scholarly journals Impacts of classifying New York City students as overweight

2016 ◽  
Vol 113 (13) ◽  
pp. 3488-3491 ◽  
Author(s):  
Douglas Almond ◽  
Ajin Lee ◽  
Amy Ellen Schwartz
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Female Students ◽  
Report Cards ◽  
Regression Discontinuity Design ◽  
Healthy Weight ◽  
School Students ◽  
Public School Students ◽  
Academic Year

US schools increasingly report body mass index (BMI) to students and their parents in annual fitness “report cards.” We obtained 3,592,026 BMI reports for New York City public school students for 2007–2012. We focus on female students whose BMI puts them close to their age-specific cutoff for categorization as overweight. Overweight students are notified that their BMI “falls outside a healthy weight” and they should review their BMI with a health care provider. Using a regression discontinuity design, we compare those classified as overweight but near to the overweight cutoff to those whose BMI narrowly earned them a “healthy” BMI grouping. We find that overweight categorization generates small impacts on girls’ subsequent BMI and weight. Whereas presumably an intent of BMI report cards was to slow BMI growth among heavier students, BMIs and weights did not decline relative to healthy peers when assessed the following academic year. Our results speak to the discrete categorization as overweight for girls with BMIs near the overweight cutoff, not to the overall effect of BMI reporting in New York City.

scholarly journals Experiential and Real-World Learning for Teachers in the Billion Oyster Project and Curriculum and Community Enterprise (BOP-CCERS) for the Restoration of New York Harbor with New York City Public Schools Program

2019 ◽  
Vol 8 (4) ◽  
pp. 30
Author(s):  
Lauren B. Birney ◽  
Joyce Kong ◽  
Brian R. Evans ◽  
Samantha Ceritelli ◽  
Macey Danker
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Science Teachers ◽  
Real World ◽  
York City ◽  
Environmental Science ◽  
School Students ◽  
Public School Students ◽  
Oyster Restoration

The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor withNew York City Public Schools (BOP-CCERS) seeks to integrate harbor restoration activities with science teachers inorder to provide their students with experiential learning through environmental impact in New York City with thevision that public school students in New York City can benefit from environmental science and experiential learningwork through authentic research, data collection, and experimentation. The purpose is to engage science teachers withexperiential learning opportunities in the New York Harbor that helps them create engaging lessons for their ownstudents. It was found that teachers responded most positively to workshops that included hands-on activities,specifically the oyster restoration station trainings, classroom oyster tank setups and activities with scientists. Teachersreported that the BOP-CCERS program prepared them to support student learning of the program content and scientificresearch activities. Students who engage in real-world science are more likely to see the relevance of science and seethemselves working toward a career pathway in STEM.

scholarly journals Relationship between Recreational Resources in the School Neighborhood and Changes in Fitness in New York City Public School Students

2017 ◽  
Vol 94 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Carla P. Bezold ◽  
James H. Stark ◽  
Andrew Rundle ◽  
Kevin Konty ◽  
Sophia E. Day ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
York City ◽  
School Students ◽  
Public School Students ◽  
Recreational Resources

Examining the Intersection of Bullying and Physical Relationship Violence Among New York City High School Students

2016 ◽  
Vol 32 (1) ◽  
pp. 49-75 ◽  
Author(s):  
Zachary J. Peters ◽  
Mark L. Hatzenbuehler ◽  
Leslie L. Davidson
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High School Students ◽  
York City ◽  
Service Providers ◽  
Relationship Violence ◽  
School Students ◽  
Physical Relationship ◽  
Being Bullied

Research is just beginning to explore the intersection of bullying and relationship violence. The relationship between these forms of youth aggression has yet to be examined in diverse urban centers, including New York City (NYC). This study seeks to identify intersections of joint victimization from bullying and electronic bullying (e-bullying) with physical relationship violence (pRV). This study examines data from the NYC Youth Risk Behavior Survey (YRBS), a representative sample of NYC public high school students, to assess the concurrent victimization from bullying at school and e-bullying with pRV, operationalized as physical violence by a dating partner in the past 12 months. Students who reported being bullied at school and e-bullied had increased odds (bullied: OR = 2.5, 95% CI [2.1, 2.9]; e-bullied: OR = 3.0, 95% CI [2.6, 3.5]) of also being victimized by pRV compared with those who did not report being bullied or e-bullied. In logistic regression models, being bullied at school and being e-bullied remained significant predictors of students’ odds of reporting pRV (bullied: AOR = 2.6, 95% CI [2.2, 3.1]; e-bullied: AOR = 3.0, 95% CI [2.5, 3.6]) while controlling for race, gender, sexual orientation, and age. This research is the first to assess the intersection of victimization from bullying and e-bullying with pRV in a large, diverse, random sample of urban high school students. In this sample, students who report being bullied or e-bullied are more likely also to report pRV than students who have not been bullied or e-bullied. This research has potential implications for educators, adolescent health and social service providers, and policy makers to tailor programs and enact policies that jointly address bullying and pRV. Future studies are needed to longitudinally assess both victimization from and perpetration of bullying and pRV.

Nutrition intake and physical activity in a middle school in New York City

2015 ◽  
Vol 27 (3) ◽  
pp. 335-340 ◽  
Author(s):  
Marisol Gonzalez ◽  
Ronald Feinstein ◽  
Carina Iezzi ◽  
Martin Fisher
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
New York ◽  
New York City ◽  
Middle School Students ◽  
York City ◽  
Screen Time ◽  
Great Variability ◽  
School Students ◽  
Significant Difference

Abstract Purpose: The threat of childhood obesity has never been greater. Behavior changes implemented during childhood and adolescence are believed to be the most successful means of thwarting the progression of this epidemic. The American Academy of Pediatrics has developed a public health campaign that promotes awareness of clinical guidelines for nutrition and physical activity. The campaign is based on a concept developed by the Maine Center for Public Health referred to as “5-2-1-0 Healthy”. The simple clear message of this concept outlines steps families can take to help prevent and treat childhood obesity. The purpose of the present study is to determine the current level of compliance and health education needs of a middle school population related to the “5-2-1-0” concept. Methods: A modified version of the 2010 National Youth Physical Activity and Nutrition Survey (developed by the Centers for Disease Control and Prevention) was distributed to students at a private, nonsectarian, middle school in New York City. The school is located in the borough of Manhattan, but includes youngsters from all five boroughs of the city. The questions were grouped and analyzed according to “5-2-1-0” categories. Surveys were scored, and the association between targeted questionnaire items and demographic variables (i.e., sex and grade) was examined. Results: All 140 students completed the survey, and there was great variability in their responses to both the nutrition and physical activity questions. Of all students, 65% reported eating one cup or more of fruit daily, and 38% reported eating one cup or more of vegetables daily. There was no statistically significant difference reported in consumption of fruits or vegetables by gender or grade. Over 60% of students indicated <2 h of DVD/video or computer/video game time per day, while 10% indicated more than 3 h per day for each. A significant difference existed in the screen time reported between grades (more screen time by the older students) and a statistically significant difference also existed in the amount of physical activity reported by gender and grade (more physical activity by males and younger students). There was no difference in the reported consumption of sugar-sweetened beverages by gender or grade. Conclusion: In a cohort of middle school students in New York City, there was great variability in compliance with the principles represented by the “5-2-1-0” concept. Changes in health behaviors were noted as students went from 6th to 7th to 8th grade, with physical activity decreasing and screen time increasing. Consequently, health curriculum topics for middle school students should focus on physical activity and screen time, while continuing to emphasize the need for proper nutrition.

The Relationship Between Club Drug Use and Other Drug Use: A Survey of New York City Middle School Students

2005 ◽  
Vol 40 (9-10) ◽  
pp. 1539-1555 ◽  
Author(s):  
Lloyd A. Goldsamt ◽  
Julie O'Brien ◽  
Michael C. Clatts ◽  
Laura Silver McGuire
Keyword(s):  
Middle School ◽  
New York ◽  
New York City ◽  
Middle School Students ◽  
Drug Use ◽  
York City ◽  
School Students ◽  
Club Drug Use ◽  
The Relationship ◽  
Club Drug

scholarly journals Childhood Obesity in New York City Elementary School Students

2004 ◽  
Vol 94 (9) ◽  
pp. 1496-1500 ◽  
Author(s):  
Lorna E. Thorpe ◽  
Deborah G. List ◽  
Terry Marx ◽  
Linda May ◽  
Steven D. Helgerson ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
Elementary School ◽  
Childhood Obesity ◽  
Elementary School Students ◽  
York City ◽  
School Students

scholarly journals The short-a split in a suburban area of the New York City dialect region

2018 ◽  
Vol 3 (1) ◽  
pp. 63
Author(s):  
Allison Shapp
Keyword(s):  
New York ◽  
New York City ◽  
High School Students ◽  
York City ◽  
Word List ◽  
Local Version ◽  
School Students ◽  
Conditioning Factors ◽  
Vowel Phoneme ◽  
Nasal Consonant

In American English, the most common pattern for the pronunciation of the allophones of the vowel phoneme /æ/ is the “nasal-split,” where the vowel is tense (raised, fronted) when followed by a nasal consonant and lax (lowered, backed) otherwise. In contrast, historically New York City English (NYCE) has had a “complex short-a split” with different conditioning factors for each allophone. This paper reports on new data from the eastern edge of the NYCE dialect region: suburban Nassau County, Long Island. Using word-list data from the sociolinguistic interviews of 24 high school students, aged 14-18, and 7 of their teachers and mentors, this paper shows that while young speakers in this region are moving towards the wider American nasal-split, the local version of that nasal-split still includes components of the traditional NYCE complex-split.

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