An Ecological Study of Food Desert Prevalence and 4Th Grade Academic Achievement in New York State School Districts

Abstract

BackgroundThis ecological study examines the relationship between food desert prevalence and academic achievement at the school district level.Design and methodsSample included 232 suburban and urban school districts in New York State. Multiple open-source databases were merged to obtain: 4th grade science, English and math scores, school district demographic composition (NYS Report Card), regional socioeconomic indicators (American Community Survey), school district quality (US Common Core of Data), and food desert data (USDA Food Desert Atlas). Multiple regression models assessed the percentage of variation in achievement scores explained by food desert variables, after controlling for additional predictors.ResultsThe proportion of individuals living in food deserts significantly explained 4th grade achievement scores, after accounting for additional predictors. School districts with higher proportions of individuals living in food desert regions demonstrated lower 4th grade achievement across science, English and math.ConclusionsFood deserts appear to be related to academic achievement at the school district level among urban and suburban regions. Further research is needed to better understand how food access is associated with academic achievement at the individual level.Significance for public healthThe prevalence of food deserts in the United States is of national concern. As poor nutrition in United States children continues to spark debate, food deserts are being evaluated as potential sources of low fruit and vegetable intake and high obesity rates. Cognitive development and IQ have been linked to nutrition patterns, suggesting that children in food desert regions may have a disadvantage academically. This research evaluates if an ecological relationship between food desert prevalence and academic achievement at the school district level can be demonstrated. Results suggest that food desert prevalence may relate to poor academic performance at the school district level. Significant variation in academic achievement among urban and suburban school districts is explained by food desert prevalence, above additional predictors. This research lays the groundwork for future studies at the individual level, with possible implications for community interventions in school districts containing food desert regions.

Are There Food Deserts in Rainforest Cities?

“…These small shops also provide the additional advantage of providing a livelihood for an estimated one in fifty households. Unlike the context for most other food desert studies to date (Jiao et al 2012;Frndak 2014;USDA 2015;Barnes et al 2016), large supermarket chains are yet to dominate the food market in this transitioning economy and thus have not had the impact seen elsewhere of outcompeting local neighborhood shops (Cummins and McIntyre 2002;Gartin 2012). Our results show, however, that in areas with lower income poverty, the overall density of shops is lower, whereas the facilities offered by stores are higher.…”

Where you live matters: visualizing environmental effects on reading attainment

“…This process of redlining is that in which high‐income individuals and families move into lower income neighborhoods at high rates, whether by design or not, leading to significantly higher costs of living in those areas and forcing low‐income families to move to more affordable neighborhoods. Beyond this, significant differences in other factors associated with geographic risk and income inequality also exist that may lead to differences in the results across areas, with different areas of the state having significantly different access to child care, healthcare, and healthy food, significantly different qualities of school and availability of school resources, and many others (DeMarco & Vernon‐Feagans, 2013; Frndak, 2014; Iruka, Curenton, Sims, Blitch, & Gardner, 2020). Hence, we expect the current Florida‐based sample to exhibit greater between‐ and within‐sample income heterogeneity, both within and across geographic areas, compared with UK samples.…”