scholarly journals Associations between Food Group Intake, Cognition, and Academic Achievement in Elementary Schoolchildren

Nutrients ◽  
2019 ◽  
Vol 11 (11) ◽  
pp. 2722 ◽  
Author(s):  
Rachel Bleiweiss-Sande ◽  
Kenneth Chui ◽  
Catherine Wright ◽  
Sarah Amin ◽  
Stephanie Anzman-Frasca ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Cognitive Performance ◽  
Test Scores ◽  
Standardized Test ◽  
Food Group ◽  
Cognitive Test ◽  
Standardized Test Scores ◽  
Food Groups ◽  
Sweetened Beverages ◽  
Healthful Food

Nutrition plays an important role in proper physical and cognitive functioning. However, there is limited evidence on the relationship between overall diet, cognition, and academic success in children, particularly among low-income and diverse groups. The objective of this study was to examine the relationships between healthful versus less healthful food group intake, cognitive performance, and academic achievement in a diverse sample of schoolchildren. 868 urban schoolchildren (age 8 to 10 years) participated in the study. Intake of healthful (fruits, vegetables, unsweetened beverages) and less healthful (sweet and salty snacks, sugar-sweetened beverages) food groups was determined via a food frequency questionnaire. Digit Span and Stroop test scores were used to assess cognitive performance. Academic achievement was assessed via standardized test scores. Multiple Poisson and multiple linear regression were used to test the associations between diet and cognitive scores. Multiple ordered logistic regression was used to assess the associations between diet and academic achievement. Potential confounders (age, sex, body mass index (BMI) z-score, race/ethnicity, English language learner status, individualized education plan enrollment, physical activity, and parent education level) were tested for inclusion in all models. The sample included 868 children (56.7% girls; 33.2% non-Hispanic white, 26.2% Hispanic, 17.1% multiracial/other, 8.3% non-Hispanic black; 40.5% overweight/obese). The most frequently consumed foods were fruits and sweet snacks (1.9 and 1.6 servings per day, respectively). There were no statistically significant associations between diet and cognitive test scores. Greater intake of less healthful food groups (sweet snacks, salty snacks, and sweetened beverages) was associated with lower math (OR = 0.91, CI [0.84, 0.98], p = 0.014) and English standardized test scores (OR = 0.87, CI [0.80, 0.94, p = 0.001). Greater intake of sweet snacks and fruits was associated with lower English scores (OR = 0.72, 95% CI [0.59, 0.88] p = 0.001; and OR = 0.75, 95% CI [0.72, 0.94] p = 0.003, respectively). Consumption of less healthful food groups was associated with poorer academic achievement. Further research may shed light on unexpected associations between fruit consumption and achievement. Policies targeting multiple dietary components may positively influence child academic achievement and development.

scholarly journals Associations Between Dietary Intake Patterns, Cognition and Academic Achievement in 3rd and 4th Grade Children from the Fueling Learning Through Exercise Study (P04-096-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Rachel Bleiweiss-Sande ◽  
Kenneth Chui ◽  
Catherine Wright ◽  
Stephanie Anzman-Frasca ◽  
Sarah Amin ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Parent Education ◽  
Dietary Patterns ◽  
Test Scores ◽  
Standardized Test ◽  
Digit Span ◽  
Language Learner ◽  
Cognitive Test ◽  
Standardized Test Scores ◽  
Food Groups

Abstract Objectives Evidence on associations between dietary patterns and academic outcomes is limited. This study examined relationships between dietary pattern, cognitive performance and academic achievement in a diverse sample of children. Methods Reported intake of food groups [fruits, vegetables, sweet and salty snacks, sugar-sweetened and unsweetened beverages], dietary patterns (healthful and unhealthful), cognitive measures (Digit Span and Stroop test) and academic achievement (standardized test scores) were obtained from 3rd and 4th grade urban schoolchildren. Multiple Poisson and multiple linear regression were used to test associations between cognitive scores and diet. Multiple ordered logistic regression was used to assess associations between academic achievement and diet. Potential confounders (age, sex, BMI z-score, race/ethnicity, English language learner status, individualized education plan enrollment, physical activity and parent education level) were included in all models. Results The sample included 868 children (56.7% girls; 33.2% Non-Hispanic white, 26.2% Hispanic, 17.1% multiracial/other, 8.3% Non-Hispanic black; 40.5% overweight/obese). The most frequently consumed foods were fruits and sweet snacks (1.9 and 1.6 servings per day, respectively). There were no statistically significant associations between diet and cognitive test scores. Greater intake of unhealthful food groups (sweet snacks, salty snacks and sweetened beverages) was associated with lower math (OR = 0.91, CI [0.84, 0.98], P = 0.014) and English standardized test scores (OR = 0.87, CI [0.80, 0.94, P = 0.001). Greater intake of sweet snacks and fruits was associated with lower English scores (OR = 0.72, 95% CI [0.59, 0.88] P = 0.001; and OR = 0.75, 95% CI [0.72, 0.94] P = 0.003, respectively). Conclusions Unhealthful dietary patterns were associated with poorer academic achievement. Further research can shed light on unexpected associations between fruit consumption and achievement. Policies targeting multiple dietary components may positively influence child academic achievement and development. Funding Sources Eunice Kennedy Shriver National Institute of Child Health & Human Development, National Institutes of Health and the Boston Foundation. Supporting Tables, Images and/or Graphs

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

2013 ◽  
Vol 84 (1) ◽  
pp. 40-48 ◽  
Author(s):  
Jeannette R. Ickovics ◽  
Amy Carroll-Scott ◽  
Susan M. Peters ◽  
Marlene Schwartz ◽  
Kathryn Gilstad-Hayden ◽  
...  
Keyword(s):  
United States ◽  
Academic Achievement ◽  
Urban Youth ◽  
Test Scores ◽  
Standardized Test ◽  
The United States ◽  
Cumulative Effects ◽  
Standardized Test Scores ◽  
Health Assets ◽  
Health And Academic Achievement

scholarly journals Combining Outcome-Based and Preference-Based Matching: A Constrained Priority Mechanism

2021 ◽  
pp. 1-24
Author(s):  
Avidit Acharya ◽  
Kirk Bansak ◽  
Jens Hainmueller
Keyword(s):  
Machine Learning ◽  
Host Country ◽  
Real World ◽  
Test Scores ◽  
Standardized Test ◽  
Market Design ◽  
Standardized Test Scores ◽  
Real World Data ◽  
Refugee Families ◽  
Strategy Proof

Abstract We introduce a constrained priority mechanism that combines outcome-based matching from machine learning with preference-based allocation schemes common in market design. Using real-world data, we illustrate how our mechanism could be applied to the assignment of refugee families to host country locations, and kindergarteners to schools. Our mechanism allows a planner to first specify a threshold $\bar g$ for the minimum acceptable average outcome score that should be achieved by the assignment. In the refugee matching context, this score corresponds to the probability of employment, whereas in the student assignment context, it corresponds to standardized test scores. The mechanism is a priority mechanism that considers both outcomes and preferences by assigning agents (refugee families and students) based on their preferences, but subject to meeting the planner’s specified threshold. The mechanism is both strategy-proof and constrained efficient in that it always generates a matching that is not Pareto dominated by any other matching that respects the planner’s threshold.

Predicting academic success for students of color within STEM majors

2016 ◽  
Vol 10 (2) ◽  
pp. 124-134 ◽  
Author(s):  
John Gipson
Keyword(s):  
High School ◽  
Students Of Color ◽  
Test Scores ◽  
College Success ◽  
Standardized Test ◽  
Cumulative Effect ◽  
Standardized Test Scores ◽  
Content Type ◽  
College Gpa ◽  
High School Gpa

Purpose The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses. Findings Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA. Originality/value This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.

Turning Standardized Test Scores into a Tool for Improving Teaching and Learning

2000 ◽  
Vol 35 (3) ◽  
pp. 356-384 ◽  
Author(s):  
Jie-Qi Chen ◽  
Renee Salahuddin ◽  
Patricia Horsch ◽  
Suzanne L. Wagner
Keyword(s):  
Test Scores ◽  
Teaching And Learning ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Improving Teaching And Learning

scholarly journals A short food-group-based dietary questionnaire is reliable and valid for assessing toddlers' dietary risk in relatively advantaged samples

2014 ◽  
Vol 112 (4) ◽  
pp. 627-637 ◽  
Author(s):  
Lucinda K. Bell ◽  
Rebecca K. Golley ◽  
Anthea M. Magarey
Keyword(s):  
Risk Score ◽  
Dietary Patterns ◽  
Reliability And Validity ◽  
Food Group ◽  
Dietary Guidelines ◽  
Risk Category ◽  
Food Groups ◽  
Sweetened Beverages ◽  
Dietary Risk ◽  
Highly Correlated

Identifying toddlers at dietary risk is crucial for determining who requires intervention to improve dietary patterns and reduce health consequences. The objectives of the present study were to develop a simple tool that assesses toddlers' dietary risk and investigate its reliability and validity. The nineteen-item Toddler Dietary Questionnaire (TDQ) is informed by dietary patterns observed in Australian children aged 14 (n552) and 24 (n493) months and the Australian dietary guidelines. It assesses the intake of ‘core’ food groups (e.g. fruit, vegetables and dairy products) and ‘non-core’ food groups (e.g. high-fat, high-sugar and/or high-salt foods and sweetened beverages) over the previous 7 d, which is then scored against a dietary risk criterion (0–100; higher score = higher risk). Parents of toddlers aged 12–36 months (Socio-Economic Index for Areas decile range 5–9) were asked to complete the TDQ for their child (n111) on two occasions, 3·2 (sd1·8) weeks apart, to assess test–retest reliability. They were also asked to complete a validated FFQ from which the risk score was calculated and compared with the TDQ-derived risk score (relative validity). Mean scores were highly correlated and not significantly different for reliability (intra-class correlation = 0·90, TDQ1 30·2 (sd8·6)v. TDQ2 30·9 (sd8·9);P= 0·14) and validity (r0·83, average TDQ ((TDQ1+TDQ2)/2) 30·5 (sd8·4)v. FFQ 31·4 (sd8·1);P= 0·05). All the participants were classified into the same (reliability 75 %; validity 79 %) or adjacent (reliability 25 %; validity 21 %) risk category (low (0–24), moderate (25–49), high (50–74) and very high (75–100)). Overall, the TDQ is a valid and reliable screening tool for identifying at-risk toddlers in relatively advantaged samples.

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