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Objectives: (1) To describe promotional activities, particularly student-led, targeting lower-fat à la carte foods that were conducted in secondary schools; and (2) to describe the relationships between the number and duration of total promotional activities for lower-fat à la carte foods and cafeteria sales of such foods over two years. Design: Promotional activities were implemented in schools that were randomised to the intervention condition of a larger, two-year, school-based, randomised, controlled nutrition intervention trial. Setting: Ten Minnesota secondary schools. Subjects: Students and school faculty, school food-service and research staff (measured at the school level). Results: Over two years, 181 promotions were implemented (n ¼ 49 in Year 1 and n ¼ 132 in Year 2). In Year 1, the number of promotions conducted in schools was significantly associated with percentage lower-fat food sales. In Year 2, the duration of promotions was significantly associated with percentage lower-fat food sales. Conclusions: Collaborative efforts among students, school food-service staff and research staff can be successful in implementing a large number of nutrition-related, school-wide promotional activities. These efforts can increase the sales of lower-fat foods in à la carte areas of school cafeterias.

Newly‐designed home economics programs funded under Part F, Consumer and Homemaking Education, of Title I of the 1968 Amendments to the Vocational Education Act, were established in New York State to serve limited‐income adults. The present study was a formative evaluation of ten of these fledgling programs. Evaluation techniques included interview; systematic observation; ratings of subjects and paraprofessionals; and recording of critical incidents by local staff and researchers. Four objectives guided the study: (1) to measure progress of subjects toward objectives of under standing and application of consumer education and homemaking concepts; (2) to assess the ability of professional staff to recognize interests and needs of learners and to present a creative, innova tive program; (3) to measure progress of paraprofessional staff toward objectives of understanding and application of consumer education, homemaking concepts and of characteristics of employabil ity; (4) to provide answers to questions regarding attendance, participation, teaching methods, and program operation. Evidence was compiled that significant learning took place, even though the attrition rate was high. Evidence showed that local programs were able both to use and supplement services of other agencies. Findings indicated that an imaginative, flexible home economics program, cognizant of target population assets, interests, and sensitivities, can both attract and serve that population.

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