Trends in Tobacco Use Among Middle School and High School Students in New York State: Youth Tobacco Survey 2000 - 2004

Introduction Despite declines in cigarette smoking in the US, electronic cigarette (e-cigarette) use has increased among middle and high school students. In 2014, New York City (NYC) implemented Tobacco 21 (T21) to prohibit sales to anyone under age 21. Our study goal was to measure the effectiveness of T21 on e-cigarette use. Methods We used the New York State (NYS) Youth Tobacco Survey—a biennial, school-based, self-administered survey. We explored middle (N = 5249) and high (N = 7296) school NYC students’ (male and female) current (past 30 days’) e-cigarette use from 2014 (pre-T21) to 2018 (post-T21). Results were compared with students in the rest of NYS (ROS). Bivariate and multivariable logistic regression analyses assessed correlates of e-cigarette use, beliefs about harmfulness, addictiveness, and susceptibility. Results NYC high school students’ current e-cigarette use increased from 2014 to 2018 (8.1% vs 23.5%, P < .001). Middle school students’ use increased between 2014 (4.8%) and 2016 (9.0%) yet reversed by 2018 (5.7%) (2014 vs 2018, P = .576). ROS middle school (2.2% vs 7.4%, P < .001) and high school (12.0% vs 29.3%, ( P < .001) use increased from 2014 to 2018. Willingness to try e-cigarettes among those who had never tried an e-cigarette was twice as high (AOR = 2.19, 95% CI = 1.15-3.17) among NYC high school students in 2018 compared with 2014. Conclusions E-cigarette use increased among NYC high school students despite T21. T21 may have reduced use among middle school students over time. Programs that denormalize e-cigarettes and policies that further restrict access are needed to decrease youth e-cigarette use.

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Assessment of the Effectiveness of the New York State Drug Curriculum Guide with Respect to Drug Knowledge

Journal of Drug Education ◽

10.2190/pjne-9vfd-34he-0eab ◽

1973 ◽

Vol 3 (1) ◽

pp. 57-66 ◽

Cited By ~ 11

Author(s):

Thomas W. O'Rourke

Keyword(s):

New York ◽

High School Students ◽

New York State ◽

Cognitive Domain ◽

School Students ◽

York State ◽

Curriculum Guide ◽

Traditional Program ◽

Drug Knowledge ◽

Experimental Group

The major purposes of this investigation was to assess the effectiveness of the revised edition of the New York State Curriculum Guide with respect to the cognitive domain dealing with the drug topic. Knowledge achievement comparisons in the areas of alcohol, tobacco, and drugs were made between high school students who received the Curriculum Guide program and comparable students receiving a traditional program. Results of the knowledge test scores between the two groups evidenced a significantly higher score for the experimental group for each of the three subscores and for the entire test. Comparisons between the two educational approaches by the sex of the respondent indicated that the program appears more effective for males than females.

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Parental support and monitoring as associated with adolescent alcohol and tobacco use by gender and age

BMC Public Health ◽

10.1186/s12889-021-12119-3 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Rosalina Mills ◽

Michael J. Mann ◽

Megan L. Smith ◽

Alfgeir L. Kristjansson

Keyword(s):

High School ◽

Middle School ◽

High School Students ◽

Tobacco Use ◽

Parental Support ◽

Parental Monitoring ◽

Age Group ◽

School Students ◽

Gender And Age ◽

Older Adolescents

Abstract Background Parental support (PS) and parental monitoring (PM) are known protective factors against adolescent substance use (SU). However, little is known about whether PS and PM may affect SU outcomes differently by gender and age. This study examined the relationship between PS and PM and adolescent SU, specifically alcohol and tobacco use, stratified by gender and age group. Methods Middle and high school students (n = 2351, 48.5% Female) completed surveys of self-reported SU, perceived PS and PM, and socioeconomic background. Age group was defined dichotomously as grade 7–8 Middle school and grade 9–10 High school students. PS and PM were each measured using previously validated tools. SU was measured by lifetime and past 30 days cigarette/alcohol use. One-way ANOVA and binary logistic regression models were completed. Odds ratios and means were reported. Results PS and PM were significantly and negatively related to all outcome variables regardless of gender and age group. Mean differences in PS and PM were insignificant between age groups. Between genders, PM scores were significantly higher for girls (14.05) compared to boys (13.48) (p < 0.01). Odds Ratios of all four SU types (for alcohol and tobacco use) increased with higher age group, with ORs ranging from 1.45–2.61 (p < .05). Conclusions PS and PM were protective against SU for all participants, consistent with previous literature. Girls reported greater parental monitoring than boys, irrespective of age-group. While girls experienced higher levels of monitoring, they did not report lower SU than boys. This suggests that monitoring girls more closely than boys appears unnecessary in preventing adolescent SU. Finally, PS was a more significant factor in preventing SU for older adolescents (high school aged group) than for younger adolescents, irrespective of gender suggesting that PS may be more impactful and important as adolescents age. As children mature, particularly from middle school to high school, PS may play a larger role in preventing SU for older adolescents compared to younger ones.

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New Stakes and Standards, Same Ol' Spending? Evidence from New York City High Schools

Education Finance and Policy ◽

10.1162/edfp.2007.2.1.74 ◽

2007 ◽

Vol 2 (1) ◽

pp. 74-99

Author(s):

Patrice Iatarola ◽

Ross Rubenstein

Keyword(s):

High School ◽

New York ◽

High School Students ◽

Graduation Rates ◽

Fixed Effects ◽

New York State ◽

School Level ◽

School Resources ◽

School Students ◽

Fixed Effects Regression

In 1996, New York State began requiring all graduating high school students (starting with the Class of 1999) to pass rigorous end-of-course exams in five subjects. This study explores whether high school resources have been reallocated in the wake of these new standards and whether reallocation patterns differ among high- and low-graduation-rate schools. Using a six-year panel of school-level data, we model resources as a function of school and student characteristics, school graduation rates, and school fixed effects. Regression analyses reveal increases in direct services spending, while the percentage of more experienced and educated teachers fell. We find little evidence, though, of differential patterns related to graduation rates, with the exception of teacher licensure and nonpersonnel expenditures. The findings suggest that schools may have limited ability to redeploy nonteacher resources in the short term. While other funds may be reallocated, these represent a small share of total school resources.

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