Policy Analysis an In-Depth Investigation

Policy Analysis

An in-depth investigation of the California school nutrition policy for K-12 grades and recommended policy changes to that policy

This paper presents an analysis of the nutritional policy in California schools for grades K-12. The writer explores the current policies and makes suggestions for new policies with a discussion on how to carry out the suggested new policies. There were 28 sources used to complete this paper.

Today's youth face risks for chronic diseases in adulthood due to many factors, including adolescent overweight and obesity (Purcell, 2004). Students spend eight to nine hours a day in school which means that the school system plays an important part in the development of student nutritional habits (Purcell, 2004). Foods adolescents eat at school often are high in fat, sugar, sodium, and calories, and low in fiber (Purcell, 2004). "These foods are sold, in part, because they are popular, and thus create revenue for schools (Purcell, 2004)." School nutrition programs often are accountable to district management to sustain their operations financially (Purcell, 2004). School districts are often at the mercy of revenue and budgets and fast food sales create revenue for the school system. Fast food sales in particular generate revenue for food service operations with shrinking budgets (Purcell, 2004). Some schools allow advertising on campus, including brand names on facilities and equipment, and sponsorship of school events in exchange for funds to support school food service operations, salaries of physical education teachers, and sport programs (Purcell, 2004). Schools also enter into exclusive pouring rights contracts with soft drink companies that allow soda sales at school, and schools receive funds to support various activities (Purcell, 2004). Eating practices influenced by such policies can contribute to poor diet and poor dietary habits.

For many years, school nutritional concerns consisted of making sure the students bought their lunch tickets each week and were sent through a lunch line where they were given a tray of something resembling food. One day might offer a scoop of mashed potatoes, heaped with gravy while the next day may provide macaroni lathered in cheese product. During those years parents, teachers and students accepted what was referred to as "cafeteria food" without complaint. In recent decades however, the focus has shifted to eating healthy nutritious foods for one's entire life and within that concept was born the scrutiny of school nutritional programs. For the past several years, California school nutritional programs have come under attack by concerned citizens who want students to be offered nutritious and wholesome food choices. State, county and local school districts have been scrambling to comply with those demands while at the same time trying to stay within the allotted budget (Shahid, 2003).

Until the last couple of years, school campus foods and beverages were becoming in increasingly unhealthy to consume. The ramifications of such an unhealthy diet included increased blood pressure, cholesterol, diabetes and obesity in students across the nation (Shahid, 2003). "To this end, decisions by school administrators to promote nutritional health that positively influences the eating behaviors of students on campus is crucial to the learning environment (Hallinger & Leithwood, 1998; Fuller, 2000). "No single individual is more important to initiating and sustaining improvement in middle grades school students' performance than the school principal" (Jackson & Davis, 2000, p. 157) (Shahid, 2003)."

When school administrators began sending the message to their students that they were going to provide a healthy food and beverage environment for them to learn in the students began to see that they were valued by the administrators and that the administrators cared about them.

This is established when school administrators are receptive to change, and are committed to student success by enforcing academic standards, preventing achievement loss, and intervening when local school policies obstruct or retard learning. "Implicit among the expectations of educational leaders are strong notions about ethical behavior, positive role modeling, and the ability to deliver high-quality educational services for children" (Norton, Webb, Dlugosh & Sybouts, 1996, p. 53) (Shahid, 2003)." This includes the implementation of policies encouraging and promoting nutrition education practices on school campuses that support the common mission of schools, enhancing student achievement and lifelong learning.

Until recently, schools across the country focused on standardized test scores and football stats and ignored dietary issues within their cafeterias.

The time has come to design and implement policy that will promote the purchase, preparation and offering of nutritional wholesome food to students.

There have been many studies done on the negative impact that poor diet has on the learning process.

Many educators know that when children lack proper nutrients and are hungry, they tend to be ill tempered, indifferent, and lethargic. They often do not exhibit mental alertness and display difficulty in concentration, all factors that can interfere with learning (National Health/Education Consortium, 1994) (Shahid, 2003)."

One of the most important policies that can be adopted by the California school system is to teach students the importance of good food choices and developing good eating habits.

California schools need to design a program that will be aimed at helping students understand the importance of their foods. Children, often times have an attitude that even if they eat unhealthy foods now, by the time they are adults they will be able to change those habits and correct any physical harm they may have caused themselves.

Part of this may be the invincible attitude that children and teens have about life in general.

School Changes

While the promotion of nutritional choices for students is an important aspect of policy it will not do any good to promote good choices if the schools are not offering those choices in the school nutritional program.

To this end there needs to be policy change to address the responsibility of the schools themselves (Shahid, 2003).

A recent study determined there should be several steps taken to fill this goal. They include:

Promote formal education and training of future administrators in the achievement potential of nutritionally healthy students (Shahid, 2003).

Acknowledge the awareness that state policies may create barriers to active participation in the promotion of healthier eating in middle grade schools (Shahid, 2003).

Promote the awareness that schools of lower socioeconomic status are at a greater disadvantage from the consumption of commercial foods and beverages on many campuses (Shahid, 2003).

Support an increase in revenue for all schools to encourage nutritional health among students (Shahid, 2003).

Change the policies that encourage unhealthy eating behaviors on middle school campuses (Shahid, 2003)."

Policy changes must be made at the state and district levels so that students are provided with healthy choices in their schools.

The first policy change that must take place addresses the vending machines that are currently located in most middle schools and virtually all California high schools. Initially, there was some discussion about removing the vending machines all together but there are two problems with that idea.

Vending machines in schools generate revenue. If the vending machines are removed then that revenue will be lost and have to be made up somewhere.

The second problem is that removing the vending machines does nothing to help students practice the new choices that they are making once they have been educated about choices when it comes to food.

Policy mandates will instead leave the machines in the schools but change what is being offered in those machines.

Candy and chocolate will be removed. One or two healthy potato chip selections will remain but they will consist of sweet potato and baked chips for a healthier choice. In place of the candy bars and other snack foods that were in the machines there will be apples, oranges, granola bars and other healthy varieties of foods that can be placed into the slots in the machines and paid for through the slot provided.

The same thing will be done with the soda vending machines currently placed in the schools. Again, if those machines are removed it not only means lost revenue to the district it also removes the right to choose healthy over non-healthy which is what the students will be educated about.

In place of removing the machines for sodas throughout the state, the policy provides mandates that the machines will be left in place but instead of soda they will dispense mineral water, pure non-sweetened fruit juices and the occasional Gatorade style beverage.

Policy makers are aware that Gatorade styles beverages are not completely healthy choices however, with the other selections available it will encourage students to make healthy choices with water but if they want to drink something sweet they will be able to get the Gatorade type drink instead of a soda.

Policy makers will not provide caffeinated beverages, which means there will be no sweet tea, iced tea or coffee offered through the machines in the school. This is to encourage students to make proper choices when they see vending machines at school.

The next step to changing policy when it comes to school nutrition in California schools will be to provide healthy choices for school lunches and breakfast meals.

The students from K-12 will receive daily choices about their food which will include fresh fruits, whole grains and dairy products.

The new policy will provide for students in K-12 to receive educational lessons about the importance of healthy eating as well as how to make the right food choices to be sure to get the proper nutrients in their diet.

The Kindergarten through third grade students will have a weekly class that will be part of their physical education training. It will consist of guest speakers and discussions about what healthy food is and how food helps the body grow.

The third through sixth grade students will meet once a week as well but they will also be taught how to plan a menu for one meal and instructed on what they can choose for that meal to help make it a healthy choice.

By middle school the students will have much more freedom about what they choose to eat each day as the cafeterias at this level generally offer more choices. In addition the students have vending machines in their schools. The class policy at this age will be to help students make good choices even when allowed the freedom to make poor choices.

The course will be an overall class about nutrition in which students will be asked to keep a food diary.

In high school, the policy will be for students to meet for a semester in ninth grade for a full class credit. In that class they will study diabetes and other obesity related issues to underscore the importance of maintaining a healthy diet.

A recent study with data collected revealed that school principals perceive their leadership role in regards to the promotion of nutritional health among students primarily as that of an overseer from a management perspective because there is "no clearly defined role." Only through curriculum and instruction do they become involved. One of the key points in the effective school leadership literature is that principals have vision for their school, passion for leadership, and actively participate in decisions that affect the success of their students (Shahid, 2003)."

This is an indicator that the time has come for a policy with regard to food choices and school nutrition.

The next step in the school nutritional policy for California schools will be with regard to the education of principals.

Research shows that most principals do not have any formal training in the promotion of nutritional health among their students.