Nutrition Standards for Foods in Schools Leading the Way Toward Healthier Youth (2007) / Chapter Skim
Currently Skimming:
3 The School Environment
3 The School Environment
Pages 73-102
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 73... ...
Decisions governing the availability of competitive foods are interwoven in this complicated structure. This chapter describes the way in which competitive foods are connected to the complex school environment.
|
From page 74... ...
The relevant federal legislation includes Title I of the Elementary and Secondary Education Act of 1965, which includes the No Child Left Behind Act of 2001; Richard Russell National School Lunch Act; Child Nutrition Act of 1966; Title IX of the Education Amendments of 1972, which includes the Individuals with Disabilities Education Act; and the Civil Rights Act of 1964. The American public school system, providing for nearly 50 million children aged 4 through 19, is primarily the responsibility of individual states; within the states, it is the shared responsibility of multiple partners.
|
From page 75... ...
Revenue also accrues to many schools from the sale of federally reimbursable meals under the NSLP and SBP, and some states allocate state money to support various school meal programs. In addition, most school districts receive revenue from the sale of competititive foods and beverages.
|
From page 76... ...
Although some states and some school districts pay part of the meal program's costs from nonfood revenue, many SFAs are expected to cover costs from revenues generated. However, for all SFAs, any revenue in excess of costs must be reinvested in the meal programs; under federal regulations, schools cannot make a profit from their federally reimbursable school nutrition programs.
|
From page 77... ...
These state agencies serve as intermediaries in the fiscal reimbursement process, consolidating reimbursement requests from within the state and transmitting them to USDA. Day-to-day operations of the programs, including certifying students' eligibility for subsidies, preparing food, and conducting food service operations, is the responsibility of the SFA, which is usually coincident with school districts.
|
From page 78... ...
Competitive foods may be available in à la carte lines, snack bars, student stores, vending machines, or school activities, such as fund-raisers, achievement rewards, classroom parties or snacks, school celebrations, and school meetings. They do not include brown bag lunches.
|
From page 79... ...
, nearly 90 percent of schools offer competitive foods and beverages. Their prevalence means that most students at all age levels have many food choices in the school environment in addition to the federally reimbursable school nutrition programs or the brown bag lunch (Box 3-1)
|
From page 80... ...
. The GAO study found that • 91 percent of high schools, 88 percent of middle schools, and 67 percent of elementary schools offered foods à la carte; • 91 percent of high schools, 87 percent of middle schools, and 46 percent of elementary schools had food or beverage vending machines that students were allowed to use; • 54 percent of high schools, 25 percent of middle schools, and 15 percent of elementary schools sold food through a school store or snack bar; and • Some schools allowed foods to be sold for fund-raising purposes during school meal periods.
|
From page 81... ...
aÀ la carte: school food authority. machines: school food authority, vending3-1 fig operator, school official or administrator, bVending physical education department, student association or club.
|
From page 82... ...
bAmong the 98.2 percent of senior high schools with a vending machine, school store, canteen or snack bar. cNot included in survey; data not available.
|
From page 83... ...
showed that 43 percent of elementary schools, 74 percent of middle schools, and 98 percent of high schools have either a vending machine, a school store, or a snack bar where students can purchase foods and beverages. The range of food and beverage choices found in vending machines is much narrower than that of the à la carte line (French et al., 2003)
|
From page 84... ...
For example, placement of a vending machine near dining areas is sometimes forbidden because machine sales can detract from participation in the federally reimbursable school nutrition programs. Many states and districts have decided to keep all vending machines turned off during regular school hours or until the end of the last lunch period, or prohibit sale of carbonated soft drinks until the end of the school day.
|
From page 85... ...
Effects of Competitive Foods and Beverages on Students' Food Intakes Substantial proportions of competitive foods and beverages -- though not all of them -- are of relatively low nutritional quality. This has caused many observers to be concerned that these foods and beverages may have negative effects on the overall quality of students' diets.
|
From page 86... ...
However, the study also revealed that by addressing the range of factors influencing adolescent food choices, interventions could be designed to improve their choices. COORDINATING SCHOOL NUTRITION POLICIES WITH OTHER HEALTH-RELATED PROGRAMS IN SCHOOLS There has been growing awareness among both health professionals and educators that it is important to coordinate school nutrition policies within the broader context of all school health-related programs.
|
From page 87... ...
Increased interest in the coordination of school health-related policies was stimulated by the 2004 reauthorization legislation for the child nutrition programs. This required all school districts that participate in the federal school meal programs to develop local wellness policies by July 1, 2006, setting guidelines for foods and beverages sold and offered in schools, nutrition education, and opportunities for physical activity.
|
From page 88... ...
. These recommendations reflect a growing awareness that greater physical activity levels are important both for contributing to children's overall health and reducing the "obesity epidemic." Current Leels of Physical Actiity and Education Physical education standards and requirements are generally determined at the local level and are based on policies set by individual states or national recommendations.
|
From page 89... ...
Below are highlights of key aspects of nutrition education in the school setting. National Recommendations Pertaining to Nutrition Education A position statement issued jointly by the American Dietetic Association, the Society for Nutrition Education, and the American School Food Service Association (now called the School Nutrition Association)
|
From page 90... ...
However, this strategy should complement, not replace, a comprehensive nutrition education program. Multiyear, sequential nutrition curriculums from preschool through grade 12 facilitate the best use of limited instructional time." In terms of suggested content, the statement recommends nutrition education programs that • focus on changing specific behaviors rather than learning general facts about nutrition; • employ active learning or experiential strategies; • use developmentally appropriate instructional concepts; • devote adequate time and intensity to focus on behaviors and skills building; • provide teachers and other staff with adequate training in nutrition education; and • link with the school environment by involving the child's family and providing school meal programs and school-related policies that reinforce classroom nutrition education.2 Current Leels of Nutrition Education in Schools Few states specifically require nutrition education as a stand-alone curriculum topic.
|
From page 91... ...
. Given this very limited time spent on nutrition education, teachers can be encouraged to focus on the importance of a healthy school food environment and skills in making healthy food choices.
|
From page 92... ...
Based on survey reports from a sample of schools in 2003–2004, this report estimated the percentages of schools in various ranges of competitive food and beverage revenues.3 Assumptions about the average revenues of the schools within each range show the average annual competitive food revenues were $8,500 per school for elementary schools, $39,500 for middle schools, and $80,000 for high schools (see Table 3-2)
|
From page 93... ...
. With the estimated $2.3 billion of competitive foods, this implies a total revenue related to food service of $11.7 billion.
|
From page 94... ...
On the other hand, although revenues from vending and other competitive food and beverage sales venues sometimes accrue to the SFA, they are more likely to accrue to special accounts controlled by school officials for use in supporting various school activities directly to student organizations.4 Use of Competitie Foods Money by School Food Serice Authority In the GAO (2003) survey of 22 schools in 13 school districts, SFA indicated that financial pressures have led them to offer more and "less healthful" à la carte items because these items generate needed revenue.
|
From page 95... ...
. 36 Student field trips 34 School assemblies and related programs 23 Athletic equipment, facilities, or uniforms 20 General school overhead 17 Textbooks and school supplies Library supplies 14 Arts programs excluding band or chorus 13 Revenue Uses Band or choral equipment or uniforms 13 Computers and information 12 technology equipment 11 Staff development Playground equipment 9 8 Scholarships Transportation 7 5 Nutrition education Construction of new facilities, except athletic 2 Staff salaries and/or benefits 0 0 10 20 30 40 Percentage of Schools FIGURE 3-2 Estimated percentage of schools using competitive foods revenue, excluding food service revenue, for various purposes in 2003–2004.
|
From page 96... ...
The study was conducted by the Center for Weight and Health at the University of California at Berkeley. The investigators found that, when competitive food and beverage restrictions were imposed, gross revenue from school meals went up for 13 of 16 schools after the pilot changes.
|
From page 97... ...
GAO staff visited six schools that had recently undertaken initiatives to improve the quality of competitive foods and beverages, and examined financial impacts. However, they reported, "The effects of changes to competitive foods on revenues were often unclear because of limited data; nonetheless, many officials expressed concern about revenue losses." Eidence from Trade Sources The number of school vending machines is reported to have decreased for schools (elementary through college)
|
From page 98... ...
Candy, carbonated soft drinks, and salty snacks consistently represent the leading categories of food and beverage items that are purchased by this group (IOM, 2006)
|
From page 99... ...
OTHER ASPECTS OF THE SCHOOL ENVIRONMENT RELATED TO THE NSLP AND COMPETITIVE FOODS AND BEVERAGES Schools vary substantially in many different ways, including physical layout, class and activity scheduling, the availability of various programs, and levels of overall maintenance. Many of these factors have an influence on how the use of competitive foods and beverages has evolved in the schools and on the difficulty of creating standards for such foods and beverages.
|
From page 100... ...
This may lead some students to choose competitive foods and beverages rather than NSLP meals if these can be purchased more quickly. A related timing issue involves whether schedules are such that students choose between buying and consuming an NSLP meal or having more recess time.
|
From page 101... ...
This may be an obstacle to modifying school competitive food and beverage policies in some schools. SUMMARY The preceding discussion of ways in which the school environment influences competitive food and beverage use is not exhaustive.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.