NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report February 2000

Nutrition Education in

Public Elementary School

Classrooms, K-5

.

U.S. Department of Education

Office of Educational Research and Improvement NCES 2000-040
NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report February 2000

Nutrition Education in

Public Elementary School

Classrooms, K-5

Carin Celebuski

Elizabeth Farris

Westat, Inc.

Shelley Burns

Project Officer

National Center for Education Statistics

U.S. Department of Education

Office of Educational Research and Improvement NCES 2000-040
U.S. Department of Education

Richard W. Riley

Secretary

U.S. Department of Agriculture

Dan Glickman

Secretary

Office of Educational Research and Improvement

C. Kent McGuire

Assistant Secretary

Food, Nutrition, and Consumer Service

Shirley R. Watkins

Under Secretary

National Center for Education Statistics

Gary W. Phillips

Acting Commissioner

Food and Nutrition Service

Samuel Chambers, Jr.

Administrator

Office of Analysis and Evaluation

Alberta C. Frost

Director

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing,

and reporting data related to education in the United States and other nations. It fulfills a congressional

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February 2000

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Suggested Citation

U.S. Department of Education, National Center for Education Statistics. Nutrition Education in Public

Elementary School Classrooms, NCES 2000-040, by Carin Celebuski and Elizabeth Farris. Shelley

Burns, project officer. Washington, DC: 2000.

Contact:

Shelley Burns

(202) 219-1463

For sale by the U.S. Government Printing Office

Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328
iii

Highlights • About half of elementary school teachers (52 percent) have had formal

training to teach about nutrition (figure 2).

• With a few exceptions, teachers generally reported high availability of

resources in support of nutrition education, including healthy cafeteria

meals (82 percent), reference materials (74 percent), support for use of

instructional time (70 percent), and a written policy or guidelines

(57 percent) (table 3). Fewer teachers reported availability of highquality inservice training in nutrition education (27 percent) and a

coordinated school nutrition policy (37 percent). By region, teachers

from the Southeast reported greater availability of both these resources

than teachers from other regions.

• Despite research indicating the importance of the resources noted above,

teachers do not view access to these resources as the only thing needed

to improve nutrition education (table 4). About 30 percent of teachers

indicated that healthy school cafeteria meals, support for use of

instructional time, and reference materials at school would improve

nutrition education to a great extent. About one-fifth indicated that highquality inservice training would improve it to a great extent.

• Eighty-eight percent of elementary school teachers reported that they

taught lessons about nutrition to their students in the 1996-97 school

year (table 5). More kindergarten through second-grade teachers

(92 percent) taught nutrition than did third- through fifth-grade teachers

(83 percent).

• Approximately one-third of teachers (35 percent) who taught nutrition

taught it as a separate subject, and about the same proportion integrated

nutrition lessons to a great extent into health and physical education (39

percent) and science (33 percent) (tables 6 and 7). Fewer of these

teachers integrated nutrition lessons to a great extent into reading and

language arts (14 percent), history and social studies, and mathematics

(4 and 5 percent, respectively).

• The mean number of hours spent in a school year on nutrition education

by elementary school teachers who taught nutrition was 13, below the

minimum of 50 hours thought to be necessary for impact on behavior

(table 5).

• Teachers reported they employed active learning strategies and did not

rely exclusively on traditional lecturing methods for nutrition education.

Active learning strategies, such as active discussion (57 percent), handson learning (29 percent), and collaborative work (27 percent), were used

to a great extent by the most teachers (table 8). Teachers of grades K-2,

teachers with higher levels of support for nutrition education from their

schools, and teachers with college training in nutrition education were

all more likely to use some active learning strategies to a moderate or

great extent in their nutrition instruction (table 9).
iv

• While about half (48 percent) of elementary school teachers who teach

nutrition reported no barriers to cooperation with their school meals

program staff in providing nutrition education (table 12), those who did

report barriers tended to focus on the following: lack of instructional

time and time on the part of the meals program staff, being unsure of

what activities are possible, and difficulty of schedule coordination

between teachers and meals program staff.

• Teachers with higher levels of support from their schools, and teachers

with college training in nutrition education utilized family involvement

strategies for nutrition education more often than teachers with lower

levels of support and those with no training, respectively (table 14). For

example, teachers with high levels of support were more likely to

include parents in nutrition homework assignments (85 percent)

compared to teaches with low levels of support (66 percent); and

teachers with college coursework in nutrition education were more likely

to include parents in nutrition homework assignments (22 percent)

compared to teaches with no training (48 percent).

• When teachers who taught nutrition were asked whether the instructional

materials they used were of high quality, about one in four said they

were up to date to a great extent (24 percent), 41 percent said that they

were age appropriate to a great extent, and 23 percent said that they were

appealing to students to a great extent (table 15). About one in five

reported having enough materials for all their students to a great extent

(21 percent), and about the same proportion (19 percent) reported that

they did not have enough materials for all students.
v

Table of Contents

Page

Highlights.............................................................................................................................. iii

Introduction........................................................................................................................... 1

Training to Teach Nutrition .................................................................................................. 5

Resources in Support of Nutrition Education ....................................................................... 7

Nutrition Education in the Classroom................................................................................... 9

Amount of Nutrition Instruction..................................................................................... 9

Placement in the Curriculum.......................................................................................... 10

Teaching Strategies ........................................................................................................ 13

Working with the School Meals Program Staff.............................................................. 16

Working with Parents............................................................................................................ 18

Instructional Material for Nutrition Education ..................................................................... 21

Topics for Inservice Training in Nutrition Education........................................................... 26

Comparison Between School and Teacher Results............................................................... 26

Summary ............................................................................................................................... 27

List of Appendices

A. Survey Methodology and Data Reliability...................................................................... 29

B. Tables of Standard Errors................................................................................................ 37

C. Survey Form .................................................................................................................... 59
vi

Table of Contents (continued)

List of Figures

Figure Page

1 Source of training to teach nutrition reported by public elementary school teachers,

K-5: 1997.......................................................................................................................... 5

2 Most formal method used by public elementary school teachers, K-5, to prepare

them to teach nutrition: 1997 ........................................................................................... 6

3 Percent of public elementary school teachers, K-5, who taught nutrition, by the

placement of nutrition instruction in the curriculum: 1997 ............................................. 10

4 Percent of public elementary school teachers, K-5, who taught nutrition but did not

integrate it into history and social studies and mathematics, by various

characteristics: 1997......................................................................................................... 12

5 Percent of public elementary school teachers, K-5, who taught nutrition, who

reported their nutrition education instructional materials were high quality, by level

of support at the school for nutrition education: 1997 ..................................................... 22

6 Percent of public elementary school teachers, K-5, who taught nutrition, who

reported their nutrition education instructional materials were high quality, by level

of training to teach about nutrition: 1997......................................................................... 22

7 Percent of public elementary school teachers, K-5, by preferred method for having

nutrition education materials distributed to them: 1997 .................................................. 25

8 Percent of public elementary school teachers, K-5, who would like to receive

inservice training on various nutrition topics: 1997......................................................... 26
vii

Table of Contents (continued)

List of Tables

Tables Page

1 Mean years teaching and grades taught by public elementary school teachers, K-5,

who taught self-contained classes: 1997 .......................................................................... 3

2 Mean number of hours or courses taken by public elementary school teachers, K-5,

to prepare them to teach about nutrition, by type of training: 1997................................. 6

3 Percent of public elementary school teachers, K-5, who reported the availability at

their school of various resources in support of nutrition education, by geographic

region: 1997...................................................................................................................... 7

4 Percent of public elementary school teachers, K-5, who reported the potential of

various resources to improve nutrition education: 1997 .................................................. 8

5 Percent of public elementary school teachers, K-5, who taught nutrition in school

year 1996-97, and for those who taught nutrition, the mean number of total hours

taught, by instructional level: 1997 .................................................................................. 9

6 Percent of public elementary school teachers, K-5, who taught nutrition, by the

extent to which they integrated lessons about nutrition into various subjects: 1997....... 10

7 Percent of public elementary school teachers, K-5, who taught nutrition as a separate

subject and who integrated lessons into other subjects to a great extent, by various

characteristics: 1997......................................................................................................... 11

8 Percent of public elementary school teachers, K-5, who taught nutrition, by extent of

use of various teaching strategies for nutrition lessons: 1997.......................................... 13

9 Percent of public elementary school teachers, K-5, who taught nutrition, who used

various teaching strategies to a moderate or great extent, by various characteristics:

1997 ................................................................................................................................... 14

10 Percent of public elementary school teachers, K-5, who taught nutrition, who used

various teaching strategies, to any extent, by various characteristics: 1997.................... 15

11 Percent of public elementary school teachers, K-5, who taught nutrition, who

reported various barriers to cooperation with their school meals program staff in

providing nutrition education: 1997................................................................................. 16

12 Percent of public elementary school teachers, K-5, who taught nutrition, who

reported no barriers to cooperation with their school meals program in providing

nutrition education, and percent who reported barriers to a great extent, by various

characteristics: 1997......................................................................................................... 17

13 Percent of public elementary school teachers, K-5, who reported they or their

schools used various strategies to involve parents in the nutrition education of their

children: 1997................................................................................................................... 19
viii

Table of Contents (continued)

List of Tables (continued)

Tables Page

14 Percent of public elementary school teachers, K-5, who reported they or their

schools used various strategies to any extent to involve parents in the nutrition

education of their children, by various characteristics: 1997........................................... 20

15 Percent of public elementary school teachers, K-5, who taught nutrition, by the

quality of instructional materials currently in use for nutrition education: 1997 ............ 21

16 Percent of public elementary school teachers, K-5, who taught nutrition, by the

extent to which they used nutrition education materials they found or developed on

their own, by various characteristics: 1997...................................................................... 23

17 Percent of public elementary school teachers, K-5, by the extent to which various

instructional materials would be useful to them in nutrition education, by

instructional level: 1997................................................................................................... 24
ix

Table of Contents (continued)

List of Tables of Standard Errors

Tables Page

1a Standard errors of mean years of teaching and grades taught by public elementary

school teachers, K-5, who taught self-contained classes:: 1997 ...................................... 39

2a Standard errors of mean number of hours or courses taken by public elementary

school teachers, K-5, to prepare them to teach about nutrition, by type of training:

1997 ................................................................................................................................... 40

3a Standard errors of percent of public elementary school teachers, K-5, who reported

the availability at their school of various resources in support of nutrition education,

by geographic region: 1997.............................................................................................. 41

4a Standard errors of percent of public elementary school teachers, K-5, who reported

the potential of various resources to improve nutrition education: 1997......................... 42

5a Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition in school year 1996-97, and for those who taught nutrition, the standard

errors of the mean number of total hours taught, by instructional level: 1997 ................ 43

6a Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, by the extent to which they integrated lessons about nutrition into various

subjects: 1997................................................................................................................... 44

7a Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition as a separate subject and who integrated lessons into other subjects to a

great extent, by various characteristics: 1997 .................................................................. 45

8a Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, by extent of use of various teaching strategies for nutrition lessons: 1997...... 46

9a Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, who used various teaching strategies to a moderate or great extent, by

various characteristics: 1997 ............................................................................................ 47

10a Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, who used various teaching strategies to any extent, by various

characteristics: 1997......................................................................................................... 48

11a Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, who reported various barriers to cooperation with their school meals

program staff in providing nutrition education: 1997 ...................................................... 49

12a Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, who reported no barriers to cooperation with their school meals program in

providing nutrition education, and percent who reported barriers to a great extent,

by various characteristics: 1997 ....................................................................................... 50
x

Table of Contents (continued)

List of Tables of Standard Errors (continued)

Tables Page

13a Standard errors of percent of public elementary school teachers, K-5, who reported

they or their schools used various strategies to involve parents in the nutrition

education of their children: 1997 ..................................................................................... 51

14a Standard errors of percent of public elementary school teachers, K-5, who reported

they or their schools used various strategies to any extent to involve parents in the

nutrition education of their children, by various characteristics: 1997............................ 52

15a Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, by the quality of instructional materials currently in use for nutrition

education: 1997 ................................................................................................................ 53

16a Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, by the extent to which they used nutrition education materials they found

or developed on their own, by various characteristics: 1997 ........................................... 54

17a Standard errors of percent of public elementary school teachers, K-5, by the extent to

which various instructional materials would be useful to them in nutrition education,

by instructional level: 1997 .............................................................................................. 55

18a Standard errors for figures................................................................................................. 56
1

Introduction The impact of diet on health has been described and documented in

numerous studies and reports. Dietary recommendations and long-term

health objectives, including the Dietary Guidelines for Americans1and the

Year 2000 Health Objectives for the Nation,2 call for Americans to reduce

intake of total fat, saturated fat, and cholesterol; increase intake of fruits,

vegetables, grain products, and foods rich in calcium; and moderate intake of

sugars, salt, and alcohol.

Many Americans consume excess calories for their level of activity, and

have diets inconsistent with the Dietary Guidelines for Americans—too high

in fat, sodium, and sugar, with not enough grains, fruits, and vegetables.

These unhealthy eating patterns may contribute to illness and premature

death in the long term.3 Because eating habits developed in childhood have

the potential to last a lifetime, it is important for children to learn the

benefits of good nutrition. Healthy People 2000 states as a national health

objective that by the year 2000, at least 75 percent of the nation’s schools

will provide nutrition education from preschool through 12th grade.

Thus far, there has been little national-level information available about the

quantity and quality of nutrition education in schools. In 1996, the National

Center for Education Statistics (NCES) published results from the Fast

Response Survey System (FRSS) study Nutrition Education in U.S. Public

Schools, K-12.

4

 That study provided information from a nationally

representative sample of public schools about the placement of nutrition

education in the curriculum, the content of nutrition instruction, the

coordination of nutrition education within the school, and the need for

resources for nutrition education. Still, there was a need for data to address

questions concerning the amount of nutrition instruction in classrooms and

the potential effectiveness of that instruction.

This report presents findings from the survey Nutrition Education in U.S.

Public Schools, Elementary Teacher Survey, K-5, requested by the Food and

Nutrition Service of the U.S. Department of Agriculture (USDA). It was

designed as a followup to the 1996 school study to obtain data on nutrition

education in elementary school classrooms to inform current and future

USDA initiatives, including the School Meals Initiative for Healthy

Children.5 This initiative, begun in 1995, adds requirements for schools to

serve meals that meet federal dietary guidelines and encourages schools to

 

1 U.S. Department of Agriculture and U.S. Department of Health and Human Services. Dietary

Guidelines for Americans. Home and Garden Bulletin No. 232. Fourth Edition, 1995.

2

 U.S. Department of Health and Human Services. Public Health Service. Healthy People 2000:

National Health Promotion and Disease Prevention Objectives. (PHS) 91-50212, 1991.

3

 Ibid, p. 112.

4

 U.S. Department of Education, National Center for Education Statistics. Nutrition Education in U.S.

Public Elementary and Secondary Schools, NCES 96-852, by Carin Celebuski and Elizabeth Farris,

Judi Carpenter, project officer. 1996.

5

 Part of the implementation of the National School Lunch Program. 7CFR Parts 210 and 220.
2

teach children about nutrition so they are motivated to make healthy food

choices. A pilot program for schools, called Team Nutrition, aims to

improve nutrition education in classrooms. The self-administered mail

survey requested information about the following issues:

• Resources and policies for nutrition education,

• Nutrition education in the classroom,

• Working with the school meals program staff,

• Working with parents,

• Instructional materials for nutrition education, and

• Training in nutrition education.

The goal of this study was to provide a national picture of the quantity and

quality of nutrition education in public elementary school classrooms.

Previous research in nutrition education was used to inform our analysis. In

reviews of research about nutrition education published in a special issue of

the Journal of Nutrition Education,

6

 several of the major researchers in this

field describe both characteristics of high-quality nutrition education (i.e.,

effective at changing knowledge, attitudes, and behaviors) for school-aged

children and the effects of training in nutrition education on teachers.

According to the authors, the following elements appear to contribute to the

effectiveness of nutrition education:

• Instruction with a behavioral focus, or a focus on changing specific

behaviors rather than on learning general facts about nutrition;7

• Employment of active learning strategies instead of relying exclusively

on information dissemination and didactic teaching methods; 8

• Devotion of adequate time and intensity to nutrition education (it

appears to take 50 hours per year to impact attitudes and behavior);9

• A family involvement component;10

• A meals program and food-related policies that reinforce classroom

nutrition education;11 and

 

6

Journal of Nutrition Education. (Special Issue) “The Effectiveness of Nutrition Education and

Implications for Nutrition Education Policy, Programs, and Research: A Review of Research.” 27(6)

(November-December 1995).

7

 Leslie A. Lytle, “Nutrition Education for School-aged Children.” Journal of Nutrition Education, 27(6)

(November-December 1995):306.

8

 Ibid., 306.

9

 Ibid, 307.

10 Ibid, 307.

11 Ibid, 308.
3

• Teachers with adequate training in nutrition education12 (training

appears to have a positive effect on the quality of nutrition education,

but less so on the quantity13).

The FRSS elementary teacher survey of nutrition education was conducted

in the spring of 1997 by Westat, a research firm in Rockville, Maryland.

The questionnaires were sent to a nationally representative sample of 1,409

kindergarten through fifth-grade teachers at U.S. public schools (see

appendix A for a description of the survey methodology). Elementary

teachers of grades kindergarten through fifth were selected as respondents

because they are more likely to teach the same group of students for the

whole school day (self-contained classes), making it possible to measure the

amount and type of nutrition instruction occurring in elementary classrooms

nationwide. These elementary school teachers averaged 14 years tenure and

were distributed fairly evenly in grades kindergarten through fifth (table 1).

Table 1.—Mean years teaching and grades taught by public elementary

school teachers, K-5, who taught self-contained classes: 1997

Characteristic Mean number or percent

Mean number of years teaching at the elementary school

level ............................................................................. 14

Grade or grades taught

Kindergarten ................................................................ 15%

Grade 1 ........................................................................ 22

Grade 2 ........................................................................ 19

Grade 3 ........................................................................ 20

Grade 4 ........................................................................ 17

Grade 5 ........................................................................ 15

NOTE: Teachers could report teaching more than one grade, so percents do not sum to 100.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.

Survey findings are presented for all schools, and frequently by the

following characteristics:

• The instructional level of the teacher (kindergarten-second, third-fifth

grades),

• The school enrollment size (less than 300, 300-499, 500 or more

students),

• The geographic region of the school (Northeast, Southeast, Central,

West),

 

12 Lytle, “Nutrition Education for School-Aged Children,” 310.

13 Christine M. Olson, “Inservice Preparation in Nutrition Education for Professionals and

Paraprofessionals.” Journal of Nutrition Education, 27(6) (November-December 1995):349.
4

• The level of support for nutrition education at the school (0-3 resources,

4-6 resources), and

• The type of nutrition education training the teacher has received (none,

research on own, inservice, college coursework).

The classification variables “level of support for nutrition education at the

school” and “type of nutrition education training the teacher has received”

were constructed from information reported by teachers on their

questionnaires. The level of support variable was constructed from

responses to six questions asking about the availability of specific resources

and policies in support of nutrition education at the school. Teachers

reporting zero to three resources available to them were categorized as being

in low-support schools; those reporting four to six resources were in highsupport schools.14 The training variable was constructed from responses to

four questions asking about participation in various types of training.

Teachers could report participation in more than one type of training when

responding to the question. Responses were recoded to the most formal type

of training. From most to least formal, the categories used are college

coursework, inservice/professional development training, research and

reading on own, and none of these types.

Data have been weighted to national estimates of public elementary school

teachers. All comparative statements made in this report have been tested

for statistical significance through chi-square tests or t-tests adjusted for

multiple comparisons using Bonferroni adjustments and are significant at the

0.05 level or better. However, not all statistically significant comparisons

have been presented.

 

14 These categories were determined from examining the distribution of total resources available.

Approximately half of teachers reported 0-3 resources and approximately half reported 4-6 resources.
5

Training to

Teach

Nutrition

To provide information on the level of training to teach nutrition, teachers

were asked to report the preparation they had had for teaching nutrition.

Teachers could report training from any or all of four training methods

(figure 1 and table 2).

• Thirty-seven percent reported training as an undergraduate or graduate

student (averaging 1.8 courses per teacher);

• Twenty-six percent reported participating in workshops, inservice, or

summer institutes (averaging 7.2 hours per teacher);

• Fourteen percent reported some other professional development training

(averaging 2.5 courses per teacher); and

• About 84 percent reported doing research and reading on their own.

Figure 1.—Source of training to teach nutrition reported by public

elementary school teachers, K-5: 1997

11

37

26

14

84

0

20

40

60

80

100

Source*

Percent

Training as 

an undergraduate or 

graduate 

Workshops, 

inservice, or 

summer 

institute 

training

Some other 

professional 

development 

training

No

training

source

Research 

and 

reading on 

own

*Teachers could select more than one source, so percents do not sum to 100.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.
6

Table 2.—Mean number of hours or courses taken by public elementary

school teachers, K-5, to prepare them to teach nutrition,

by type of training: 1997

Type of training Mean number*

Training as an undergraduate or graduate student .............................. 1.8 courses

Workshops, inservice, or summer institutes ....................................... 7.2 hours

Some other professional development training ................................... 2.5 courses

*Includes only teachers with that type of training.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.

About half of elementary school teachers (52 percent) reported formal

training to teach nutrition. To construct this summary measure, teacher

responses were ranked by the most formal method of training reported.

Training as an undergraduate or graduate student was ranked as most formal,

and the category accounted for 37 percent of teachers. Next were

workshops, inservice, and summer institutes merged with other professional

development training, accounting for an additional 15 percent. Research and

reading on their own was the next most formal method, reported by 36

percent of teachers who reported neither college coursework nor inservice or

professional development training. Eleven percent reported they had no

training to prepare them to teach nutrition (figure 2). Almost half of teachers

(47 percent) had no formal training at all. This includes teachers whose

most formal method was research and reading on their own and those who

reported no training.

Figure 2.—Most formal method* used by public elementary school

teachers to prepare them to teach nutrition: 1997

No training

Training as an 

undergraduate 

or graduate 

student

Research and 

reading on own

Inservice 

training

36%

11%

37%

15%

*To provide an unduplicated count, the categories were recoded to training as an undergraduate or

graduate student, professional development training, research and reading on own, and no training.

NOTE: Percents may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.
7

Resources in

Support of

Nutrition

Education

Support provided by schools can encourage classroom teachers in their

nutrition education efforts. Teachers were asked whether six resources in

support of nutrition education were readily available to them at their schools,

and for four of the resources, what their potential for improving nutrition

education was (table 3 and table 4). The resources asked about were the

following:

• High-quality inservice training that focuses on teaching strategies for

behavior change (available to 27 percent of teachers);

• School food-service personnel serving healthy, well-balanced meals in

the cafeteria (available to 82 percent of teachers);

• Reference materials on nutrition education available at the school

(available to 74 percent of teachers);

• Support from school or district for nutrition education as a valid use of

instructional time (available to 70 percent of teachers);

• A written policy or guidelines on nutrition education from the school,

district, or state (available to 57 percent of teachers); and

• A coordinated school nutrition policy—defined as addressing such

issues as coordinating nutrition education across subjects and across

grades, collaboration between the school meals program staff and the

classroom, and policies on outside food vendors in the school and closed

lunch periods (available to 37 percent of teachers).

With two exceptions, teachers generally report high availability of resources

in support of nutrition education. Table 3 shows the teachers’ responses

broken out by geographic region. The categories with the lowest reported

availability, i.e., high-quality inservice training in nutrition education and a

coordinated school nutrition policy, both require extensive commitment on

the part of the school’s administration. By region, teachers from the

Southeast reported greater availability of these two resources than teachers

from other regions.

Table 3.—Percent of public elementary school teachers, K-5. who reported the availability at their

school of various resources in support of nutrition education, by geographic region:

1997

Availability Nutrition education resource* All teachers Northeast Southeast Central West

High-quality inservice training....................................... 27 23 37 25 24

Healthy school cafeteria meals....................................... 82 79 87 78 82

Reference materials at school......................................... 74 73 82 70 71

Support for use of instructional time .............................. 70 61 75 75 69

Written guidelines on nutrition education....................... 57 54 66 59 52

Coordinated school nutrition policy ............................... 37 33 48 37 33

*See questions 2 and 3 in Appendix C.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
8

Overall, about half of teachers (50 percent) reported that fewer than four of

the six resources were available to them, and about half reported between

four and six (not shown in a table). This summary measure of the level of

general support at the school for nutrition education is used later in this

report to analyze reported classroom activities.

Despite research indicating the importance of these resources,15 teachers do

not view access to these resources as the only thing needed to improve

nutrition education (table 4). About 30 percent of these teachers indicated

that healthy school cafeteria meals (34 percent), support for use of

instructional time (29 percent), and reference materials at school (28

percent) would improve it to a great extent. About one-fifth (21 percent)

indicated that high-quality inservice training would improve it to a great

extent. Between 39 and 49 percent reported that each of these resources

would improve nutrition education to a moderate extent.

Table 4.—Percent of public elementary school teachers, K-5, who

reported the potential of various resources to improve

nutrition education: 1997

Potential to improve nutrition education

Nutrition education resource

None

Small

extent

Moderate

extent

Great

extent

High-quality inservice training ..................... 12 24 43 21

Healthy school cafeteria meals..................... 9 18 39 34

Reference materials at school ....................... 4 19 49 28

Support for use of instructional time ............ 7 21 44 29

NOTE: Percents may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.

 

15 Isobel Contento, “Conclusions.” Journal of Nutrition Education, 27(6) (November-December

1995):358-359.
9

Nutrition

Education

in the

Classroom

Amount of

Nutrition

Instruction

Eighty-eight percent of elementary school teachers reported that they taught

lessons about nutrition to their students in the 1996-97 school year (table 5).

More kindergarten through second-grade teachers (92 percent) taught

nutrition than did third- through fifth-grade teachers (83 percent).

Table 5.—Percent of public elementary school teachers, K-5, who

taught nutrition in school year 1996-97, and for those who

taught nutrition, the mean number of total hours taught, by

instructional level: 1997

Instructional level

Percent who taught

about nutrition

Mean hours (for those

who taught about

nutrition)

All kindergarten through

fifth-grade teachers............................... 88 13

Kindergarten-second................................. 92 14

Third-fifth................................................. 83 12

NOTE: Does not include the 12 percent of teachers who did not teach nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.

One important element of effective nutrition instruction is devotion of

adequate time. In particular, 50 hours has been found to be the minimum to

show impact on nutrition behavior. 16 Teachers were asked to report the total

hours they spent in the current year (school year 1996-97) on nutrition

education, including time dedicated specifically to nutrition lessons and time

spent on integrated lessons. Data in table 5 indicate that, among the teachers

who did teach nutrition, the mean number of hours spent on nutrition

education by elementary school teachers was 13, below the 50 hours thought

to be necessary for impact on behavior.17

 

16 Lytle, “Nutrition Education for School-aged Children,” 307.

17 The estimates that follow about classroom practices in nutrition education do not include the 12 percent

of teachers who did not teach lessons about nutrition.
10

Placement in

the Curriculum

Nutrition can be taught as a separate subject, but it can also be integrated

into other subjects. Elementary school teachers reported the extent to which

they integrated nutrition lessons into the subjects of health and physical

education, history and social studies, mathematics, reading and language

arts, and science (table 6), and also reported whether they taught nutrition as

a separate subject (table 7). About one-third of teachers (35 percent) taught

nutrition as a separate subject, and close to the same number integrated

nutrition lessons to a great extent into health and physical education (39

percent) and science (33 percent). Fewer teachers integrated lessons to a

great extent into reading and language arts (14 percent), history and social

studies, and mathematics (4 and 5 percent, respectively). About 4 percent of

teachers taught nutrition as a separate subject but did not integrate it into

other subjects (figure 3).

Table 6.—Percent of public elementary school teachers, K-5, who

taught nutrition, by the extent to which they integrated

lessons about nutrition into various subjects: 1997

Extent to which nutrition lessons are integrated

Subject Not

at all

Small

extent

Moderate

extent

Great

extent

Health/physical education....................... 10 19 32 39

History/social studies.............................. 26 46 23 4

Mathematics ........................................... 23 44 28 5

Reading/language arts............................. 9 34 43 14

Science ................................................... 5 18 45 33

NOTE: Percents may not sum to 100 due to rounding. Does not include the 12 percent of teachers who

did not teach nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.

Figure 3.—Percent of public elementary school teachers, K-5, who

taught nutrition, by the placement of nutrition instruction

in the curriculum: 1997

Both taught as a 

separate subject 

and integrated 

into other 

subjects

Taught as a 

separate subject 

only

Taught 

integrated into 

other subjects 

only

33%

4%

63%

Placement of nutrition instruction

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.
11

Table 7.—Percent of public elementary school teachers, K-5, who taught nutrition as a separate

subject and who integrated lessons into other subjects to a great extent, by various

characteristics: 1997

Nutrition Integrated to a great extent

Characteristic taught as a

separate

subject

Health/

physical

education

History/

social

studies

Mathematics

Reading/

language arts Science

All kindergarten through fifthgrade teachers............................ 35 39 4 5 14 33

Instructional level

Kindergarten-second ................. 35 36 7 5 19 30

Third-fifth ................................. 36 43 1 4 9 36

Enrollment size

Less than 300 ............................ 30 32 2 6 16 31

300-499..................................... 37 37 4 4 13 32

500 or more ............................... 35 43 5 5 14 34

Geographic region

Northwest.................................. 35 36 2 4 11 26

Southeast................................... 33 47 6 5 16 39

Central....................................... 33 34 3 3 13 31

West .......................................... 38 40 5 6 15 34

Level of support available from

school

0-3 resources............................. 30 32 4 3 12 29

4-6 resources............................. 40 46 5 5 15 36

Most formal training to teach

about nutrition

None.......................................... 27 25 1 1 9 13

Research on own ....................... 31 36 4 4 14 30

Inservice.................................... 38 42 2 3 12 36

College coursework................... 40 44 6 6 16 38

NOTE: Does not include the 12 percent of teachers who did not teach nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
12

Both level of support from the school for nutrition education and level of

teacher training appear to be related to whether teachers integrate lessons

about nutrition into other subjects. To shed some light on these

relationships, figure 4 shows the proportion of elementary teachers who did

not integrate lessons about nutrition into history and social studies and

mathematics. Teachers in low-support schools and those with no training

were generally least likely to integrate nutrition lessons. For example, 35

percent of teachers in low-support schools versus 19 percent of those in

high-support schools did not integrate lessons about nutrition into history

and social studies; and 44 percent of teachers with no training versus 21

percent of those with college courseworks do not integrate lessons about

nutrition into history and social studies.18

 

18 The apparent difference of 30 percent of teachers whose most formal training is research on their own

versus 44 percent of those with no training integrating nutrition lessons into history is not statistically

significant.

Figure 4.—Percent of public elementary school teachers who taught nutrition but did not

integrate it into history and social studies, and mathematics, by various

characteristics: 1997

19 19

28

21 21 22 23

38

35

23

30

44

0

20

40

60

80

100

History/social studies Mathematics

4-6 resources

0-3 resources

College course

Inservice

Research on own

None

Level of support available

Training

Subject

Percent

NOTE: Table displays percent of teachers who do not integrate nutrition lessons into the subject among teachers who taught nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in

U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
13

Teaching

Strategies

Teachers reported that they employed active learning strategies and did not

rely exclusively on traditional lecturing methods for nutrition education.

Research has shown that these student-centered instructional strategies are

more effective at changing behavior than other methods.

An active, behaviorally focused approach should be used

consistently in nutrition education programs . . .An active,

learner-centered behavioral change process then systematically

targets the psychosocial factors that are antecedents of behavior

such as personal factors and behavioral capabilities, as well as

environmental factors.19

Table 8 lists the teaching strategies by the extent of their use by elementary

school teachers. Active learning strategies, such as active discussion

(57 percent), hands-on learning (29 percent), and collaborative work

(27 percent), were used to a great extent by the most teachers. More

traditional techniques, such as lecturing (8 percent), demonstration

(19 percent), and media presentations (7 percent), were also used to a great

extent by some teachers. Few teachers (5 percent or less) reported using

computers or other advanced technology, events such as field trips and guest

speakers, and special events like fairs and plays to a great extent.

Table 8.—Percent of public elementary school teachers, K-5, who

taught nutrition, by extent of use of various teaching

strategies for nutrition lessons: 1997

Extent of use

Teaching strategy Not

at all

Small

extent

Moderate

extent

Great

extent

Active discussion...................................... -- 8 35 57

Collaborative or cooperative work............ 6 22 45 27

Computers or other advanced technology. 60 30 8 3

Demonstrations......................................... 11 29 41 19

Field trips.................................................. 61 26 9 4

Guest speakers.......................................... 47 34 14 5

Hands-on learning..................................... 7 23 40 29

Lecturing .................................................. 15 39 39 8

Media presentations.................................. 24 34 35 7

Role playing.............................................. 30 38 25 7

Special events (e.g., fairs, plays) .............. 53 32 12 3

Student projects........................................ 23 37 31 9

Team teaching .......................................... 63 20 12 6

--Less than 0.5 percent.

NOTE: Percents may not sum to 100 due to rounding. Does not include the 12 percent of teachers who

did not teach nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.

 

19 Contento, “Conclusions,” 360.
14

Teachers of grades K-2, teachers with higher levels of support for nutrition

education from their schools, and teachers with more training in nutrition

education were more likely to use some of the active learning strategies in

their nutrition instruction to a moderate or great extent.

• By instructional level, kindergarten through second-grade teachers were

more likely to use hands-on learning (75 percent) and role playing

(37 percent) to a moderate or great extent than were third- through fifthgrade teachers (63 percent and 26 percent, respectively) (table 9).

However, kindergarten through second-grade teachers were less likely to

use student projects (37 versus 44 percent) to a moderate or great extent.

• More teachers with high administrative support than those with low

support used collaborative or cooperative work (78 versus 65 percent),

computers (15 versus 6 percent), hands-on learning (76 versus

61 percent), and student projects (48 versus 31 percent) to a moderate or

great extent.

• Teachers with no training in nutrition education were less likely than

those with college coursework to use several of the active learning

strategies (hands-on learning, role playing, student projects, and

collaboration) to a moderate or great extent. Fifty-three percent of

teachers with no training used collaborative work versus 76 percent of

teachers with college coursework in nutrition education to a moderate or

great extent.

Table 9.—Percent of public elementary school teachers, K-5, who taught nutrition, who used

various teaching strategies to a moderate or great extent,* by various characteristics:

1997

Teaching strategy used to a moderate or great extent

Characteristic Active

discussion

Collaborative

or cooperative

work

Computers or

other advanced

technology

Hands-on

learning Role playing Student

projects

All kindergarten through fifthgrade teachers................................ 92 72 11 69 32 40

Instructional level

Kindergarten-second...................... 91 73 9 75 37 37

Third-fifth ...................................... 93 70 13 63 26 44

Level of support available from

school

0-3 resources.................................. 90 65 6 61 30 31

4-6 resources.................................. 94 78 15 76 34 48

Most formal training to teach about

nutrition

None .............................................. 83 53 5 57 21 23

Research on own............................ 93 70 9 65 26 39

Inservice......................................... 93 75 11 71 34 38

College coursework ....................... 93 76 12 75 39 45

*These response categories were combined for this analysis.

NOTE: Does not include the 12 percent of teachers who did not teach nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
15

Looking more closely at teaching strategies least likely to be used, teachers

with low levels of support and teachers with no training (compared to those

with college training) were less likely to use several of these strategies,

including the following: computers or other advanced technology, field

trips, guest speakers, special events such as fairs and plays, and team

teaching (table 10). Briefly,

• Thirty percent of low-support teachers used computers to any extent,

versus 50 percent of high-support teachers;

• Thirty-three percent of low-support teachers used field trips to any

extent, versus 44 percent of high-support teachers;

• Forty-one percent of low-support teachers and 42 percent of teachers

with no training used guest speakers to any extent, versus 62 percent of

high-support teachers and 61 percent of teachers with college training;

• Forty percent of low-support teachers and 33 percent of teachers with no

training used special events to any extent, versus 53 percent of highsupport teachers and 55 percent of teachers with college training; and

• Twenty-nine percent of low-support teachers used team teaching to any

extent, versus 45 percent of high-support teachers.

For these strategies, teachers whose most formal training was research and

reading on their own tended to resemble those with no training, while

teachers with inservice training tended to resemble those with college

training.

Table 10.—Percent of public elementary school teachers, K-5, who taught nutrition, who used

various teaching strategies to any extent*, by various characteristics: 1997

Teaching strategy

Characteristic Computer or other

advanced

technology

Field trips Guest speakers

Special events

(e.g., fairs, plays) Team teaching

All kindergarten through fifthgrade teachers................................ 40 39 53 47 37

Instructional level

Kindergarten-second...................... 36 44 50 49 39

Third-fifth ...................................... 46 32 56 44 35

Level of support available from

school

0-3 resources.................................. 30 33 41 40 29

4-6 resources.................................. 50 44 62 53 45

Most formal training to teach about

nutrition

None .............................................. 34 32 42 33 34

Research on own............................ 36 34 44 38 31

Inservice......................................... 43 38 55 53 45

College coursework ....................... 45 44 61 55 40

*The response categories small extent, moderate extent, and great extent were combined for this analysis.

NOTE: Does not include the 12 percent of teachers who did not teach nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
16

Working with

the School

Meals Program

Staff

As part of its School Meals Initiative for Healthy Children, the USDA is

encouraging school meals programs to take an active role in the nutrition

education of students. The objective of participation in nutrition education

is to promote student selection and consumption of the healthier school

meals that meals programs are now required to serve in the cafeteria.

Participation by food service staff in nutrition education in the classroom is

not the easiest of tasks to accomplish because of logistical and other barriers.

To gauge the extent and importance of these barriers, teachers who taught

nutrition were asked to rate the extent to which eight factors were barriers to

cooperation with their school meals program staff in providing nutrition

education to their students. Results are reported in table 11. About 49

percent of teachers reported they had no barriers to cooperation. The

barriers asked about were the following:

• No onsite kitchen at the school,

• The way the school meals program is operated (e.g., outside vendor,

satellite kitchen),

• Unsure what activities are possible,

• Insufficient instructional time to fit in activities,

• Insufficient time on the part of the meals program staff,

• Classroom and meals program staff schedules hard to coordinate,

• Lack of administrative support or approval, and

• Lack of interest by the meals program staff.

Table 11.—Percent of public elementary school teachers, K-5, who

taught nutrition, who reported various barriers to

cooperation with their school meals program staff in

providing nutrition education: 1997

Extent of barrier to cooperation (if any

barrier)

Barrier Not

at all

Small

extent

Moderate

extent

Great

extent

No onsite kitchen..................................................... 83 5 3 9

Way meals program is operated (e.g., outside

vendor, satellite kitchen)...................................... 73 8 8 11

Unsure what activities possible ............................... 58 13 13 17

Insufficient instructional time.................................. 55 11 13 21

Insufficient time on the part of the meals

program staff ....................................................... 57 9 12 22

Classroom and meals program schedules hard to

coordinate ............................................................ 58 11 12 19

Lack of administrative approval or support............. 77 12 5 6

Lack of interest by the meals program staff............. 68 12 8 11

NOTE: Percents may not sum to 100 due to rounding. Does not include the 12 percent of teachers who

did not teach nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.
17

While about half (49 percent) of elementary school teachers who teach

nutrition reported no barriers to cooperation with their school meals program

staff in providing nutrition education (table 12), those who did report

barriers tended to focus on the following: lack of instructional time and time

on the part of the meals program staff, uncertainty about possible activities,

and difficulty of schedule coordination between teachers and meals program

staff. For example:

• Twenty-one percent reported that insufficient instructional time was a

barrier to a great extent;

• Twenty-two percent reported that insufficient time on the part of the

meals program staff was a barrier to a great extent;

• Seventeen percent reported that being unsure what activities are possible

was a barrier to a great extent; and

• Nineteen percent reported that classroom and meals program staff

schedules being hard to coordinate was a barrier to a great extent.

Table 12.—Percent of public elementary school teachers, K-5, who taught nutrition who reported no barriers

to cooperation with their school meals program in providing nutrition education, and percent who

reported barriers to a great extent, by various characteristics: 1997

Barrier to a great extent

Characteristic

No

barriers No onsite

kitchen

Way meals

program is

operated

Unsure what

activities

possible

Insufficient

instructional

time

Insufficient

time on part

of meals

program

Classroom

and meals

program

schedules

hard to

coordinate

Lack of

administrative

approval or

support

Lack of

interest by

meals

program

staff

All kindergarten

through fifth-grade

teachers.......................... 49 9 11 17 21 22 19 6 11

Instructional level

Kindergarten-second...... 49 9 11 16 18 20 18 6 11

Third-fifth...................... 49 9 10 18 25 23 19 6 11

Geographic region

Northeast ....................... 44 11 13 15 25 26 24 6 12

Southeast ....................... 63 3 3 11 15 17 15 4 6

Central ........................... 46 10 14 18 23 21 21 5 12

West............................... 43 11 13 20 23 23 17 8 14

NOTE: Does not include the 12 percent of teachers who did not teach nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S. Public Schools:

Elementary Teacher Survey, K-5,” FRSS 60, 1997.
18

Cited less frequently as barriers to a great extent were the lack of an onsite

kitchen (9 percent), the way the meals program is operated (11 percent), and

lack of interest on the part of the meals program staff (11 percent). (The

way the meals program is operated includes arrangements such as outside

vendors and satellite kitchens.) Six percent reported that lack of

administrative approval or support was a great barrier to cooperation with

the meals program staff.

Table 12 shows the reported barriers broken out by instructional level and

geographic region. There are some differences in barriers cited between

teachers in different geographic regions. Teachers in the Southeast were

more likely to report having no barriers to cooperation (63 percent, versus

44 percent for the Northeast, 46 percent for the Central, and 43 percent for

the West). Southeast teachers were also less likely to report the way the

meals program is operated as a barrier (3 percent, versus 13 percent,

14 percent, and 13 percent, respectively).

Working with

Parents

Family involvement is an important element in effective nutrition education

for elementary school students.20 All surveyed teachers were asked the

extent to which they or their schools used any of following eight strategies to

involve parents in the nutrition education of their children:

• Including parents in homework assignments;

• Sending home educational materials to help parents learn about nutrition

or teach their children about nutrition;

• Inviting parents to attend nutrition classes;

• Inviting parents to attend special events, such as School Lunch Week or

tasting parties;

• Inviting parents in nutrition-related careers to speak to the class;

• Asking parents to give in-class demonstrations;

• Asking parents to send healthful snacks to school; and

• Offering nutrition workshops or screening services for parents.

With the exception of asking parents to send healthful snacks (with

37 percent “great extent” and 25 percent “moderate extent”), a majority of

teachers reported that they or their schools used these strategies to a small

extent or not at all (table 13).

 

20 Lytle, “Nutrition Education for School-Aged Children,” 307.
19

Table 13.—Percent of public elementary school teachers, K-5, who

reported they or their schools used various strategies to

involve parents in the nutrition education of their children:

1997

Extent of use

Strategy Not

at all

Small

extent

Moderate

extent

Great

extent

Including parents in homework

assignments............................................. 25 36 27 13

Sending home educational materials........... 24 39 27 10

Inviting parents to attend nutrition classes.. 79 13 6 2

Inviting parents to attend special events..... 42 22 21 15

Inviting parents in nutrition careers to

speak to class.......................................... 57 26 13 4

Asking parents to give in-class

demonstrations........................................ 63 25 9 3

Asking parents to send healthful snacks to

school...................................................... 20 17 25 37

Offering nutrition workshops or screening

services for parents................................. 83 12 4 1

NOTE: Percents may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.

Examining the figures for teachers who reported they or their schools never

used the strategies versus those who did at least to a small extent provides

more information about family involvement efforts in nutrition education

(table 14).

• By geographic region, teachers from the Southeast were most likely to

invite parents to special events (84 percent) compared to 45 to

52 percent in the other regions.

• By level of support for nutrition education from the school, teachers with

high levels of support were most likely to report that they or their

schools used the following parent involvement strategies than were

teaches with low levels of support; including parents in homework

assignments (85 versus 66 percent), sending home educational materials

(85 versus 66 percent), inviting parents to special events (70 versus

46 percent), inviting parents in nutrition careers to speak to their class

(54 versus 31 percent), and asking parents to give in-class

demonstrations (47 versus 28 percent).
20

• By level of most formal training, teachers with college coursework in

nutrition education were more likely to report that they or their schools

used the following parent involvement strategies than teachers with no

training: including parents in homework assignments (82 versus

48 percent), sending home educational materials (78 versus 60 percent),

inviting parents to special events (65 versus 41 percent), inviting parents

in nutrition careers to speak to their class (52 versus 24 percent), and

asking parents to give in-class demonstrations (46 versus 25 percent).

So, while family involvement strategies for nutrition education were less

often used among all teachers than some might argue is optimal,21 teachers

with higher levels of support from their schools, and teachers with college

training in nutrition education were making efforts to involve families more

often than teachers with lower levels of support and those with no training,

respectively.

 

21 Lytle, “Nutrition Education for School-aged Children,” 307.

Table 14.—Percent of public elementary school teachers, K-5, who reported they or their schools

used various strategies to any extent* to involve parents in the nutrition education of

their children, by various characteristics: 1997

Strategy

Characteristic Including parents

in homework

assignments

Sending home

educational

materials

Inviting parents to

attend special

events

Inviting parents in

nutrition careers

to speak to class

Asking parents to

give in-class

demonstrations

All kindergarten through fifthgrade teachers................................ 75 75 58 42 37

Geographic region

Northeast....................................... 74 78 45 38 36

Southeast....................................... 81 79 84 52 45

Central........................................... 72 76 52 42 35

West .............................................. 75 71 51 39 33

Level of support available from

school

0-3 resources................................. 66 66 46 31 28

4-6 resources................................. 85 85 70 54 47

Most formal training to teach about

nutrition

None.............................................. 48 60 41 24 25

Research on own ........................... 75 75 55 37 30

Inservice........................................ 81 81 61 45 41

College coursework....................... 82 78 65 52 46

*The response categories small extent, moderate extent, and great extent were combined for this analysis.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
21

Instructional

Material for

Nutrition

Education

The USDA is interested in promoting the development and adoption of

high-quality instructional materials for nutrition education. To help

determine the current need for materials, teachers who taught nutrition were

asked about the quality and quantity of materials they use now, the sources

of materials, the types of additional materials that would be most helpful to

them in their nutrition education efforts, and their preferred methods for

receiving materials. For the purposes of this survey, high quality materials

were defined as being up to date, age appropriate, and appealing to students.

In addition, teachers were asked whether they had enough materials for all of

their students.

When teachers who taught nutrition were asked whether the instructional

materials they used were high in quality, about one in four said they were up

to date to a great extent (24 percent), 41 percent said they were age

appropriate to a great extent, and 23 percent said they were appealing to

students to a great extent (table 15). About one in five reported having

enough materials for all their students to a great extent (21 percent), and

about one in five (19 percent) reported that they did not have enough

materials for all students.

Table 15.—Percent of public elementary school teachers, K-5, who

taught nutrition, by the quality of instructional materials

currently in use for nutrition education: 1997

Extent statement is true

Quality measure Not

at all

Small

extent

Moderate

extent

Great

extent

Materials are up to date .............................. 7 20 49 24

Materials are age appropriate ..................... 3 13 43 41

Students find materials appealing............... 4 21 52 23

Enough materials for all students................ 19 27 32 21

NOTE: Percents may not sum to 100 due to rounding. Does not include the 12 percent of teachers who

did not teach nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.

Teachers with high levels of support for nutrition education from their

school were more likely to report high-quality materials than were teachers

at low support schools (figure 5). For example, 28 percent of teachers in

high-support schools reported their materials are up to date, versus

19 percent of those in low-support schools. Teachers in high-support

schools were also more likely to report having enough materials for all their

students, that students find materials appealing, and that materials are age

appropriate to a great extent. Teachers with inservice training in nutrition

education were more likely than teachers with no training to report their

materials were up to date and age appropriate to a great extent (figure 6).

For example, 44 percent of teachers with inservice training reported their

materials were age appropriate to a great extent, versus 21 percent of

teachers with no training.
22

Figure 5.—Percent of public elementary school teachers, K-5, who

taught nutrition, who reported their nutrition education

instructional materials were high quality, by level of support

at the school for nutrition education: 1997

28

46

28 26

19

35

18 15

0

20

40

60

80

100

Materials are up 

to date*

Materials are age 

appropriate*

Students find 

materials 

appealing*

Enough materials 

for all students*

4-6 resources

0-3 resources

Percent Level of support available

* Statement is true to a great extent.

NOTE: Does not include the 12 percent of teachers who did not teach about nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.

Figure 6.—Percent of public elementary school teachers, K-5, who

taught nutrition, who reported their nutrition education

instructional materials were high quality, by level of training

to teach about nutrition: 1997

26

42

26 23

33

44

22 25

19

42

22 19 16

21

17 16

0

20

40

60

80

100 College coursework

Inservice

Research on own

None

Training

Materials are up

 to date*

Materials are

age 

appropriate*

Students find

materials

appealing*

Enough materials

for all students*

Percent

* Statement is true to a great extent.

NOTE: Does not include the 12 percent of teachers who did not teach nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.
23

A high proportion of elementary school teachers who taught nutrition used

materials for nutrition education that they found or developed on their own

(table 16). Thirty-three percent did this to a moderate extent and 35 percent

did it to a great extent. Teachers in the lower elementary grades three

through five (kindergarten through second) did this more often to a great

extent (40 percent) than did teachers in grades three through five (29

percent). Also, teachers with lower levels of support (40 percent) used

materials they found on their own to a great extent more often than those

with higher levels (31 percent).

Table 16.—Percent of public elementary school teachers, K-5, who

taught nutrition, by the extent to which they used nutrition

education materials they found or developed on their own,

by various characteristics: 1997

Extent to which used materials found

or developed by teacher

Characteristic Not

at all

Small

extent

Moderate

extent

Great

extent

All kindergarten through fifth-grade

teachers................................................. 8 25 33 35

Instructional level

Kindergarten-second............................. 5 21 34 40

Third-fifth ............................................. 10 29 31 29

Level of support available from school

0-3 resources......................................... 8 21 30 40

4-6 resources......................................... 7 27 35 31

Most formal training to teach about

nutrition

None ..................................................... 14 34 25 27

Research on own................................... 9 20 33 38

Inservice................................................ 11 31 35 23

College coursework .............................. 4 24 33 40

NOTE: Percents may not sum to 100 due to rounding. Does not include the 12 percent of teachers who

did not teach nutrition.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.
24

All surveyed teachers were asked the extent to which eight types of

instructional materials would be useful to them in their nutrition education

efforts (in addition to materials they already used) (table 17). They rated

materials as useful to a great extent to the following degrees:

1. Audio and visual aids such as films, videotapes, or posters (61 percent);

2. Manipulatives and laboratory materials (58 percent);

3. Teacher materials such as curriculum guides or trade books (47 percent);

4. Computer software (43 percent);

5. Supplementary student materials (e.g., worksheets) (31 percent);

6. Publications such as newsletters, magazines, or pamphlets (30 percent);

7. Textbooks (22 percent); and

8. Student assessment materials (22 percent).

Table 17.—Percent of public elementary school teachers, K-5, by the extent to which various

instructional materials would be useful to them in nutrition education, by instructional

level: 1997

Extent to which materials would be useful

Instructional level/type of material Not

at all

Small

extent

Moderate

extent

Great

extent

All kindergarten through fifth-grade teachers

Teacher materials (e.g., curriculum guides or trade books)........................... 7 13 33 47

Textbooks...................................................................................................... 28 26 24 22

Supplementary student materials (e.g., worksheets)...................................... 10 26 33 31

Publications (e.g., newsletters, magazines, pamphlets)................................. 9 25 35 30

Student assessment materials ........................................................................ 18 29 31 22

Manipulatives and laboratory materials ........................................................ 7 10 25 58

Computer software ........................................................................................ 12 15 29 43

Audio and visual aids (e.g., films, videotapes, posters)................................. 4 7 28 61

Kindergarten-second

Teacher materials (e.g., curriculum guides or trade books)........................... 6 13 32 49

Textbooks...................................................................................................... 36 26 20 18

Supplementary student materials (e.g., worksheets)...................................... 11 29 33 27

Publications (e.g., newsletters, magazines, pamphlets)................................. 10 28 38 25

Student assessment materials ........................................................................ 23 32 27 18

Manipulatives and laboratory materials ........................................................ 7 9 25 59

Computer software ........................................................................................ 13 16 30 40

Audio and visual aids (e.g., films, videotapes, posters)................................. 3 7 29 61

Third-fifth

Teacher materials (e.g., curriculum guides or trade books)........................... 7 12 35 45

Textbooks...................................................................................................... 20 26 29 25

Supplementary student materials (e.g., worksheets)...................................... 9 22 32 37

Publications (e.g., newsletters, magazines, pamphlets)................................. 8 22 33 37

Student assessment materials ........................................................................ 13 25 35 27

Manipulatives and laboratory materials ........................................................ 8 10 26 56

Computer software ........................................................................................ 11 14 28 47

Audio and visual aids (e.g., films, videotapes, posters)................................. 5 8 27 60

NOTE: Percents may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
25

More teachers at the kindergarten through second-grade level reported that

textbooks for nutrition education would not be useful to them at all than did

teachers of grades three to five (36 versus 20 percent), and teachers of grades

three to five were more likely than kindergarten through second-grade

teachers to report that supplemental materials (37 versus 27 percent),

publications such as newsletters (37 versus 25 percent), and assessments

(27 versus 18 percent) would be useful to them to a great extent.

All surveyed teachers were also asked about their preferred method for

having nutrition education materials distributed to them. The majority

(67 percent) said they prefer receiving materials for nutrition education

directly, such as through the mail (figure 7). A few (13 percent) would

rather receive materials through training workshops; and fewer still preferred

using specific intermediaries, such as the school meals program

(8 percent), the school district (6 percent), or their school’s administration

(5 percent). Altogether, about 19 percent preferred use of any

intermediaries.

To get an idea of the familiarity of elementary school teachers with Team

Nutrition, the USDA program to improve nutrition education in the

classroom, a separate question was asked of all surveyed teachers. About

one in ten (9 percent) reported familiarity with the program (not shown in a

table).

Figure 7.—Percent of public elementary school teachers, K-5, by

preferred method for having nutrition education materials

distributed to them: 1997

Through 

training 

workshops

Through the 

school meals

program

Through the 

school district

Directly

 (e.g., through 

the mail)

Some 

other way

1%

Through the 

school 

administration

5%

6%

8%

13% 67%

Preferred method of nutrition education materials distribution

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.
26

Topics for

Inservice

Training in

Nutrition

Education

All surveyed teachers were asked whether they would like to receive

inservice training on four nutrition topics. In each of the four areas, a

majority of elementary teachers said they would like to receive inservice

training (figure 8). Specifically, 79 percent would like such training for

coordinating nutrition education across subjects and across grades; 71

percent, for active learning strategies; 68 percent, for involving parents in

nutrition education; and 55 percent, for collaborating with the school meals

program.

Figure 8.—Percent of public elementary school teachers, K-5, who

would like to receive inservice training on various nutrition

topics: 1997

71

55

79

68

0

20

40

60

80

100

Nutrition topic for inservice training

Percent

Coordinating 

nutrition education 

across subjects and 

across grades

Active learning 

strategies

Collaboration with 

the school meals 

program

Involving parents 

in nutrition 

education

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response

Survey System, “Nutrition Education in U.S. Public Schools: Elementary Teacher Survey, K-5,” FRSS

60, 1997.

Comparison

Between

School and

Teacher

Results

There are several topics where the results from the current survey of

teachers are similar to the results obtained from schools in the previous 1995

FRSS nutrition education survey,22 in particular when comparing results

from the Southeast region to other geographic regions.

The FRSS school survey reported higher nutrition education activity among

meals programs in the Southeast than in other geographic regions. Meals

programs in Southeast elementary schools were more likely to have bulletin

boards with nutrition information and to sponsor School Lunch Week, as

 

22 U.S. Department of Education, National Center for Education Statistics. Nutrition Education in U.S.

Public Elementary and Secondary Schools, NCES 96-852, by Carin Celebuski and Elizabeth Farris,

Judi Carpenter, project officer, 1996.
27

well as to provide nutrition education in the classroom and to solicit student

and parent input than meals programs in other geographic regions. The

teacher survey found that teachers in the Southeast were more likely to

report a greater availability of high-quality inservice training and a

coordinated school nutrition policy. They were also least likely to report

barriers to cooperation with the meals program staff compared to teachers

from other regions.

Summary The results of this survey show that nutrition education is going on in

elementary school classrooms, and that many of the instructional materials

and techniques used are those that research indicates may be effective.

However, the classroom time currently devoted to this topic may not be

sufficient to change eating behaviors in students. Research cited earlier in

this report suggests that nutrition instruction might be improved through

inservice training focusing on the following:

• Use of active learning strategies,

• Ways to integrate nutrition lessons into other subjects, and

• Ways to involve families in nutrition education.

Teachers reported that they were interested in receiving inservice training

about these topics. Those who received high support or had some types of

training were more likely to do some of these things than teachers with low

support or with no training, respectively. In addition, teachers with inservice

training were more likely to use instructional materials that were up to date

and age appropriate than teachers with no training.
28
29

Appendix A:

Survey Methodology and Data Reliability
30
31

Survey

Methodology

and Data

Reliability

Sample

Selection

The sampling frame of schools for the FRSS nutrition education teacher

survey was constructed from the 1993-94 NCES Common Core of Data

(CCD) public school universe file and included over 61,000 regular

elementary schools. For the purposes of the survey, elementary schools

were defined to be those with a beginning grade of sixth or lower and no

grade higher than eighth. Excluded from the frame were special education,

vocational, and alternative/other schools, schools in the U.S. territories, and

schools with a highest grade lower than grade one.

Samples were selected in two stages, first elementary schools, and then

teachers within the sampled schools. The CCD frame was stratified by

locale (city, urban fringe, town, rural), crossed by enrollment size (less than

300, 300 to 499, and 500 or more). Within each primary stratum, schools

were sorted by geographic region (Northeast, Southeast, Central, West) and

a measure of poverty status (based on the percentage of students eligible for

free or reduced-price lunch) prior to sample selection to induce additional

implicit stratification. A sample of 750 schools was then selected from the

sorted frame with probabilities proportionate to size (PPS), where the

measure of size was the estimated number of full-time-equivalent (FTE)

teachers in the school. It should be noted that FTE teacher counts were

missing for about 2 percent of the schools in the CCD file. For these, the

required measure of size was imputed by applying the average enrollment-toFTE teacher ratio for schools in the same locale and enrollment size class

category to the enrollment of the school with the missing FTE teacher count.

To facilitate the selection of teachers, each sampled school was requested to

provide a comprehensive list of their teachers of grades kindergarten through

five who taught self-contained classes. Lists were obtained from 96 percent

of the selected elementary schools, yielding 705 participating schools. An

average of about two elementary school teachers (fewer for schools with a

smaller number of eligible teachers and more for schools with a larger

number of eligible teaches) was then selected from each participating school,

for a total initial sample size of 1,409.

Respondents

and Response

Rates

In February 1997, questionnaires (see appendix C) were mailed to 1,409

public elementary school teachers. Of the teachers sampled, 62 were found

to be out of scope (no longer at the school, or not assigned to a selfcontained class), leaving 1,347 eligible teachers in the sample. Telephone

followup was initiated in March, and data collection was completed on July

3, with 1,180 respondents. The teacher response rate was 88 percent. This

figure combines with the response rate from the list collection for a final

response rate of 84 percent. Item nonresponse rates ranged from 0.0 to 1.0

percent.
32

Sampling and

Nonsampling

Errors

The responses were weighted to produce national estimates. The weights

were designed to adjust for the variable probabilities of selection and

differential nonresponse. The findings in this report are estimates based on

the sample selected and, consequently, are subject to sampling variability.

The survey estimates are also subject to nonsampling errors that can arise

because of nonobservation (nonresponse or noncoverage) errors, errors of

reporting, and errors made in the collection of the data. These errors can

sometimes bias the data. Nonsampling errors may include such problems as

the differences in the respondents’ interpretations of the meaning of the

questions; memory effects; misrecording of responses; incorrect editing,

coding, and data entry; differences related to the particular time the survey

was conducted; or errors in data preparation. While general sampling theory

can be used in part to determine how to estimate the sampling variability of a

statistic, nonsampling errors are not easy to measure and, for measurement

purposes, usually require that an experiment be conducted as part of the data

collection procedures or that data external to the study be used.

To minimize the potential for nonsampling errors, the questionnaire was

pretested with knowledgeable respondents like those who completed the

survey. During the design of the survey and the survey pretest, an effort was

made to check for consistency of interpretation of questions and to eliminate

ambiguous terms. The questionnaire and instructions were extensively

reviewed by the Food and Nutrition Service and the National Center for

Education Statistics. Manual and machine editing of the questionnaire

responses were conducted to check the data for accuracy and consistency.

Cases with missing or inconsistent items were recontacted by telephone.

Imputations for item nonresponse were not implemented, as item

nonresponse rates were very low. Data were keyed with 100 percent

verification.

Variances The standard error is a measure of the variability of an estimate due to

sampling. It indicates the variability of a sample estimate that would be

obtained from all possible samples of a given design and size. Standard

errors are used as a measure of the precision expected from a particular

sample. If all possible samples were surveyed under similar conditions,

intervals of 1.96 standard errors below to 1.96 standard errors above a

particular statistic would include the true population parameter being

estimated in about 95 percent of the samples. This is what is referred to as a

95 percent confidence interval. For example, the estimated percentage of

teachers who taught about nutrition in school year 1996-97 is 88 percent and

the estimated standard error is 1.1 percent. The 95 percent confidence

interval for this statistic extends from 88 – (1.96 * 1.1) to 88 + (1.96 * 1.1),

or from 85.8 to 90.2.
33

Estimates of standard errors were computed using a technique known as

jackknife replication. As with any replication method, jackknife replication

involves constructing a number of subsamples (replicates) from the full

sample and computing the statistic of interest for each replicate. The mean

square error of the replicate estimates around the full sample estimate

provides an estimate of the variance of the statistic. To construct the

replicates, 50 stratified subsamples of the full sample were created and then

dropped, one at a time, to define 50 jackknife replicates. A proprietary

computer program (WESVAR), available at Westat, was used to calculate

the estimates of standard errors.

Background

Information

The survey was conducted under contract with Westat, using the NCES Fast

Response Survey System (FRSS). Westat’s project director was Elizabeth

Farris, and the survey manager was Carin Celebuski. Shelley Burns and Judi

Carpenter were the NCES project officers. The data were requested by

Leslie Christovich and Marie Mitchell from the Food and Nutrition Service

of the USDA. Marie Mitchell coordinated the project for the USDA.

The survey instrument was developed with input from several persons in the

field of nutrition education, including individuals from the USDA’s

Nutrition and Technical Services Division and Team Nutrition.

The report was reviewed by the following individuals:

Outside NCES

• Marie Mitchell, CDC

• Leslie Lytle, University of Minnesota

Inside NCES

• Marilyn McMillen

• Kathryn Chandler

• Larry Bobbitt

• Jonaki Bose

For more information about the Fast Response Survey System or the

nutrition education teacher survey, contact Shelley Burns, Elementary/

Secondary Statistics Division, Office of Educational Research and

Improvement, National Center for Education Statistics, 555 New Jersey

Avenue, NW, Washington, DC 20208-5651, telephone (202) 219-1463.
34

Terms Defined

on the Survey

Questionnaire

Collaborative or cooperative work - students work together in small

groups to solve problems or do projects.

Coordinated school nutrition policy - may address such issues as

coordinating nutrition education across subjects and across grades,

collaboration between the school meals program and the classroom, and

policies on outside food vendors and closed lunch periods.

Coordinating nutrition education across subjects and across grades -

refers to the integration of nutrition lessons into subjects such as math and

science, and the integration across grades so the lessons at each grade level

build on the previous year’s lessons.

Hands-on learning - students engage in direct learning experiences by

applying their learning to real-life situations or everyday issues and events.

Nutrition education materials - lesson plans, curriculum guides, posters,

pamphlets, multimedia, etc., designed to improve health, achieve positive

change in dietary habits, and emphasize the relationship between diet and

health.

Nutrition education - refers to curricula, courses, lesson plans and units,

and activities designed to provide instruction with regard to the nutritional

value of foods and the relationship between food and human health.

Classification

Variables

Instructional level of the teacher

Kindergarten through second-grade teachers.

Third through fifth-grade teachers.

School enrollment size

Less than 300 students in the school.

Between 300-499 students in the school.

500 or more students in the school.

Geographic region of the school

Northeast - Connecticut, Delaware, District of Columbia, Maine, Maryland,

Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania,

Rhode Island, and Vermont.

Southeast - Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana,

Mississippi, North Carolina, South Carolina, Tennessee, Virginia, and West

Virginia.

Central - Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri,

Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin.
35

West - Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana,

Nevada, New Mexico, Oklahoma, Oregon, Texas, Utah, Washington, and

Wyoming.

Level of support for nutrition education at the school - constructed from

information reported by teachers on their questionnaires (questions 2 and 3).

Affirmative responses to six questions asking about the availability of

specific resources and policies in support of nutrition education at the school

were summed. The six resources were ongoing inservice training that

focuses on teaching strategies for behavioral change; school food service

personnel serving healthy, well-balanced meals in the cafeteria; reference

materials on nutrition education available at your school; support from your

school or district for nutrition education as a valid use of instructional time;

a written policy or guidelines on nutrition education from your school,

district, or state; and a coordinated school nutrition policy.

Low - teachers reporting 0-3 resources available to them.

High - teachers reporting 4-6 resources available to them.

Type of nutrition education training the teacher has received -

constructed from information reported by teachers on their questionnaires

(question 17). Teachers were recoded to their most formal type of training,

although they may have participated in other types of training as well.

None - teachers reported not participating in any training for

teaching students about nutrition.

Research on own - teachers reported that they did research on their

own, but did not participate in any formal training.

Inservice - teachers reported that they participated in inservice or

other professional development training, but did not participate in

training as an undergraduate or graduate student.

College coursework - teachers reported that they participated in

training as an undergraduate or graduate student.
36
37

Appendix B

Tables of Standard Errors
38
39

Table 1a.—Standard errors of mean years of teaching and grades taught by public elementary school

teachers, K-5, who taught self-contained classes: 1997

Characteristic

Standard error of mean

number or percent

Mean number of years teaching at the elementary school level ............................................................... 0.2

Grade or grades taught

Kindergarten ...................................................................................................................................... 0.8

Grade 1............................................................................................................................................... 1.0

Grade 2............................................................................................................................................... 1.1

Grade 3............................................................................................................................................... 1.0

Grade 4............................................................................................................................................... 1.0

Grade 5............................................................................................................................................... 0.9

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
40

Table 2a.—Standard errors of mean number of hours or courses taken by public elementary school

teachers, K-5, to prepare them to teach nutrition, by type of training: 1997

Type of training

Standard error of mean

number

Training as an undergraduate or graduate student.................................................................................... 0.1

Workshop, inservice, or summer institutes .............................................................................................. 0.4

Some other professional development training......................................................................................... 0.4

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
41

Table 3a.—Standard errors of percent of public elementary school teachers, K-5, who reported the

availability at their school of various resources in support of nutrition education,

by geographic region: 1997

Standard error of availability

Nutrition education resource

All teachers Northeast Southeast Central West

High-quality inservice training .......... 1.2 2.6 3.4 2.2 2.1

Healthy school cafeteria meals.......... 1.3 3.1 2.1 2.9 2.2

Reference materials at school ............ 1.4 2.3 2.3 3.5 2.7

Support for use of instructional time . 1.5 3.2 2.8 2.9 2.4

Written guidelines on nutrition

education........................................ 1.7 4.1 2.9 2.8 2.4

Coordinated school nutrition policy... 1.4 3.9 2.9 2.6 2.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
42

Table 4a.—Standard errors of percent of public elementary school teachers, K-5, who reported the

potential of various resources to improve nutrition education: 1997

Standard error of potential to improve nutrition education

Nutrition education resource

None Small Moderate Great

High-quality inservice training ............................................. 1.1 1.2 1.6 1.2

Healthy school cafeteria meals.............................................. 0.9 1.3 1.5 1.4

Reference materials at school ............................................... 0.6 1.1 1.5 1.3

Support for use of instructional time..................................... 0.6 1.1 1.6 1.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
43

Table 5a.—Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition in school year 1996-97, and for those who taught nutrition, the standard errors

of the mean number of total hours taught, by instructional level: 1997

Instructional level

Standard error of

percent who taught about

nutrition

Standard error of mean hours

(for those who taught about

nutrition)

All kindergarten through fifth-grade teachers....................... 1.1 0.5

Kindergarten-second ............................................................. 1.2 0.7

Third-fifth ............................................................................. 1.4 0.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
44

Table 6a.—Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, by the extent to which they integrated lessons about nutrition into various

subjects: 1997

Standard error of extent to which nutrition lessons are integrated

Subject

Not at all Small extent Moderate extent Great extent

Health/physical education........................................ 1.0 1.0 1.2 1.2

History/social studies............................................... 1.3 1.5 1.6 0.6

Mathematics............................................................. 1.2 1.5 1.6 0.7

Reading/language arts.............................................. 0.9 1.7 1.6 1.3

Science..................................................................... 0.7 1.3 1.7 1.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
45

Table 7a.—Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition as a separate subject and who integrated lessons into other subjects to a great

extent, by various characteristics: 1997

Nutrition Standard error of percent integrated to a great extent

Characteristic

taught as a

separate

subject (s.e.)

Health/

physical

education

History/

social

studies

Mathematics

Reading/

language arts Science

All kindergarten through

fifth-grade teachers ................... 1.3 1.2 0.6 0.7 1.3 1.5

Instructional level

Kindergarten-second ................. 1.7 2.0 1.1 0.9 1.8 2.0

Third-fifth ................................. 2.0 1.9 0.6 0.9 1.5 2.4

Enrollment size

Less than 300 ............................ 3.7 4.8 1.2 2.3 3.6 4.9

300-499..................................... 2.7 2.6 1.1 1.0 2.1 2.6

500 or more ............................... 1.8 1.9 0.9 1.1 1.7 2.1

Geographic region

Northwest.................................. 3.7 4.0 0.9 1.3 2.8 3.7

Southeast................................... 2.7 3.6 1.6 1.4 3.0 3.5

Central....................................... 3.2 3.7 1.2 1.0 2.7 2.7

West .......................................... 2.8 2.2 1.0 1.4 2.0 2.4

Level of support available from

school

0-3 resources............................. 2.0 2.0 0.8 0.8 1.6 2.0

4-6 resources............................. 2.1 2.1 0.9 0.9 1.7 2.2

Most formal training to teach

about nutrition

None.......................................... 4.7 4.9 1.4 1.2 3.2 3.5

Research on own ....................... 2.3 2.9 1.1 1.1 1.9 2.0

Inservice.................................... 3.7 4.0 1.1 1.5 3.0 3.7

College coursework................... 2.2 2.4 1.1 1.3 1.7 2.4

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
46

Table 8a.—Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, by extent of use of various teaching strategies for nutrition lessons: 1997

Standard error of extent of use

Teaching strategy

Not at all Small extent Moderate extent Great extent

Active discussion .................................................... 0.1 0.9 1.3 1.3

Collaborative or cooperative work.......................... 0.6 1.7 1.6 1.5

Computers or other advanced technology ............... 1.7 1.5 1.0 0.4

Demonstrations....................................................... 0.9 1.7 1.3 1.3

Field trips................................................................ 1.3 1.2 0.9 0.7

Guest speakers........................................................ 1.9 1.5 1.1 0.6

Hands-on learning................................................... 0.9 1.6 1.5 1.5

Lecturing................................................................. 1.1 1.4 1.5 0.8

Media presentations................................................ 1.5 1.5 1.3 0.8

Role playing............................................................ 1.4 1.4 1.1 0.9

Special events (e.g., fairs, plays)............................. 1.6 1.3 0.9 0.5

Student projects....................................................... 1.1 1.5 1.3 0.9

Team teaching......................................................... 1.7 1.5 1.1 0.9

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
47

Table 9a.—Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, who used various teaching strategies to a moderate or great extent,* by various

characteristics: 1997

Standard error of teaching strategy used to a moderate or great extent

Characteristic Active

discussion

Collaborative

or cooperative

work

Computers or

other advanced

technology

Hands-on

learning

Role playing Student

projects

All kindergarten through fifthgrade teachers................................0.9 1.6 1.1 1.7 1.6 1.4

Instructional level

Kindergarten-second...................... 1.2 1.9 1.1 2.0 2.3 2.0

Third-fifth ...................................... 1.2 2.4 1.5 2.5 2.3 2.3

Level of support available from

school

0-3 resources.................................. 1.5 2.1 1.2 2.4 2.8 2.3

4-6 resources.................................. 1.1 2.0 1.5 1.7 2.2 2.0

Most formal training to teach about

nutrition

None .............................................. 4.2 5.5 2.4 6.4 5.0 4.0

Research on own............................ 1.4 2.0 1.7 3.0 2.4 2.7

Inservice......................................... 1.8 4.1 2.6 4.1 2.9 3.7

College coursework ....................... 1.4 2.5 1.6 2.3 2.7 2.5

*These response categories were combined for this analysis.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
48

Table 10a.—Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, who used various teaching strategies, by various characteristics: 1997

Standard error of teaching strategy

Characteristic Computer or other

advanced

technology

Field trips Guest speakers

Special events

(e.g., fairs, plays) Team teaching

All kindergarten through

fifth-grade teachers........................ 1.7 1.3 2.0 1.6 1.7

Instructional level

Kindergarten-second...................... 2.3 1.5 2.4 2.0 2.1

Third-fifth ...................................... 2.5 2.2 2.9 2.7 2.4

Level of support available from

school

0-3 resources.................................. 2.3 2.0 2.7 2.0 2.2

4-6 resources.................................. 2.2 2.0 2.4 2.3 2.5

Most formal training to teach about

nutrition

None .............................................. 5.4 4.2 5.3 5.5 5.5

Research on own............................ 2.4 2.5 2.8 2.6 2.4

Inservice......................................... 4.1 3.9 4.5 3.9 3.7

College coursework ....................... 2.6 2.3 3.1 2.5 2.4

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
49

Table 11a.—Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, who reported various barriers to cooperation with their school meals program

staff in providing nutrition education: 1997

Standard error of extent of barrier to cooperation

(if any barriers)

Barrier

Not at all Small extent

Moderate

extent

Great extent

No onsite kitchen ................................................................................... 1.3 0.6 0.6 0.8

Way meals program is operated (e.g., outside vendor, satellite kitchen) 1.5 0.8 0.8 1.0

Unsure what activities possible.............................................................. 1.4 1.0 1.3 1.1

Insufficient instructional time ................................................................ 1.7 1.0 1.4 1.3

Insufficient time on the part of the meals program staff ........................ 1.6 0.8 0.9 1.3

Classroom and meals program schedules hard to coordinate ................. 1.7 1.0 1.1 1.4

Lack of administrative approval or support ........................................... 1.4 1.0 0.8 0.7

Lack of interest by the meals program staff........................................... 1.5 1.0 0.8 1.1

NOTE: Forty-eight percent of teachers reported no barriers to cooperation with the school meals program staff.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
50

Table 12a.—Standard errors of percent of public elementary school teachers, K-5, who taught nutrition, who

reported no barriers to cooperation with their school meals program in providing nutrition

education, and percent who reported barriers to a great extent, by various characteristics: 1997

Standard error of barrier to a great extent (if any barrier)

Characteristic

No

barriers

(s.e.)

No onsite

kitchen

Way meals

program is

operated

Unsure what

activities

possible

Insufficient

instructional

time

Insufficient

time on part

of meals

program

Schedules

hard to

coordinate

Lack of

administrative

approval or

support

Lack of

interest by

meals

program

staff

All kindergarten

through fifth-grade

teachers ......................... 1.6 0.8 1.0 1.1 1.3 1.3 1.4 0.7 1.1

Instructional level

Kindergarten-second ..... 2.1 1.0 1.2 1.5 1.4 1.5 1.7 0.9 1.3

Third-fifth ..................... 2.4 1.4 1.5 2.0 2.1 2.0 1.7 1.1 1.4

Geographic region

Northeast....................... 3.8 2.1 2.2 2.6 2.8 3.7 4.2 1.8 3.0

Southeast....................... 3.0 1.1 1.2 2.1 2.0 2.4 2.3 1.2 1.6

Central........................... 3.5 2.0 2.0 2.5 2.9 2.8 2.3 1.3 1.7

West .............................. 2.9 1.7 1.8 2.1 2.2 2.3 2.1 1.8 2.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S. Public Schools:

Elementary Teacher Survey, K-5,” FRSS 60, 1997.
51

Table 13a.—Standard errors of percent of public elementary school teachers, K-5, who reported they

or their schools used various strategies to involve parents in the nutrition education of

their children: 1997

Standard error of extent of use

Strategy Not

at all

Small

extent

Moderate

extent

Great

extent

Including parents in homework assignments.......................................... 1.2 1.4 1.2 1.1

Sending home educational materials...................................................... 1.2 1.7 1.4 0.9

Inviting parents to attend nutrition classes............................................. 1.1 0.8 0.7 0.4

Inviting parents to attend special events................................................. 1.6 1.1 1.2 1.1

Inviting parents in nutrition careers to speak to class ............................ 1.3 1.2 1.1 0.8

Asking parents to give in-class demonstrations ..................................... 1.5 1.2 1.0 0.5

Asking parents to send healthful snacks to school................................. 1.3 1.1 1.2 1.5

Offering nutrition workshops or screening services for parents............. 1.2 1.0 0.6 0.3

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
52

Table 14a.—Standard errors of percent of public elementary school teachers, K-5, who reported

they or their schools used various strategies to any extent to involve parents in the

nutrition education of their children, by various characteristics: 1997

Standard error of strategy

Characteristic Including parents

in homework

assignments

Sending home

educational

materials

Inviting parents to

attend special

events

Inviting parents in

nutrition careers

to speak to class

Asking parents to

give in-class

demonstrations

All kindergarten through

fifth-grade teachers........................ 1.1 1.2 1.7 1.3 1.5

Geographic region

Northeast........................................ 3.0 2.7 3.3 2.6 3.2

Southeast........................................ 2.2 2.5 2.4 2.8 3.2

Central ........................................... 2.1 2.6 3.8 3.4 3.6

West............................................... 2.2 2.2 3.1 2.8 2.6

Level of support available from

school

0-3 resources.................................. 2.0 1.8 2.3 1.8 2.1

4-6 resources.................................. 1.6 1.7 2.2 1.7 2.0

Most formal training to teach about

nutrition

None .............................................. 4.2 4.6 5.0 4.4 4.0

Research on own............................ 2.4 1.7 1.7 1.9 2.1

Inservice......................................... 3.3 3.2 3.2 3.9 3.7

College coursework ....................... 1.5 2.4 2.8 2.8 3.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
53

Table 15a.—Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, by the quality of instructional materials currently in use for nutrition

education: 1997

Standard error of extent statement is true

Quality measure Not

at all

Small

extent

Moderate

extent

Great

extent

Materials are up to date............................................................ 0.7 1.3 1.6 1.5

Materials are age appropriate................................................... 0.4 1.0 1.3 1.4

Students find materials appealing ............................................ 0.4 1.1 1.6 1.5

Enough materials for all students............................................. 1.1 1.1 1.3 1.0

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
54

Table 16a.—Standard errors of percent of public elementary school teachers, K-5, who taught

nutrition, by the extent to which they used nutrition education materials they found or

developed on their own, by various characteristics: 1997

Standard error of extent to which used materials

found or developed by teacher

Characteristic

Not

at all

Small

extent

Moderate

extent

Great

extent

All kindergarten through fifth-grade teachers ................... 0.9 1.5 1.5 1.7

Instructional level

Kindergarten-second ......................................................... 0.9 1.9 2.1 2.2

Third-fifth ......................................................................... 1.4 2.2 2.2 2.3

Level of support available from school

0-3 resources..................................................................... 1.2 1.8 1.9 2.3

4-6 resources..................................................................... 1.2 1.8 2.2 2.1

Most formal training to teach about nutrition

None.................................................................................. 4.2 5.3 5.5 5.9

Research on own ............................................................... 1.5 2.3 2.6 2.4

Inservice............................................................................ 2.5 4.2 4.1 3.1

College coursework........................................................... 1.2 2.3 2.2 2.9

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
55

Table 17a.—Standard errors of percent of public elementary school teachers, K-5, by the extent to

which various instructional materials would be useful to them in nutrition education, by

instructional level: 1997

Standard error of extent to which materials would be useful

Instructional level/type of material Not

 at all

Small

extent

Moderate

extent

Great

extent

All kindergarten through fifth-grade teachers

Teacher materials (e.g., curriculum guides or trade books). 0.7 1.2 1.4 1.4

Textbooks............................................................................ 1.4 1.2 1.5 1.2

Supplementary student materials (e.g., worksheets)............ 0.9 1.3 1.3 1.2

Publications (e.g., newsletters, magazines, pamphlets)....... 0.9 1.0 1.6 1.2

Student assessment materials .............................................. 1.1 1.3 1.4 1.1

Manipulatives and laboratory materials .............................. 0.8 0.8 1.1 1.1

Computer software .............................................................. 1.0 1.2 1.3 1.7

Audio and visual aids (e.g., films, videotapes, posters)....... 0.6 0.9 1.3 1.5

Kindergarten-second

Teacher materials (e.g., curriculum guides or trade books). 1.0 1.5 2.2 2.2

Textbooks............................................................................ 2.1 1.8 1.7 1.5

Supplementary student materials (e.g., worksheets)............ 1.3 1.7 1.8 1.7

Publications (e.g., newsletters, magazines, pamphlets)....... 1.3 1.8 2.2 1.5

Student assessment materials .............................................. 1.8 1.9 1.8 1.4

Manipulatives and laboratory materials .............................. 1.0 1.3 1.5 1.9

Computer software .............................................................. 1.4 1.6 1.9 2.5

Audio and visual aids (e.g., films, videotapes, posters)....... 0.6 1.3 1.8 2.2

Third-fifth

Teacher materials (e.g., curriculum guides or trade books). 1.1 1.7 2.1 1.7

Textbooks............................................................................ 2.0 1.6 2.1 1.9

Supplementary student materials (e.g., worksheets)............ 1.2 1.9 2.4 2.1

Publications (e.g., newsletters, magazines, pamphlets)....... 1.3 1.8 2.0 1.9

Student assessment materials .............................................. 1.4 1.6 2.0 1.6

Manipulatives and laboratory materials .............................. 1.1 1.2 1.9 2.0

Computer software .............................................................. 1.2 1.6 1.7 1.8

Audio and visual aids (e.g., films, videotapes, posters)....... 1.0 1.4 2.1 1.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
56

Table 18a.—Standard errors for figures

Standard error of percent

Figure 1.—Source of training to teach nutrition reported by public elementary school teachers,

K-5: 1997

Training as an undergraduate or graduate student.................................................................................... 1.3

Workshops, inservice, or summer institutes............................................................................................. 1.4

Some other professional development training ........................................................................................ 1.1

Research and reading on own................................................................................................................... 1.0

No training source.................................................................................................................................... 1.0

Figure 2.—Most formal method used by public elementary school teachers, K-5, to prepare

them to teach nutrition: 1997

Training as an undergraduate or graduate student.................................................................................... 1.3

Inservice training ..................................................................................................................................... 1.2

Research and reading on own................................................................................................................... 1.4

No training............................................................................................................................................... 1.0

Figure 3.—Percent of public elementary school teachers, K-5, who taught nutrition, by the

placement of nutrition instruction in the curriculum: 1997

Taught as a separate subject only......................................................................................................... 0.6

Taught integrated into other subjects only............................................................................................ 1.4

Both taught as a separate subject and integrated into other subjects.................................................... 1.4

Figure 4.—Percent of public elementary school teachers, K-5, who taught nutrition but did not

integrate it into history and social studies, and mathematics, by various characteristics: 1997

History/social studies

4-6 resources..................................................................................................................................... 1.8

0-3 resources..................................................................................................................................... 1.9

College coursework........................................................................................................................... 1.7

Inservice ............................................................................................................................................ 2.6

Research on own ............................................................................................................................... 2.7

None.................................................................................................................................................. 5.4

Mathematics

4-6 resources..................................................................................................................................... 1.7

0-3 resources..................................................................................................................................... 1.9

College coursework........................................................................................................................... 1.8

Inservice ............................................................................................................................................ 3.2

Research on own ............................................................................................................................... 2.3

None.................................................................................................................................................. 5.2

Figure 5.—Percent of public elementary school teachers, K-5, who taught nutrition, who

reported their nutrition education instructional materials were high quality, by level of support

at the school for nutrition education: 1997

Materials are up to date

4-6 resources..................................................................................................................................... 1.9

0-3 resources..................................................................................................................................... 1.8

Materials are age appropriate

4-6 resources..................................................................................................................................... 1.8

0-3 resources..................................................................................................................................... 2.3

Students find materials appealing

4-6 resources..................................................................................................................................... 2.0

0-3 resources..................................................................................................................................... 1.9

Enough materials for all students

4-6 resources..................................................................................................................................... 1.8

0-3 resources..................................................................................................................................... 1.7
57

Table 18a.—Standard errors for figures--continued

Standard error of percent

Figure 6.—Percent of public elementary school teachers, K-5, who taught nutrition, who

reported their nutrition education instructional materials were high quality, by level of training

to teach about nutrition: 1997

Materials are up to date

College coursework........................................................................................................................... 2.4

Inservice ............................................................................................................................................ 4.5

Research on own ............................................................................................................................... 2.1

None.................................................................................................................................................. 4.1

Materials are age appropriate

College coursework........................................................................................................................... 2.4

Inservice ............................................................................................................................................ 3.9

Research on own ............................................................................................................................... 2.6

None.................................................................................................................................................. 4.3

Students find materials appealing

College coursework........................................................................................................................... 2.1

Inservice ............................................................................................................................................ 3.6

Research on own ............................................................................................................................... 2.3

None.................................................................................................................................................. 3.5

Enough materials for all students

College coursework........................................................................................................................... 1.8

Inservice ............................................................................................................................................ 3.6

Research on own ............................................................................................................................... 1.9

None.................................................................................................................................................. 3.8

Figure 7.—Percent of public elementary school teachers, K-5, by preferred method for having

nutrition education materials distributed to them: 1997

Directly (e.g., through the mail)............................................................................................................... 1.2

Through training workshops.................................................................................................................... 0.9

Through the school meals program.......................................................................................................... 0.7

Through the school district ...................................................................................................................... 0.7

Through the school administration........................................................................................................... 0.7

Some other way........................................................................................................................................ 0.3

Figure 8.—Percent of public elementary school teachers, K-5, who would like to receive

inservice training on various nutrition topics: 1997

Active learning strategies......................................................................................................................... 1.9

Collaboration with the school meals program.......................................................................................... 1.4

Coordinating nutrition education across subjects and across grades........................................................ 1.1

Involving parents in nutrition education................................................................................................... 1.5

NOTE: This survey included kindergarten through fifth-grade teachers.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Nutrition Education in U.S.

Public Schools: Elementary Teacher Survey, K-5,” FRSS 60, 1997.
58
59

Appendix C

Survey Form
60
61

Information Copy

Do not complete

U.S. DEPARTMENT OF EDUCATION O.M.B. NO.: 1850-0733

NATIONAL CENTER FOR EDUCATION STATISTICS EXPIRATION DATE: 1/31/98

WASHINGTON, D.C. 20208-5651

NUTRITION EDUCATION IN U.S. PUBLIC SCHOOLS:

ELEMENTARY TEACHER SURVEY, K-5

FAST RESPONSE SURVEY SYSTEM

This survey is authorized by law (P.L. 103382). While you are not required to respond, your cooperation is needed

to make the results of this survey comprehensive, accurate, and timely.

DEFINITIONS FOR THIS SURVEY:

Collaborative or cooperative work - students work together in small groups to solve problems or do projects.

Coordinated school nutrition policy - may address such issues as coordinating nutrition education across

subjects and across grades, collaboration between the school meals program and the classroom, and policies on

outside food vendors in the school and closed lunch periods.

Coordinating nutrition education across subjects and across grades - refers to the integration of nutrition

lessons into subjects such as math and science, and the integration across grades so the lessons at each grade

level build on the previous year’s lessons.

Hands-on learning - students engage in direct learning experiences by applying their learning to real-life situations

or everyday issues and events.

Nutrition education materials - lesson plans, curriculum guides, posters, pamphlets, multimedia, etc., designed to

improve health, achieve positive change in dietary habits, and emphasize the relationship between diet and health.

Nutrition education - refers to curricula, courses, lesson plans and units, and activities designed to provide

instruction with regard to the nutritional value of foods and the relationship between food and human health.

LABEL

IF ABOVE INFORMATION IS INCORRECT, PLEASE MAKE CORRECTIONS DIRECTLY ON LABEL.

Name of person completing form: _______________________________ Title: __________________________

Telephone:____________________ Fax:_________________________ E-mail: _____________________

Best days and times to reach you (in case of questions): ______________________________________________

PLEASE RETURN COMPLETED FORM TO:

WESTAT

1650 Research Boulevard

Rockville, Maryland 20850

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid

OMB control number. The valid OMB control number for this information collection is 1850-0733. The time required to complete this

information collection is estimated to average 30 minutes per response, including the time to review instructions, search existing data

resources, gather the data needed, and complete and review the information collected. If you have any comments concerning the accuracy of

the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4651. If

you have comments or concerns regarding the status of your individual submission of this form, write directly to: National Center for Education

Statistics, 555 New Jersey Avenue, N.W., Washington, D.C. 20208.

FRSS Form No. 60, 2/97
Please refer to definitions on the front cover for words in boldface.

Information Copy

Do not complete

1. This school year (1996-97), have you taught or will you teach lessons about nutrition to your students? (Include

lessons taught by invited speakers.)

Yes ..................... 1 No........................ 2

2. Which of the following resources would help improve nutrition education in your classroom? For column A,

indicate whether each resource is already available to you. For column B, indicate how much potential each

resource has to improve nutrition education.

A.

Resource B. Potential to improve

already nutrition education

available?

Yes No None Small Moderate Great

a. Ongoing inservice training that focuses

on teaching strategies for behavior change....... 1 2 1 2 3 4

b. School food service personnel serving healthy,

well-balanced meals in the cafeteria ................. 1 2 1 2 3 4

c. Reference materials on nutrition education

available at your school ..................................... 1 2 1 2 3 4

d. Support from your school or district for nutrition

education as a valid use of instructional time .... 1 2 1 2 3 4

3. Do you have the following policies readily available to you at school?

Yes No

a. A written policy or guidelines on nutrition education from your

school, district, or state................................................................ 1 2

b. A coordinated school nutrition policy..................................... 1 2

Check your answer to question 1. If you answered “no” to question 1, skip now to question 10. If you answered

“yes” to question 1, continue with question 4.

4. About how many total hours will you have spent teaching about nutrition to your students by the end of this school

year (1996-97)? (Include both time dedicated specifically to nutrition lessons and time spent on integrated

lessons.) _______ hours

5. To what extent do you integrate lessons about nutrition into the following subject areas? (Kindergarten teachers

may skip this question.)

Not at Small Moderate Great

all extent extent extent

a. Health/physical education............................................................ 1 2 3 4

b. History/social studies ................................................................... 1 2 3 4

c. Mathematics ................................................................................ 1 2 3 4

d. Reading/language arts................................................................. 1 2 3 4

e. Science........................................................................................ 1 2 3 4

f. Some other subject (specify ________________________ ).... 1 2 3 4

6. Do you teach nutrition as a separate subject?

Yes ..................... 1 No........................ 2

7. To what extent are the following things true of the nutrition education materials you use?

Not at Small Moderate Great

all extent extent extent

a. The materials are up to date........................................................ 1 2 3 4

b. The materials are age appropriate .............................................. 1 2 3 4

c. My students find the materials appealing .................................... 1 2 3 4

d. I have enough materials for all my students to use ..................... 1 2 3 4

e. Most of the materials are ones I found or developed on my own 1 2 3 4
Please refer to definitions on the front cover for words in boldface.

Information Copy

Do not complete

8. To what extent do you use the following teaching strategies for nutrition lessons?

Not at Small Moderate Great

all extent extent extent

a. Active discussion ......................................................................... 1 2 3 4

b. Collaborative or cooperative work .......................................... 1 2 3 4

c. Computers or other advanced technology................................... 1 2 3 4

d. Demonstrations ........................................................................... 1 2 3 4

e. Field trips ..................................................................................... 1 2 3 4

f. Guest speakers ........................................................................... 1 2 3 4

g. Hands-on learning..................................................................... 1 2 3 4

h. Lecturing...................................................................................... 1 2 3 4

i. Media presentations .................................................................... 1 2 3 4

j. Role playing ................................................................................. 1 2 3 4

k. Special events (e.g., fairs, plays)................................................. 1 2 3 4

l. Student projects........................................................................... 1 2 3 4

m. Team teaching............................................................................. 1 2 3 4

n. Some other strategy (specify ________________________ ).... 1 2 3 4

9. To what extent are the following factors barriers to cooperation with your school’s meals program in providing

nutrition education to your students? If you feel there are no barriers, check here and skip to Question 10.

Not at Small Moderate Great

all extent extent extent

a. No onsite kitchen at this school ................................................... 1 2 3 4

b. The way the school meals program is operated (e.g., outside

vendor, satellite kitchen).............................................................. 1 2 3 4

c. Unsure what activities are possible ............................................ 1 2 3 4

d. Insufficient instructional time to fit in activities ............................. 1 2 3 4

e. Insufficient time on the part of the meals program staff .............. 1 2 3 4

f. Classroom and meals program schedules hard to coordinate.... 1 2 3 4

g. Lack of administrative support or approval.................................. 1 2 3 4

h. Lack of interest by the meals program staff ................................ 1 2 3 4

i. Other barrier (specify_____________________________)........ 1 2 3 4

10. In this school year (1996-97), to what extent have you or your school used, or do you plan to use, the following

strategies to involve parents in the nutrition education of their children?

Not at Small Moderate Great

all extent extent extent

a. Including parents in homework assignments .............................. 1 2 3 4

b. Sending home educational materials to help parents learn

about nutrition or teach their children about nutrition................... 1 2 3 4

c. Inviting parents to attend nutrition classes................................... 1 2 3 4

d. Inviting parents to attend special events, such as School

Lunch Week or tasting parties..................................................... 1 2 3 4

e. Inviting parents in nutrition-related careers to speak

to the class................................................................................... 1 2 3 4

f. Asking parents to give in-class demonstrations .......................... 1 2 3 4

g. Asking parents to send healthful snacks to school...................... 1 2 3 4

h. Offering nutrition workshops or screening services for parents .. 1 2 3 4

11. What types of instructional materials (in addition to any you already use) would be useful to you in your nutrition

education efforts? Mark the extent to which the following types of nutrition education materials would be useful.

Not at Small Moderate Great

all extent extent extent

a. Teacher materials such as curriculum guides or trade books..... 1 2 3 4

b. Textbooks .................................................................................... 1 2 3 4

c. Supplementary student materials such as worksheets ............... 1 2 3 4

d. Publications such as newsletters, magazines, or pamphlets ...... 1 2 3 4

e. Student assessment materials .................................................... 1 2 3 4

f. Manipulatives and laboratory materials ....................................... 1 2 3 4

g. Computer software ...................................................................... 1 2 3 4

h. Audio and visual aids such as films, videotapes, or posters ....... 1 2 3 4

i. Other materials (specify ________________________ ) ........... 1 2 3 4
Please refer to definitions on the front cover for words in boldface.

Information Copy

Do not complete

12. How would you prefer to have nutrition education materials distributed to you? Please rank the following in

order of your preference from 1 to 6, with 1 = 1st choice, 2 = 2nd choice, etc.

Rank

a. Through the school meals program................................................... _____

b. Through your school’s administration................................................ _____

c. Through your school district............................................................... _____

d. Through training workshops .............................................................. _____

e. Directly to you (e.g., through the mail)............................................... _____

f. Some other way (specify ________________________ ) ................ _____

13. Are you familiar with Team Nutrition, the U.S. Department of Agriculture initiative to improve the health of

students?

Yes ..................... 1 No........................ 2

Teacher information

14. What grade or grades do you teach this school year (1996-97)?

Pre-K K 1 2 3 4 5 6 7 8 Ungraded

15. Do you teach a self-contained classroom (i.e., are you responsible for teaching multiple subjects to the same class

of students all or most of the day)?

Yes ..................... 1 No........................ 2

16. Including this school year (1996-97), how many years have you been teaching at the elementary school level?

________

17. Have you used any of the following methods to learn how to teach students about nutrition?

Yes No If yes:

a. Workshop, inservice, or summer institute training ............................ 1 2 #hours______

b. Training as an undergraduate or graduate student ........................... 1 2 #courses____

c. Some other professional development training ................................. 1 2 #courses____

d. Research and reading on your own................................................... 1 2

18. On which of the following nutrition topics would you like to receive inservice training?

Yes No

a. Active learning strategies................................................................... 1 2

b. Collaboration with the school meals program.................................... 1 2

c. Coordinating nutrition education across subjects and across

grades............................................................................................... 1 2

d. Involving parents in nutrition education ............................................. 1 2

e. Some other topic (specify ________________________ ).............. 1 2

19. In your view, what could be done to encourage cooperation and collaboration between classroom teachers and

your school meals program in providing nutrition education to students?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________