State Farm-to-School Laws Influence the Availability of Fruits and Vegetables in School Lunches at US Public Elementary Schools

2014 ◽  
Vol 84 (5) ◽  
pp. 310-316 ◽  
Author(s):  
Lisa Nicholson ◽  
Lindsey Turner ◽  
Linda Schneider ◽  
Jamie Chriqui ◽  
Frank Chaloupka
Keyword(s):  
Elementary Schools ◽  
Fruits And Vegetables ◽  
Farm To School ◽  
School Lunches ◽  
State Farm ◽  
Public Elementary Schools ◽  
School Laws

Access to Fresh Fruits and Vegetables in School Lunches: A Policy Analysis

2018 ◽  
Vol 35 (4) ◽  
pp. 248-255
Author(s):  
Celeste Schultz ◽  
Janet Thorlton
Keyword(s):  
Policy Analysis ◽  
Fruits And Vegetables ◽  
Eating Habits ◽  
School Attendance ◽  
School Nurses ◽  
Farm To School ◽  
School Lunches ◽  
Land Grant Universities ◽  
Healthy Eating Habits ◽  
Lunch Program

Consumption of fresh fruits and vegetables helps to reduce childhood obesity and improves academic achievement and attendance. However, providing fresh fruits and vegetables is challenging for some schools due to cost, administrative burden, and concern for food waste. To address these challenges, the Fruit and Vegetable Access for Children Act proposes to allow federally funded programs to substitute fresh fruits and vegetables with canned, frozen, or pureed versions. In this policy analysis, we propose options for providing fresh fruits and vegetables to children enrolled in the National School Lunch Program. We recommend that school nurses actively facilitate the process of obtaining fresh fruits and vegetables by being appointed members of Team Nutrition giving them authority to collaborate with local famers, entrepreneurs, and land-grant universities in Farm to School Programs. This strategy empowers school nurses in promoting healthy eating habits, reducing obesity, and improving academic performance and school attendance.

Inadvertent Exemplars: Life History Portraits of Two Socially Just Principals

2012 ◽  
Vol 22 (1) ◽  
pp. 79-115 ◽  
Author(s):  
Martin Scanlan
Keyword(s):  
Social Justice ◽  
Life History ◽  
Elementary Schools ◽  
Middle Class ◽  
Life Histories ◽  
Public Elementary Schools ◽  
White Middle Class ◽  
English Speaking ◽  
Native English Speaking

This study creates life history portraits of two White middle-class native-English-speaking principals demonstrating commitments to social justice in their work in public elementary schools serving disproportionately high populations of students who are marginalized by poverty, race, and linguistic heritage. Through self-reported life histories of these principals, I create portraits that illustrate how these practitioners draw motivation, commitment, and sustenance in varied, complicated, and at times contradictory ways.

scholarly journals Schools at the Rural-Urban Boundary: Blurring the Divide?

2017 ◽  
Vol 672 (1) ◽  
pp. 185-201 ◽  
Author(s):  
Julia Burdick-Will ◽  
John R. Logan
Keyword(s):  
Spatial Distribution ◽  
Elementary Schools ◽  
Urban Areas ◽  
Educational Opportunity ◽  
Metropolitan Areas ◽  
Educational Inequality ◽  
Rural And Urban Areas ◽  
Public Elementary Schools ◽  
Rural And Urban ◽  
Commuting Patterns

Schools often mirror the communities in which they are located. Research on rural-urban school inequality tends to focus on the contrast among urban, suburban, and rural schools, glossing over the variation and similarities within these areas. We provide a richer description of the spatial distribution of educational inequality by examining school composition, achievement, and resources in all U.S. public elementary schools in 2010–2011. We take the traditional census categories derived from residential and commuting patterns, and apply them to schools across the country in analyses that reveal gradual transitions and blurry boundaries among the traditional zones. The results show high levels of variation within the suburbs and substantial commonality between rural and urban areas and suggest that census-defined metropolitan areas are not ideal when considering the geography of educational opportunity.

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