participatory Research to Create Sustainable Healthy School Environments and Promote Positive Behavior Changes in School-aged Children by : Jacqueline Bergman
Download or read book Using Community-based Participatory Research to Create Sustainable Healthy School Environments and Promote Positive Behavior Changes in School-aged Children written by Jacqueline Bergman and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The overarching objective of the research included in this dissertation was to identify program models that support healthy behaviors in school-age children. Special emphasis was given to models and methods that focus on the sustainability of community-based health and wellness programs. Chapter I of this dissertation provides a review of literature that explores the prevalence, definition, consequences, and potential causes of childhood overweight and obesity as well as potential methods, theories, and approaches designed to help ameliorate the problem. This review recognizes obesity as a complex issue and presents a variety of approaches that requires coordinated, multifaceted and collaborative approaches that target not only the individual, but also the whole community. In addition to providing a comprehensive review of behavior change theories and examples of their application in the school setting, this review concludes with a proposed solution to a secondary issue: the long-term sustainability of school-based health and nutrition programs and their outcomes. Chapters II provides a Statement of Purpose for the research discussed in Chapters III through Chapter V. Chapter III describes a study conducted in collaboration with the California Department of Education. The purpose of this study was to develop, implement, and assess the impact of a statewide professional development program designed to equip school nutrition directors with the knowledge and skills needed to cost-effectively implement federal health and wellness initiatives and policies at the local level. The professional development program was entitled, the "Stepping Up To the Challenge: Creating a Healthy School Environment" and was a unique partnership among state education agency staff, university researchers, and practitioners. Post-professional development questionnaire identified key "insights, inspirations, and strategies" as (a) marketing of school foods pro- gram, (b) expansion of salad bars, and (c) collaboration with community partners. A six-month follow-up questionnaire identified that 86% of participants made progress toward implementing at least one of their five insights, inspirations, and strategies in their school districts. Most common areas that were implemented were marketing and branding (32%), revamping salad bars (18%), and motivating staff (16%). School and Community Actions for Nutrition survey analysis showed a significant increase in the use of marketing methods in school nutrition programs from baseline to six-month post-program implementation (p = .024). The nutritional impact of several of the techniques presented in this program were tested in a farm to school (F2S) project funded by a specialty block grant program sponsored by the California Department of Food and Agriculture described in Chapter IV. Chapter IV describes a study designed to evaluate the impact of F2S programming on dietary behavior outcomes, specifically fruit and vegetable preferences and consumption patterns, among school aged children attending schools in three distinct California school districts. To ensure that the intervention methods were appropriate for each unique school community, the intervention plan was designed in conjunction with school nutrition directors. As an outcome of this study, the surrounding community benefited through the establishment of a sustainable relationship between local farmers and the school nutrition directors. Data collected from a series of behavioral questionnaires and plate waste observations were assessed pre- and post-F2S programming. Results in the small, rural school district showed an increase in the percent of students able to correctly identify asparagus (34.5% to 58.6%; p= 0.02), an increase in the amount of fruit consumed; (53% to 94%; p = 0.01), and an increase in total produce consumed; (59% to 94%; p = 0.01). Results in the medium rural/urban school district showed an increase in the percent of students able to correctly identify red bell pepper (79% to 92%; p = 0.0415). Students increased their consumption of fruit and total produce at follow-up as compared to baseline (25% to 50%; p = 0.04 and 33% to 58%, p = 0.04). Results in the large, urban school district showed an increase in the percent of students able to correctly identify cucumber (39% to 61%; p=0.05). No significant positive changes were observed in student's willingness to taste a feature produce item, with a decrease willingness to taste a radish at the small, rural school district (90% to 62%; p= 0.01). Overall, results showed that limited intervention strategies yielded positive nutrition behavior changes in school-aged children's eating behavior. Results from these findings informed the wellness component of a multi-component project entitled the Shaping Healthy Choices Program. The Shaping Healthy Choices Program is a school-based intervention that integrated five components: nutrition education; family and community partnerships; regional agriculture; foods available on school site; and school wellness policies. The research discussed in Chapter V used a mixed-methods approach to assess the effectiveness of site-specific school wellness committees (SSWCs) to supplement Shaping Healthy Choices Program activities, and create a best practices model for sustainability of SHCP components. Community-Based Participatory Research principles and approaches were utilized to develop SSWC objectives. Baseline results from the School and Community Actions for Nutrition (SCAN) Survey served as a platform to launch SSWC objectives. An ethnographic approach was to analyze the level of community involvement during each phase of the project. The wellness committee was also involved in a smaller research project through which they identified the strengths and weakness of their school environment and implemented activities based on this information. Results from the wellness committee's study were compared with community-based principals in order to draw any relationships with the wellness committee outcomes and the level of community based participation. Results suggested that the more the community was involved in the planning, implementation, and maintenance phases of an activity, the more likely the School Sites were to implement these activities into the second year. More research is needed to assess the sustainability of the program outcomes over a longitudinal course. This dissertation concludes with Chapter VI, a discussion of research results, implications, conclusions, and future directions.
Book Synopsis School District Responses to Food Insecurity and Poor Nutrition in High Poverty Communities by : Richard Grayes
Download or read book School District Responses to Food Insecurity and Poor Nutrition in High Poverty Communities written by Richard Grayes and published by . This book was released on 2020 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Food insecure households are described as not having enough money or other resources to meet certain needs of all of their family members at some point during the year. Milam and Towns (2014) observed, "Child hunger exists in every county in every state" (p. 2). The hunger gap has been found to contribute to the lower academic achievement of students of color, particularly those from low-socioeconomic status (Jyoti, Frongillo, & Jones, 2005). The purpose of this study was to explore the impact of food insecurity and poor nutrition on student learning and to review district responses, particularly in elementary schools in low-income communities. This study is a multiple program analysis using archival documents, website and electronic media analysis of three school districts, one district in Texas and two districts in Florida. Findings of the study showed a complex relationship among three services provided by the districts: (1) nutrition environment and services; (2) health services; and (3) counseling, psychological and social services. In addition, districts' knowledge of and use of federal and state policies to support nutrition education, a health in school nutrition environment, and community support and involvement were important to the array of services that districts provided. Central to addressing the complexity of needs and services that are needed requires a comprehensive food action plan rather than scattered, disconnected singular services.
Author :Florida. Office of Program Policy Analysis and Government Accountability Publisher : ISBN 13 : Total Pages :8 pages Book Rating :4.3/5 (126 download)
Book Synopsis No Changes are Necessary to the State's Organization of School Nutrition Programs by : Florida. Office of Program Policy Analysis and Government Accountability
Download or read book No Changes are Necessary to the State's Organization of School Nutrition Programs written by Florida. Office of Program Policy Analysis and Government Accountability and published by . This book was released on 2009 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Book Synopsis Behavioral Impact of a School-based Healthy Eating Intervention for At-risk Children by : Jacey Ann Greece
Download or read book Behavioral Impact of a School-based Healthy Eating Intervention for At-risk Children written by Jacey Ann Greece and published by . This book was released on 2011 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Child health promotion is a salient public health goal. Childhood obesity rates have risen dramatically over the past few decades with more than 20% of youths overweight or obese by the time they enter middle school. Population-based strategies including those delivered through schools are needed to positively impact this trend. The IMOVE program evaluation, a quasi-experimental study involving one intervention and one comparison school, examines the influence of a school-based healthy eating program in a middle school cafeteria serving low-income, racially-diverse adolescents. Study 1 examined the association between the availability of healthy lunch meals (IMOVE meals) in school cafeterias and lunch and snack food purchase patterns of students. The introduction of IMOVE resulted in significantly less participation in purchase of low nutritional quality snack foods from fall to spring term. Students in both schools had similarly high participation in school lunch all year long, suggesting that IMOVE participation was sustainable. Study 2 examined the association between body mass index and purchase of IMOVE and standard school lunch meals in the intervention school. This study also identified sociodemographic predictors of participation in the school lunch program. Students who were overweight or obese had a significantly higher rate of purchase of both types of lunches, but even more so for standard school lunch than for IMOVE meals, compared to students who were not overweight/obese. Other characteristics significantly associated with participation in IMOVE and standard school lunch were nonwhite race, sixth grade, and low-income status. Study 3 examined the association between exposure to IMOVE and total daily food and nutrient intake measured using an abbreviated food screener before and after the intervention. At follow-up, students in the IMOVE school consumed sugary beverages and higher-fat milk offerings less often in their daily diets than students in the comparison school. Efforts to combat childhood obesity through changes in the school food environment have some impact, but require the support of policy action and nutrition education initiatives to be most effective. The IMOVE program proved feasible, acceptable, and sustainable, providing a model upon which to build additional intervention components to more comprehensively impact student wellness.
Book Synopsis The School Nutrition Dietary Assessment Study by :
Download or read book The School Nutrition Dietary Assessment Study written by and published by . This book was released on 1993 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring the Relationships Between Dietary Intake of Early Childhood Education (ECE) Teachers and Nutrition Best Practices in ECE Centers by : Jessica Wolf
Download or read book Exploring the Relationships Between Dietary Intake of Early Childhood Education (ECE) Teachers and Nutrition Best Practices in ECE Centers written by Jessica Wolf and published by . This book was released on 2021 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Early childhood education (ECE) teachers have integral roles in communities as caretakers and educators of young children. Food served in the ECE setting can account for over two-thirds of the diet of children in full-time care, and evidence-based best practices related to nutrition are recommended to establish healthy eating behaviors in children. For these reasons, the nutrition culture in ECE is of increasing interest for public health research and intervention. There is less evidence, however, regarding whether and how teachers0́9 dietary intake may influence their nutrition- and food-related interactions with children. We hypothesized that healthier teacher dietary intake may be positively associated with increased adherence to best feeding practices in the centers at which they work. Methods: In this cross-sectional study, 366 ECE teachers from 49 ECE centers located in Seattle, WA, South King County, WA and Austin, TX were surveyed. Teachers completed the National Cancer Institute's Dietary Screener Questionnaire to measure dietary intake and the six-item short form of the United States Department of Agriculture (USDA) Food Security Survey Module to assess food security. Center directors filled out a questionnaire gathering basic information about their center, as well as the Nutrition and Physical Activity Self-Assessment for Child Care (NAPSACC), which measures the degree to which centers follow best practices in regards to food and nutrition. Spearman rank correlation and Kruskal-Wallis with post-hoc Dunn tests were performed to examine associations between teacher dietary intake and nutrition-related practices in their employing ECE centers. Results: Thirty-nine percent of teachers self-reported being food insecure. Food insecurity was associated with several differences in teachers' dietary intake: lower fruit and vegetable intake (-0.14 cup and -0.19 cup respectively), higher added sugar intake (+1.0 tsp. per day), and only slightly lower meat intake (-0.03 time per day). Teacher intake of fruits, vegetables, and whole grains were lower than national recommendations, and added sugar intake above national recommendations. However, teacher dietary intake of most food groups was comparable to national averages. There was considerable heterogeneity in the NAPSACC scores and sub-scores of centers. NAPSACC scores and sub-scores were high (74% to 89% of maximum possible scores), indicating center practices were close to recommended best practices. Spearman rank correlation tests revealed five weak associations between: fruit intake and the NAPSACC feeding environment sub-score ([rho]=0.1209, p=0.0308); combined fruit and vegetable intake and the feeding environment sub-score ([rho]=0.1356, p= 0.0154); fruit intake and the feeding practices sub-score ([rho]=0.1330, p=0.0249); added sugar intake from SSBs and the professional development sub-score ([rho]=0.1408, p=0.0132); and, red and processed meat intake and the menu sub-score (Σ=0.1556, p=0.0055). Kruskal-Wallis tests of differences in NAPSACC scores by quintile of teacher intake of individual food groups with a post-hoc Dunn test found that two of these associations remained significant: fruit intake and the feeding environment (Z=2.90 p=0.0018), and meat intake and the menu sub-score (Z=2.27, p=0.005). Conclusion: Our findings showed limited weak associations between ECE teacher dietary intake and ECE center best practices. However, the fact that teacher intake of most food groups was not associated with any difference in NAPSACC total score or sub-scores suggests our limited findings may be spurious and not indicative of a true association between teachers' dietary quality and ECE best practices In our findings, the high rate of food insecurity and low dietary quality of teachers is in stark contrast to the high frequencies of best practices regarding food served to children. This strongly suggests that quality of care related to nutrition in ECE is determined by center-level and external policies and not teacher intake. It also suggests that policies which more directly promote teacher nutrition may be beneficial, and future interventional research should attempt to identify supportive policies or practices, such as providing free or low-cost meals, which may benefit teachers. Further research should also investigate if teacher food insecurity is related to quality of care indicators not measured here, and if children's actual dietary intake (versus the quality of food served to children) is associated with teacher intake or food security status.
Book Synopsis School Nutrition and Student Discipline by : Nora E. Gordon
Download or read book School Nutrition and Student Discipline written by Nora E. Gordon and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Under the Community Eligibility Provision (CEP), schools serving sufficiently high-poverty populations may enroll their entire student bodies in free lunch and breakfast programs, extending free meals to some students who would not qualify individually and potentially decreasing the stigma associated with free meals. We examine whether CEP affects disciplinary outcomes, focusing on the use of suspensions. We use school discipline measures from the Civil Rights Data Collection and rely on the timing of pilot implementation of CEP across states to assess how disciplinary infractions evolve within a school as it adopts CEP. We find modest reductions in suspension rates among elementary and middle but not high school students. While we are unable to observe how the expansion of free school meals affects the dietary intake of students in our national sample, we do observe that for younger students, these reductions are concentrated in areas with higher levels of estimated child food insecurity. Our findings suggest that the impact of school-based child nutrition services extends beyond the academic gains identified in some of the existing literature.
