Friday, December 6th, 2013
The school lunch “hour” is a misnomer at schools across the country, many of which give students as little as 15 minutes to eat lunch. NPR reports:
At many public schools today, kids are lucky to get more than 15 minutes to eat. Some get even less time.
And parents and administrators are concerned that a lack of time to eat is unhealthful, especially given that about one-third of American kids are overweight or obese.
The American Academy of Pediatrics recommends that students get at least 20 minutes for lunch. But that means 20 minutes to actually sit down and eat — excluding time waiting in line or walking from class to cafeteria.
At Oakland High [in California], over 80 percent of the students qualify for free or reduced-price lunch. And officially, students get about 40 minutes for the meal. But Jennifer LeBarre, Oakland Unified School District’s nutrition services director, admits that the actual table time is far shorter. At times it’s just 10 minutes.
“I think it’s a legitimate complaint that there’s not enough time to eat,” LeBarre says. “If we are being asked to eat our lunch in 10 minutes, that’s not enough for us. So I really think we need to really work more for the 20-minute table time.”
Oakland High is hardly alone. In a wide-ranging by NPR, the Robert Wood Johnson Foundation and the Harvard School of Public Health, 20 percent of parents of students from kindergarten through fifth grade surveyed said their child only gets 15 minutes or less to eat.
Ironically, relatively new federal school-nutrition guideline changes may be making the situation worse. Under federal rules, schools have to increase the availability and consumption of fruits and vegetables — among other changes. It’s part of an effort to improve nutrition and combat childhood obesity.
But eating more healthful foods can take more time, LeBarre says. “It’s going to take longer to eat a salad than it will to eat french fries.”
Image: School lunch box, via Shutterstock
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Wednesday, December 4th, 2013
American teenagers are continuing to slip in the rankings of high school achievement internationally, according to the results of the 2012 Program for International Student Assessment (PISA). Americans were found to be roughly average in science and reading, but below the international average in math. NBC News has more:
Vietnam, which had its students take part in the exam for the first time, had a higher average score in math and science than the United States. Students in Shanghai — China’s largest city with upwards of 20 million people — ranked best in the world, according to the test results. Students in East Asian countries and provinces came out on top, nabbing seven of the top 10 places across all three subjects.
U.S. Education Secretary Arne Duncan characterized the flat scores as a “picture of educational stagnation.”
“We must invest in early education, raise academic standards, make college affordable, and do more to recruit and retain top-notch educators,” Duncan said.
Roughly half a million students in 65 nations and educational systems representing 80 percent of the global economy took part in the 2012 edition of PISA, which is coordinated by the Paris-based Organization for Economic Cooperation and Development, or OECD.
The numbers are even more sobering when compared among only the 34 OECD countries. The United States ranked 26th in math — trailing nations such as the Slovakia, Portugal and Russia.
The exam, which has been administered every three years to 15-year-olds, is designed to gauge how students use the material they have learned inside and outside the classroom to solve problems.
U.S. scores on the PISA have stayed relatively flat since testing began in 2000. And meanwhile, students in countries like Ireland and Poland have demonstrated marked improvement — even surpassing U.S. students, according to the results.
Top Talkers: Teenagers are making no progress on international achievement exams, the 2012 Program for International Student Assessment results show. Jon Meacham, Julie Pace and Mike Barnicle discuss.
“It’s hard to get excited about standing still while others around you are improving, so I don’t want to be too positive,” Jack Buckley, commissioner of the National Center for Education Statistics, told the Associated Press.
Image: Students taking a test, via Shutterstock
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Wednesday, December 4th, 2013
Schools across the country are taking a fresh look at “zero tolerance” policies that enforce suspensions and expulsions if students are guilty of infractions–sometimes minor ones, others that have resulted in an arrest. Critics of the policies say they most affect minority students who are already at greater risk of performing poorly in school or dropping out altogether. More from The New York Times:
Perhaps nowhere has the shift been more pronounced than in Broward County’s public schools. Two years ago, the school district achieved an ignominious Florida record: More students were arrested on school campuses here than in any other state district, the vast majority for misdemeanors like possessing marijuana or spraying graffiti.
The Florida district, the sixth largest in the nation, was far from an outlier. In the past two decades, schools around the country have seen suspensions, expulsions and arrests for minor nonviolent offenses climb together with the number of police officers stationed at schools. The policy, called zero tolerance, first grew out of the war on drugs in the 1990s and became more aggressive in the wake of school shootings like the one at Columbine High School in Colorado.
But in November, Broward veered in a different direction, joining other large school districts, including Los Angeles, Baltimore, Chicago and Denver, in backing away from the get-tough approach.
Rather than push children out of school, districts like Broward are now doing the opposite: choosing to keep lawbreaking students in school, away from trouble on the streets, and offering them counseling and other assistance aimed at changing behavior.
These alternative efforts are increasingly supported, sometimes even led, by state juvenile justice directors, judges and police officers.
Image: School lockers, via Shutterstock
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Tuesday, December 3rd, 2013
Kids who throw food may actually be displaying signs they are learning, according to research from the University of Iowa. More from Time.com:
Researchers from the University of Iowa (UI) studied how 16 month olds learn the words for non-solid objects—things as oatmeal or applesauce or milk—that infants generally take longer to learn and found that those who messed with the substance the most learned the words more quickly. Babies’ brains usually pick up words for more immutable objects such as blocks, apples, or daddy, more easily because they can prod and pinch them and they remain the same, more or less, while non-solid objects are a bit more confusing. Think about applesauce: sometimes it’s shaped like a bowl, sometimes like a spoon and sometimes like a big blob on the floor. Or consider the similarities between glue and milk; if you didn’t touch them, they could seem pretty similar.
To test how toddlers learned the names of gloppy, changeable substances, researchers introduced 14 oozy items, mostly things the kids could safely put in their mouths, like applesauce, pudding, juice, or soup. As they offered the kids the items, they gave them made up names, such as “dax” or “kiv.” A short while later they asked the kids if they knew the name of one of the substances, presented in a different size or shape. Kids who could remember the name of the item were obviously relying on more than just what it looked like.
The kids who had really got their hands—and sometimes the walls or floors—dirty, seemed to be the ones who understood the differences in texture or viscosity better. All that fooling around was actually learning. It also helped if they were in a high chair. “It turns out that being in a high chair makes it more likely you’ll get messy, because kids know they can get messy there,” said Larissa Samuelson, associate professor in psychology at UI, who with doctoral student Lynn Perry and others, oversaw the Developmental Science paper. “Playing with these foods there actually helped these children in the lab, and they learned the names better.”
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Sesame Street Lessons: Advice for Picky Eaters
Wednesday, November 20th, 2013
Officials at the high school in Lunenburg, Massachusetts have cancelled the remainder of its football season in the wake of an incident in which racially charged graffiti was sprayed onto the home of the team’s only black player. More from NBC News:
Lunenburg, Mass., School Superintendent Loxi Jo Calmes announced Monday that the “remaining football games of the season have been forfeited” — including the traditional Thanksgiving Day game — because of “racial harassment investigations.”
Racial slurs, including the N-word, were found Friday spray-painted on the foundation of the home of freshman and junior varsity athlete Isaac Phillips, 13 — the only black player on the Lunenburg Blue Knights football team, according to NBC affiliate WHDH. Isaac’s father is black and his mother is white, according to the Associated Press.
Anthony J. Phillips, Isaac’s father, told the Worcester Telegram & Gazette he is angry at Lunenburg officials who allegedly concealed racist remarks made by numerous Lunenburg football players during games.
“This is a few bad kids and the coaches are letting them do anything they want to do,” the father told the newspaper.
At a news conference Monday, Calmes thanked locals for gathering at a vigil Sunday night and standing behind Phillips and his family, who she said were victims of an “act of hate.”
Image: Football, via Shutterstock
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