WYOMING PROFILE 

 

 

At the heart of the Action for Healthy Kids Initiative are State Teams composed of individuals who are committed to improving the nutrition and fitness of our nation’s children. To help State Teams understand the challenges they face, the State Profiles provide important background information and data on nutrition and fitness. The State Profiles have been developed for every state, the District of Columbia, and the nation.

 

While there are numerous activities happening in local school districts and cities, the Profiles were limited to national and state-level data. 

 

Each State Profile contains the following:

 

        1. School Demographics: Numbers of students, ethnic breakdown of the students, number of school buildings, teachers, districts, and building and district staff

        2. Charter Schools: Number of students, charter schools, and legislation

        3. Health Behaviors and Risks: If available for the state, this section will contain overweight/obesity rates, nutrition/dietary and physical activity behaviors and risks

        4. BMI: National rates for 9-18 year olds

        5. School Food Programs & Hunger: Percentages of food insecurity and participation levels in the school breakfast and lunch programs

        6. Income Demographics: Per capita income and unemployment and poverty rates

        7. Legislation: Links and information about statutes pertaining to nutrition and fitness

        8. Policy: Information about policies on food and physical education/activity in the schools

        9. Standards and Assessment: National/state-specific standards and graduation requirements. This section also describes types of assessment projects with which states are currently involved

        10. Important State Links: State education agency, state health agency, state agriculture agency contact information, and after school programs available at your state

        11. References: Contains all data sources and notes for information shared in profiles

 

 

National and State Profiles are available for public view and use at www.ActionForHealthyKids.org .  

1) WYOMING SCHOOL DEMOGRAPHICS1,2,3

National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing U.S. education data. All NCES data and reports are publicly available and easily accessible. The most recent public school data available are for the school year 2001-2002, and the most recent private school data that provide state level data are for the school year 1999-2000. 

        

 

 

Total Number of Students in Public Schools1: 87,866  

 

Number of Public School Districts2: 48  

 

Number of Public School Building Staff1,‡: 6,382 

 

Number of Public School District Staff1, ß: 640

 

† “Elementary” numbers were calculated by adding grades kindergarten to 6th data sets.

Ø “Secondary” numbers were calculated by adding grades 7th to 12th data sets.

µ “Ungraded” are students who are assigned to programs or classes without a standard grade designation. States are requested to report teachers of “ungraded” classes even if all students are assigned a grade level.

‡ “Building staff” are instructional aids, instructional coordinators and supervisors, elementary and 

secondary guidance counselors/directors, librarians, library staff, school administrative support staff, student support services, and all support services related jobs.

ß “District staff” are LEA administrators and administrative support staff.  

 

 

 

 

Total Number of Students in Private Schools3 : 2,220  

 

† “Elementary” numbers were calculated by adding grades kindergarten to 6th data sets.

Ø “Secondary” numbers were calculated by adding grades 7th to 12th data sets.

µ “Combined” is a school that may include kindergarten to 6th grade and one or more grades from 9th to 12th.

 

2) WYOMING CHARTER SCHOOLS4

Charter schools are nonsectarian public schools of choice that operate with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success. Since 1991, 41 states and the District of Columbia have signed charter school legislation into law.

 

 

 

3) WYOMING HEALTH BEHAVIORS AND RISKS5

The Youth Risk Behavior Surveillance (YRBS) was developed in 1990 to monitor priority health risk behaviors that contribute markedly to the leading causes of death, disability, and social problems among youth and adults (9th to 12th grade) in the U.S. The survey is administered every two years with the most current results published for 2003. Thirty-two states including the District of Columbia participated in the 2003 YRBS.  

 

 

 

 

 

 

 

4) BMI6

The body mass index is a number that shows body weight adjusted for height. BMI can be calculated with simple math using inches and pounds, or meters and kilograms. Currently, only national level data is available for school-aged youth from the 1999-2002 National Health and Nutrition Survey (NHANES).

 

 

 

   5) WYOMING SCHOOL FOOD PROGRAMS & HUNGER7,8  

 

Federal nutrition programs help students succeed in school. Congress enacted the 1946 National School Lunch Act as a "measure of national security, to safeguard the health and well-being of the Nation's children." School Breakfast Program (SBP) was established by Congress, first as a pilot program in 1966 in areas where children had long bus rides to school and then as a permanent entitlement program in 1975 to assist schools in providing nutritious morning meals to the nation's children. 

 

 

 

 

  

LEGISLATION PROMOTING SCHOOL BREAKFAST8

FRAC has collected state legislation (2003-2004) related to school breakfast. FRAC specifically collected on these school breakfast program (SBP) legislation topics: state mandates, state funding, universal breakfast funding, reporting requirement for either state/district for SBP, scheduling requirement for SBP, or outreach related to SBP. 

 

No legislation.

 

6) WYOMING INCOME DEMOGRAPHICS9,10,11

The U.S. Census Bureau collects basic demographic information such as income, poverty, and health insurance on a yearly basis. The U.S. Department of Labor, Bureau of Labor Statistics collects data such as unemployment rates, inflation, and consumer spending. The most recent data from the U.S. Census Bureau and Department of Labor are for 2003.

 

 

 7) WYOMING LEGISLATION12,13

National Conference of State Legislatures has collected recent legislative activity and/or recent statutes regarding nutrition, physical activity, and physical education.

 

National Conference of State Legislatures (NCSL)12

NCSL has collected childhood obesity legislation proposed or enacted in 2003 and 2004. 

 

The Wyoming Department of Health has created the Health Advisory Council consisting of appointed members who serve as the materials review committee for the CDC-DASH HIV Prevention Education Program.

 

NCSL has created a New Healthy Community Design database13 that provides state-specific information (if the bill has been passed in your state) on such topics as: bike/pedestrian, farm-to-school, nutrition, obesity, and physical activity.      

http://www.ncsl.org/programs/environ/envHealth/healthycommunity_bills.cfm

 

To find existing state law(s) on nutrition/dietary behavior and physical activity/education please go to your state’s legislative website

http://legisweb.state.wy.us/

 

8) WYOMING POLICY14,15,16,17

This section contains data that comes from information reported by state education agencies in 2000 as a part of the Centers for Disease Control state-level School Health Policies and Programs Study (SHPPS) B. Policies can change rapidly. SHPPS will be conducted again in 2006. 

 

For the most current information, please follow the website link to your state’s Agriculture Department: http://legisweb.state.wy.us/

 

  

  

  

  

 In 2002, the USDA piloted the Fruit and Vegetable Program. The program provides students with free fresh and dried fruits and fresh vegetables. In 2002, the USDA compiled state policies on competitive foods.

 

 

  National Association of State Boards of Education (NASBE)B compiles state school health policies in their database. For additional information: http://www.nasbe.org/HealthySchools/States/State_Policy.html

  

 9) WYOMING STATE STANDARDS AND ASSESSMENT14,18,19

In 2001, NASPE compiled information on each state’s health education and physical education standards. Many states base their health education and physical education standards on national standards. Nutrition education is a component of health education and most states do not have separate nutrition education standards. This section also contains information from the 2000 SPHHS.

  

  

  

  

 10) IMPORTANT STATE LINKS

For additional information for your state, contact these individuals at the State education agency, and state health agency. For each state’s Department of Agriculture a website address has been provided. State specific information for after care is provided by Afterschool Alliance. 

 

SEA

http://www.k12.wy.us/

Sunny Kaste

At-Risk and School Health Programs Supervisor 

307-777-5315

skaste@educ.state.wy.us

 

SHA

http://wdh.state.wy.us/main/index.asp

Trena Primavera

Adolescent Health Systems Manager

307-777-3733

tprima@state.wy.us

 

Department of Agriculture  

http://legisweb.state.wy.us/

 

After School Care

http://www.afterschoolalliance.org/states/states_facts.cfm?state_abbr=WY

 

11) REFERENCES

 

1. Young, B.A. (2004). Public school student, staff, and graduate count by state: School year 2001-2002 (NCES 2003-358R). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved on January 11, 2005 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003358

 

2. Hoffman, L.M. (2003). Overview of public elementary and secondary schools and districts: School year 2001-2002 (NCES 2003-411). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved on January 11, 2005 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003411

 

3. Broughman, S.P., & Colaciello, L.A. (2001). Private school universe survey, 1999-2000 (NCES 2001-330). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved on January 11, 2005 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001330

 

4. U.S. Charter Schools.U.S. Charter Schools State Information. Retrieved on March 21, 2005 from www.uscharterschools.org/pub/uscs_docs/sp/index.htm

 

5. Grunbaum, J.A., , J.A., Kann., L., Kinchen, S.A., Ross, J., Hawkins, J., Harris, W.A., McManus, T., Chyen, D., & Collins, J. Youth risk behavior surveillance—United States, 2003, Surveillance Summaries, May 21, 2004. MMWR, 53 (No. SS-2),1-96. Retrieved on January 11, 2005 from http://www.cdc.gov/mmwr/PDF/SS/SS5302.pdf

 

6. Odgen, C.L., Fryar, C., Carooll, M.D., & Flegal, K.M. (2004). Mean Body Weight, Height, and Body Mass Index, United States 1960-2002. Advance Data: Vital Statistics, No. 347. Hyattsville, Maryland: National Center for Health Statistics.

 

7. Rosso, R., & Weill, J. (2005). The State of the States: A Profile of Food and Nutrition Programs Across the Nation. FRAC, Washington, DC. Retrieved on March 23, 2005 from http://www.frac.org/State_Of_States/2005/Report.pdf

 

8. Rosso, R., Woo, N., Andrews, F.J., Parker, L., & Weill, J. School breakfast scorecard: 2004. (2004). FRAC, Washington, DC. Retrieved on March 23, 2005 from http://www.frac.org/School_Breakfast_Report/2004/Report.pdf

 

9. United States Census Bureau. Three-year-average median household income by state: 2001-2003. Retrieved on January 11, 2005 from http://www.census.gov/hhes/income/income03/statemhi.html

 

10. United States Census Bureau. Current Population Survey, Annual Demographic Survey. Retrieved on January 11, 2005 from http://ferret.bls.census.gov/macro/032004/pov/new46_100125_01.htm and http://ferret.bls.census.gov/macro/032004/pov/new46_100125_03.htm

 

11. United States Department of Labor, Bureau of Labor Statistics. Unemployment rates for states annual average rankings year: 2003. Retrieved on January 11, 2005 from http://stats.bls.gov/lau/lastrk03.htm

 

12. National Conference of State Legislatures. NCSL compiled legislative information from the 2003-2004 legislative session for obesity. Retrieved on March 23, 2005 from http://www.ncsl.org/programs/health/childhoodobesity.htm#ad

 

13. National Conference of State Legislatures. New Community Design Database. Retrieved on March 23, 2005 from http://www.ncsl.org/programs/environ/envHealth/healthycommunity_bills.cfm

 

14. Centers for Disease Control and Prevention, Division of Adolescent and School Health. (2001). School health policies and programs study (SHPPS) 2000: A summary report. Journal of School Health, 71(7). Retrieved on January 11, 2005 from http://www.cdc.gov/HealthyYouth/shpps/factsheets/pdf/overview.pdf

 

15. Buzby, J.C., Guthrie, J.F., & Kantor, L.S. (2003). Evaluation of the USDA Fruit and Vegetable Pilot Program, Report to Congress. Food Assistance and Nutrition Research Program, Food and Rural Economics Division, Economic Research Service, U.S. Department of Agriculture. Retrieved on March 23, 2005 from http://www.fns.usda.gov/cnd/Research/FV030063.pdf

 

16. USDA. School Meals Programs: State competitive food policies. (2002). Retrieved on March 23, 2005 from http://www.fns.usda.gov/cnd/Lunch/CompetitiveFoods/state_policies_2002.htm

 

17. NASBE. Healthy schools state-level school health policies database. Retrieved on March 23, 2005 from http://www.nasbe.org/HealthySchools/States/State_Policy.html

 

18. NASPE. The Shape of the Nation Report: Status of Physical Education in the USA. (2001). National Association for Sport and Physical Education (NASPE), an association of the American Alliance for Health Physical Education, Recreation and Dance. To purchase a complete copy of the report, call 1-800-321-0789. For more information, please visit www.aahperd.org/naspe

 

19. Hudson, N. Health Education Assessment Project. Retrieved on March 23, 2005 from http://www.ccsso.org/Projects/SCASS/Projects/Health_Education_Assessment_Project/  

 

                                                            NOTES

A. Food insecure is defined as: USDA measures food insecurity and hunger only related to financial   constraints. Food secure households have access at all times to enough food for an active, healthy life. Food insecure households do not have access to enough food to fully meet basic needs at all time. Among food insecure households, some reach a level of severity grave enough that one or more household members are hungry. Hunger is defined as the uneasy or painful sensation caused by lack of food.

 

B. Both the Centers for Disease Control and Prevention (CDC), through its School Health Policies and Programs Study (SHPPS), and the National Association of State Boards of Education (NASBE), through its State-Level School Health Policy Database, collect information on state policies. Information from these two systems and other similar sources of data do not always match. For example, CDC’s SHPPS 2000 reports that 35 states allowed students to use their own asthma inhalers, while NASBE’s Database reports that 30 states allowed student self-medication as of April 2004. These and other differences may be attributed to differences of methodology, timeframe, interpretation, or the ambiguities inherent to any discussion of policy and practice.

     

The SHPPS 2000 state-level data were collected by self-administered mail questionnaires completed by designated respondents in state education agencies. In those questionnaires, “policy” was defined as “any mandate issued by the state school board, state legislature, or other state agency”. NASBE collects written policies directly from states and then summarizes the information contained in those policies. Subjective interpretation is unavoidable both when persons are responding to questions about the policies under which they work and when others are analyzing written policies that vary in content, depth, and completeness. Across states, awareness, dissemination, interpretation, and enforcement of policies also vary tremendously. As a result, policy measurement and policy analysis — like policy making — remain both an art and a science.