New study of Playworks recess program shows benefits to students

May 21, 2013 by Leave a Comment

A new study released May 14  from Mathematica Policy Research and the John W. Gardner Center for Youth and Their Communities at Stanford University suggests that there may be more to recess than just a break in the school day.

The randomized controlled trial of Playworks, a nonprofit organization that delivers a safe, healthy recess in low-income elementary schools in 22 U.S. cities, found that the program reduced bullying, enhanced feelings of safety at school, increased vigorous physical activity during recess, and provided more time for classroom teaching. The research raises the possibility that what happens at recess can affect a school’s learning environment in important ways, and that improving recess and play may enable schools to address a number of pressing issues at the same time.

“These findings reinforce what we have seen across the nation in schools that partner with Playworks to make recess and play a priority,” said Nancy Barrand, senior adviser for program development with the Robert Wood Johnson Foundation. “This study suggests that a great recess is an essential building block for healthy school environments that help kids thrive socially, emotionally, and physically.”

Key findings include:

  • Less Bullying. Teachers in Playworks schools reported significantly less bullying and exclusionary behavior during recess compared to teachers in control schools—a 43 percent difference in average rating scores.
  • Increased Feelings of Safety at School. Playworks teachers’ average rating of students’ feelings of safety at school was 20 percent higher than the average rating reported by teachers in control schools.
  • More Vigorous Physical Activity. Accelerometer data showed that children in Playworks schools spent significantly more time engaged in vigorous physical activity at recess than their peers in control schools (14 percent versus 10percent of recess time—a 43 percent difference).
  • Ready to Learn. Teachers in Playworks schools reported spending significantly less time to transition from recess to learning activities (34 percent fewer minutes).

According to Susanne James-Burdumy, Ph.D., education area leader for Mathematica, “Playworks had a positive impact on outcomes in the school climate, conflict resolution and aggression, learning and academic performance, and physical activity domains. These impacts suggest that Playworks was beneficial to schools, teachers, and students along multiple dimensions.”

Could a Better Recess be the Key to a Better School Day?

Despite shrinking budgets, schools are faced with the challenge of boosting academic performance while also having to address the social, emotional, and physical needs of students.  Recess and other school-based playtime are some of the least-studied elements of the school day. Elementary school principals and teachers often say, however, that as goes recess, so goes the school day. Last year the American Academy of Pediatrics concluded that “recess is a necessary break in the day for optimizing a child’s social, emotional, physical, and cognitive development.”

This new research contributes to a growing body of evidence that a safe, healthy, and organized recess environment—like the one Playworks provides—has the potential to be a key driver of better behavior and learning. A non-experimental study conducted by the University of California, San Francisco found that students from schools with Playworks reported higher levels of physical activity, participation at school, problem-solving, and goals/aspirations compared to students from schools without Playworks. In another evaluation, the Harvard Family Research Project credited Playworks with improving cooperation and bonds among students and between kids and adults in school. In Baltimore, principals have reported using programs such as Playworks to make progress in reducing conflict and suspensions.

Source: New Study: Does Better Recess Equal a Better School Day? – Robert Wood Johnson Foundation.

Filed Under: physical activity, recess

Do early dismissal Mondays give Fairfax any recruiting advantage?

May 16, 2013 by Leave a Comment

Listening to expressed worries that Fairfax teachers may seek employment in other school districts which have more favorable workload arrangements, it doesn’t appear to me that the Monday early dismissals in the elementary schools are as useful to teachers as some advocates claim.

When teachers are recruited to Fairfax, are they lured by the prospect of Monday afternoons without any students in the building?

Filed Under: early dismissals

Will USDA change its requirements for reducing salt in school lunch and breakfast programs?

May 15, 2013 by Leave a Comment

Recent studies that examine links between sodium consumption and health outcomes support recommendations to lower sodium intake from the very high levels some Americans consume now, but evidence from these studies does not support reduction in sodium intake to below 2,300 mg per day, says a new report from the Institute of Medicine. Perhaps this means that the U.S. Department of Agriculture may need to reevaluate the timeline and amount of sodium reduction in the nutrition standards in the National School Lunch and School Breakfast programs.

Despite efforts over the past several decades to reduce dietary intake of sodium, a main component of table salt, the average American adult still consumes 3,400 mg or more of sodium a day – equivalent to about 1 ½ teaspoons of salt. The current Dietary Guidelines for Americans urge most people ages 14 to 50 to limit their sodium intake to 2,300 mg daily. People ages 51 or older, African Americans, and people with hypertension, diabetes, or chronic kidney disease – groups that together make up more than 50 percent of the U.S. population – are advised to follow an even stricter limit of 1,500 mg per day. These recommendations are based largely on a body of research that links higher sodium intakes to certain “surrogate markers” such as high blood pressure, an established risk factor for heart disease.

The expert committee that wrote the new report reviewed recent studies that in contrast examined how sodium consumption affects direct health outcomes like heart disease and death. “These new studies support previous findings that reducing sodium from very high intake levels to moderate levels improves health,” said committee chair Brian Strom, George S. Pepper Professor of Public Health and Preventive Medicine at the University of Pennsylvania Perelman School of Medicine. “But they also suggest that lowering sodium intake too much may actually increase a person’s risk of some health problems.”

The New York Times  provides a good summary of the issue in today’s edition:

Although the advice to restrict sodium to 1,500 milligrams a day has been enshrined in dietary guidelines, it never came from research on health outcomes, Dr. Strom said. Instead, it is the lowest sodium consumption can go if a person eats enough food to get sufficient calories and nutrients to live on. As for the 2,300-milligram level, that was the highest sodium levels could go before blood pressure began inching up.

In its 2005 report, the Institute of Medicine’s committee said that sodium consumption between 1,500 and 2,300 milligrams a day would not raise blood pressure.

That range, Dr. Strom said, “was taken by other groups and set in stone.” Those other groups included the Department of Agriculture and the Department of Health and Human Services, which formulated dietary guidelines in 2005.

But those dietary guidelines will soon be revised, with new recommendations to be issued in 2015.

The baseline of the average current sodium levels in National School Lunches as offered in grades K-5 is 1,377 mg. This is scheduled to be reduced to 1,230 mg or less in July 2014, 935 mg in 2017, and 640 mg in 2022. The sodium levels for grades 6-8 in milligrams is supposed to be reduced from 1,520 to 1,360, then 1035, then 710. For grades 9-12 the reduction from the current 1,588 is supposed to go to 1,420, to 1,080, and then to 740 in 2022.

While cautioning that the quantity of evidence was less-than-optimal and that the studies were qualitatively limited by the methods used to measure sodium intake, the small number of patients with health outcomes of interest in some of the studies, and other methodological constraints, the committee concluded that:

  • evidence supports a positive relationship between higher levels of sodium intake and risk of heart disease, which is consistent with previous research based on sodium’s effects on blood pressure;
  • studies on health outcomes are inconsistent in quality and insufficient in quantity to conclude that lowering sodium intake levels below 2,300 mg/day either increases or decreases the risk of heart disease, stroke, or all-cause mortality in the general U.S. population;
  • evidence indicates that low sodium intake may lead to risk of adverse health effects among those with mid- to late-stage heart failure who are receiving aggressive treatment for their disease;
  • there is limited evidence addressing the association between low sodium intake and health outcomes in population subgroups (i.e., those with diabetes, kidney disease, heart disease, hypertension or borderline hypertension; those 51 years of age and older; and African Americans). While studies on health outcomes provide some evidence for adverse health effects of low sodium intake (in ranges approximating 1,500 to 2,300 mg daily) among those with diabetes, kidney disease, or heart disease, the evidence on both the benefit and harm is not strong enough to indicate that these subgroups should be treated differently from the general U.S. population. Thus, the evidence on direct health outcomes does not support recommendations to lower sodium intake within these subgroups to or even below 1,500 mg daily; and
  • further research is needed to shed more light on associations between lower levels of sodium (in the 1,500 to 2,300 mg/day range) and health outcomes, both in the general population and the subgroups.

The report does not establish a “healthy” intake range, both because the committee was not tasked with doing so and because variability in the methodologies used among the studies would have precluded it.

The recent studies suggest that dietary sodium intake may affect heart disease risk through pathways in addition to blood pressure.  “These studies make clear that looking at sodium’s effects on blood pressure is not enough to determine dietary sodium’s ultimate impact on health,” said Strom. “Changes in diet are more complex than simply changing a single mineral. More research is needed to understand these pathways.”

The report was sponsored by the Centers for Disease Control and Prevention. Established in 1970 under the charter of the National Academy of Sciences, the Institute of Medicine provides independent, objective, evidence-based advice to policymakers, health professionals, the private sector, and the public.  The National Academy of Sciences, National Academy of Engineering, Institute of Medicine, and National Research Council make up the National Academies.

Filed Under: lunch, school breakfast

Schools in Edina have two early dismissals and two late start days

May 13, 2013 by Leave a Comment

Schools in the City of Edina, a Minneapolis suburb, have two late start days and two early dismissal days. In addition to limiting these shortened days to a reasonable number, Edina also provides childcare or enrichment opportunities for the students for a fee (with some scholarships available).  Here is information from the Edina Public Schools website:

Early Release and Late Start Days 2013-2014

Why do we have late starts and early releases?

This critical collaboration time allows teachers to better customize the learning experience for each student by focusing instruction at the individual student level. Having this additional planning time periodically during the school year allows teachers to provide timely modifications or change instruction in ways that best meet the needs of their students.

When are the late starts and early releases in 2013-14?

On the following dates, school will either start two hours late or dismiss two hours early:

  • Wednesday, Oct. 30, 2013 - Late Start 
  • Wednesday, Dec. 11, 2013 - Early Release
  • Wednesday, Feb. 5, 2014 - Late Start
  • Friday, Mar. 28, 2014 - Early Release

What time does my student start or end school on these days?

  • LATE START means that the student school day begins two hours later than usual, with no class for morning ½ day kindergarten students.
  • EARLY RELEASE means the student day will end two hours earlier than usual, with no class for afternoon ½ day kindergarten students.

What about childcare or enrichment opportunities for the late start / early release days?

Time out of school doesn’t mean lost learning time! Edina Community Education Services (CES) invites students to join its welcoming enrichment programs before and after school on the scheduled late start/early release days. Edina Community Education collaborates with EPS teachers to offer activities that complement what students are learning during the school day. Individual attention and individual choices are hallmarks of the CES enrichment programs.

Program Options: 

  • Elementary Program - Elementary students can enroll in these enrichment programs at their home elementary school for one, two, three or all four of the late start and early release days.  NOTE: There will be no early or late day release offerings for the CES half-day kindergarten programs.
  • Middle School Program - Middle School students can enroll in the CES enrichment program on the two early release days only. (NOTE: There will be no middle school enrichment program program offered on late start days.) The Middle School program will be held at South View Middle School. Valley View students interested in participating in the program will be bussed to South View for the afternoon program.
  • Cost - The cost per student for each two-hour time block is $20. To learn more about scholarships for the CES enrichment program, please call 952-848-3952.
  • Registration - Interested families can register for these enrichment programs at edina.thatscommunityed.com beginning August 1, 2013
  • Already a member of Edina Community Education’s before- and after-school care programs (i.e. KIDS Club, WISE Guys, and SURGE)? - Current school-age care program participants will receive information about late start and early release day options in their registration packets. NOTE: These dates will be offered as additional registration choices.

Will there be bussing on these days?

District transportation will be adjusted for the two hour late start or early release. That is, on late start days, the bus will arrive two hours after their usual pickup time; on early release days, students will be dropped off two hours earlier than their usual time.  After school activity buses will operate as usual.

What about after school activities on early release days?

School sponsored, after school activities will not be adjusted on early release days. Activities will run on as regularly scheduled.

There are  six elementary schools (gr. K-5), two middle schools (gr. 6-9), and one high school (gr. 10-12) in Edina Public Schools, serving approximately 8,300 students. The District also includes the Edina Family Center, which provides early learning opportunities for children up to the age of 5 and their families. It also provides  programs and services for learners of all ages.

Filed Under: early dismissals, late starts, teacher planning time

Most states decreased funding for pre-K last year

May 5, 2013 by Leave a Comment

State funding for pre-K decreased by over half a billion dollars in 2011-2012, the largest one-year drop ever, says a new study from the National Institute for Early Education Research (NIEER),  which has tracked state pre-K since 2002.

The State of Preschool 2012 yearbook cited two other “firsts”: After a decade of growth, enrollment in state pre-K has stalled. And despite stagnant enrollment, state funding per child fell to $3,841 — well below the $5,020 (inflation-adjusted) national average in 2001-2002.

“Even though the nation is emerging from the Great Recession, it is clear that the nation’s youngest learners are still bearing the brunt of the budget cuts,” said NIEER Director Steve Barnett. Reductions were widespread with 27 of 40 states with pre-K programs reporting funding per child declined in 2011-2012.

The adverse consequences of declining funding were manifested in a retrenchment in program quality as well. Seven programs lost ground against benchmarks for quality standards while only three gained. Only 15 states plus the District of Columbia provided enough funding per-child to meet all 10 benchmarks for quality standards. And, only 20 percent of all children enrolled in state-funded pre-K attend those programs. More than half a million children, or 42 percent of nationwide enrollment, were served by programs that met fewer than half of NIEER’s quality standards benchmarks.

NIEER states:

Education in the years before kindergarten plays an important role in preparing our youngest citizens for productive lives in the global economy. Yet, our nation’s public investment in their future through pre-K declined during the recent economic downturn at the very time that parents’ financial capacity to invest in their children was hardest hit. America will pay the price of that lapse for decades to come. Barnett also noted that “while the recession greatly exacerbated the decline in funding, there was already a general trend in the states toward declining funding for quality.” In this respect, President Obama’s new universal pre-K proposal is especially timely. “We have studied the President’s plan and find it provides states with strong incentives to raise quality while expanding access to pre-K. The plan will assist states already leading the way, states that lost ground during the recession, and the 10 states that still have no state-funded pre-K,” he said.

See also Virginia spends $3,800 per child for free public preschool, while Oregon spends $8,500.

Filed Under: Uncategorized

Virginia spends $3,800 per child for free public preschool, while Oregon spends $8,500

May 4, 2013 by Leave a Comment

OregonLive  reports that Oregon offers a half-day preschool program for $8,500 per child for a half-day Head Start-like program.   Citing The State of Preschool 2013 by the National Institute for Early Education Research, Betsy Hammond reports that Virginia ranks 19th in per-child costs among the 40 states that offer free preschool. It “spends about $3,800 per child, making it representative of the average state.”

Unlike Oregon, Virginia does not provide a nutritious meal as part of its preschool program, the report says. Nor does it send a teacher or other qualified preschool staffer to a child’s home several times a year to coach parents on ways to help improve their child’s behavior, nutrition, happiness and academic readiness.

Hammond also reports that Oregon chose to offer a high-quality program modeled after Head Start and that no other state models all its preschool programs after Head Start. She also reports that Jada Rupley, Oregon’s Early Learning System Director, says that Oregon is behind the curve nationally when it comes to adding other, less-costly programs to serve many more 4-year-olds who need something extra to get them ready for kindergarten but who may not need all the comprehensive services of Head Start.

In Fairfax, school budget talks focus on early-child education. Holly Hobbs reports that Head Start programs are located in 59 elementary schools and three secondary and high schools which have courses teaching caretaker skills. “Estimates on the cost per-student vary from about $11,000 to $16,000, depending on the number of students served and fixed costs of running the program.”

Hobbs quotes  Fairfax County School Board member Elizabeth Schultz (Springfield) and Megan McLaughlin (Braddock) as saying that a lower cost per child could allow more students to attend public preschools.

Correction: An earlier version incorrectly listed the date of The State of Preschool 2013.

Filed Under: Uncategorized

Should schools abandon grades?

May 2, 2013 by Leave a Comment

It’s interesting that letter grades are a relatively recent innovation in schools. Michael Thomsen notes that Mount Holyoke College introduced a letter-based scale in 1897. “By the 1930s, the ABC approach had been adopted by a wide group of schools and universities around the country and, not coincidentally, would be reabsorbed by a number of industrial interests, including dairy, beef, poultry, and plywood. That’s some A+ plywood!)

Thomsen argues against letter grades in this Slate Magazine article: The case against grades: They lower self-esteem, discourage creativity, and reinforce the class divide.

Correction: The title in original post had an extra word. Thanks to Walt Carlson for pointing out the error (5/5/13).

Filed Under: Uncategorized

Pinellas County eliminates early dismissals

April 25, 2013 by Leave a Comment

The Safety Harbor, FL Patch reports that there will be no more early dismissal Wednesdays in Pinellas County public schools next year. “The new school bell times for 2013-14 reflect minimal changes,” district officials said on the website. “However, next school year, schools will not have early-release Wednesdays.”

The original agreement was reached in August 2012. The Tampa Bay Times reported that the Pinellas County School District had “reached a tentative agreement with the teachers union that would give teachers a pay raise and put an end to early-release Wednesday a year from now.”

“The Pinellas Education Foundation, a business-led nonprofit, has advocated an end to early-release Wednesday and using health insurance changes to pay teachers more.” the Times reported.

Filed Under: early dismissals

More time is an absolute necessity for closing the achievement gap

April 23, 2013 by

Rethinking the Achievement Gap is a four-page article by Andy Porter that will be discussed at the Fairfax County School Board’s retreat this Saturday. He reviews solutions that have been tried, including preschool reforms, increasing the number of effective teachers, instructional reforms, and standards-based reforms.

Another important variable to consider is time. In reporting on a national meeting on Expanded Learning Time held in October 2011, George Mastoras quoted Carol Johnson, superintendent of Boston Public Schools: “For decades we have struggled with the achievement gap not closing fast enough. It’s simply unacceptable to maintain the status quo….For our schools to be doing the same old thing in the same old way will not produce the changes that we seek….We see more time as an absolute necessity if we are ever to close the achievement gap for our most vulnerable children.”

He also quoted Randi Weingarten, president of the American Federation of Teachers: “The coin of the realm is time.”

Filed Under: school day, school year

Some extra jobs in the school system could help students, staff, and families

April 22, 2013 by

For too long, the Fairfax County School Board members have avoided adding additional specialist teachers and/or paraprofessionals in the elementary schools as part of a reform to improve the program and schedule for students. Judicious hiring of additional staff members could finally allow elementary school students to have five full days of school each week. They could even have more than 10 minutes per day for recess while also having the amount of instructional time mandated by the Standards of Accreditation. Teachers could more planning time during the student day. Intelligent reform of the school schedule could also greatly help many parents who struggle to adjust their work hours or to pay for additional day care to cope with weekly Monday early dismissals.

So, let’s help students, staff, families, and indeed the national economy by adding needed positions in the schools.

“The main reason our economic recovery has been so weak is that, spooked by fear-mongering over debt, we’ve been doing exactly what basic macroeconomics says you shouldn’t do — cutting government spending in the face of a depressed economy,” Paul Krugman argues in the New York Times. “Workers, after all, are taxpayers too; if our debt obsession exiles millions of Americans from productive employment, it will cut into future revenues and raise future deficits.”

Although Fairfax is not considering cutting spending, it has made foot-dragging into an art form when it comes to avoiding targeted spending to fix a serious problem. Through good times and bad for more than two decades the Fairfax County School Board has practiced a false economy of refusing to spend a relatively small proportion of extra money for additional staff positions that would be a tremendous benefit to the elementary schools.

Filed Under: early dismissals, Monday early dismissal, recess, school day, school schedules, teacher planning time
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