Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores among Urban Youth in the United States

Autor/inn/en	Ickovics, Jeannette R.; Carroll-Scott, Amy; Peters, Susan M.; Schwartz, Marlene; Gilstad-Hayden, Kathryn; McCaslin, Catherine
Titel	Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores among Urban Youth in the United States
Quelle	In: Journal of School Health, 84 (2014) 1, S.40-48 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12117
Schlagwörter	Academic Achievement; Physical Fitness; Tests; Physical Health; Body Composition; Health Behavior; Well Being; Standardized Tests; Scores; Grade 5; Grade 6; Elementary Education; Urban Schools; Health Education + Suchen Sie Ihr Suchwort? Schulleistung; Leistungsfähigkeit; Examination; Prüfung; Examen; Gesundheitszustand; Health behaviour; Gesundheitsverhalten; Well-being; Wellness; Wohlbefinden; Standadised tests; Standardisierter Test; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Elementarunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung
Abstract	Background: The Institute of Medicine (2012) concluded that we must "strengthen schools as the heart of health." To intervene for better outcomes in both health and academic achievement, identifying factors that impact children is essential. Study objectives are to (1) document associations between health assets and academic achievement, and (2) examine cumulative effects of these assets on academic achievement. Methods: Participants include 940 students (grades 5 and 6) from 12 schools randomly selected from an urban district. Data include physical assessments, fitness testing, surveys, and district records. Fourteen health indicators were gathered including physical health (eg, body mass index [BMI]), health behaviors (eg, meeting recommendations for fruit/vegetable consumption), family environment (eg, family meals), and psychological well-being (eg, sleep quality). Data were collected 3-6?months prior to standardized testing. Results: On average, students reported 7.1 health assets out of 14. Those with more health assets were more likely to be at goal for standardized tests (reading/writing/mathematics), and students with the most health assets were 2.2 times more likely to achieve goal compared with students with the fewest health assets (both p?<?0.001). Conclusions: Schools that utilize nontraditional instructional strategies to improve student health may also improve academic achievement, closing equity gaps in both health and academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10