Improvements in Standardised Test Scores from a Multi-Component Nutrition and Healthy Living Intervention in a U.S. Elementary-School Setting

Autor/inn/en	Kopkin, Nolan; Martin, Mirinda L; Hollar, Danielle
Titel	Improvements in Standardised Test Scores from a Multi-Component Nutrition and Healthy Living Intervention in a U.S. Elementary-School Setting
Quelle	In: Health Education Journal, 77 (2018) 5, S.527-541 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896917741510
Schlagwörter	Improvement; Standardized Tests; Scores; Nutrition; Health Promotion; Intervention; Elementary School Students; Life Style; Wellness; Academic Achievement; Attendance; Student Behavior; Public Schools; Mathematics Tests; Language Tests; English; New York (Buffalo) + Suchen Sie Ihr Suchwort? Qualitätssteigerung; Standadised tests; Standardisierter Test; Ernährung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Lebensstil; Well being; Well-being; Wohlbefinden; Schulleistung; Anwesenheit; Student behaviour; Schülerverhalten; Public school; Öffentliche Schule; Language test; Sprachtest; English language; Englisch
Abstract	Objective: The Healthier Options for Public Schoolchildren (HOPS) intervention aimed simultaneously to change school policies regarding the nutritional content of school-provided meals, nutrition and healthy lifestyle curricula, and other school-based wellness activities. Researchers examined how HOPS affected students' academic achievement, attendance and behaviour. Design: Longitudinal study of 23,335 elementary-school students aged 4-16 years enlisted in kindergarten to grade 8 in the 2005-2006 school year and followed through until the 2008-2009 school year. Setting: HOPS was implemented in 11 Buffalo (New York) public elementary schools at the start of 2007-2008 school year and concluded in January 2009; 34 other district elementary schools were chosen for comparison. Method: Administrative records were obtained containing student demographics, mathematics and English test scores, and attendance and disciplinary records. A difference-in-differences approach was used to measure the HOPS intervention's effect on mathematics and English test scores and the proportion of days present or not suspended. Significance was tested at 1% and 5% levels. Results: Analysis comparing students in intervention and comparison schools revealed an increase in standardised mathematics test scores among all students (p < 0.05), with particularly strong impacts on girls (p < 0.01), African American and Hispanic students (p < 0.01) and economically advantaged students (p < 0.01). HOPS had an adverse impact on attendance and disciplinary referrals (p < 0.01), although the effects were small. Conclusion: When considering the implementation of a school-based wellness programme, administrators should consider its academic benefits. Research into the effectiveness of programmes such as HOPS at improving cognitive and non-cognitive outcomes of school-aged children is particularly relevant given recent US Department of Agriculture rollback of whole grain, sodium and milk requirements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01