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Objective What is the prevalence of central kitchens that use either cook-chill or cook-freeze production systems in school foodservice settings? Design A descriptive study using a 5-minute telephone survey during normal working hours was conducted. Questions were designed to be easily answered with minimal need to reference other documentation. Subjects Five hundred forty school foodservice directors, managers, and supervisors working in school districts of all sizes across the United States were randomly sampled from a national commercial directory of school districts for the study. A total of 353 individuals completed the survey representing 49 of 50 states. Main outcome measures Means, standard deviations, and percentages were evaluated for all data collected. Statistical analyses performed Descriptive statistics of school district characteristics, prevalence of production systems, food transport systems, inventory methods and equipment used for reheating food are reported. Results The most frequently reported production system was on-site kitchens (45.3%) followed by combination production systems (40.5%) where a central kitchen delivered to a number of satellite locations in addition to schools with on-site food preparation. Central kitchens without additional on-site kitchens represented 14.2% of this study. Of those school districts using either central kitchens or combination production systems, 78% reported hot-food preparation using hot-food delivery to satellites. Cook-chill or cook-freeze production systems were reported by 22% of respondents. Conclusions The high proportion of school districts that prepared and delivered foods hot to satellite sites supports continuing efforts to identify food safety practices and issues related to maintaining food quality in schools. J Am Diet Assoc. 2005;105:1261-1265.

As early as the 1890s feeding children in school was a recognized need. While early efforts targeted vagrant children and those experiencing severe poverty, individuals closest to the children recognized [...]

Abstract Total factor productivity (TFP) modeling, a ratio of outputs to inputs, was elaborated with terminology, resources, and outputs familiar to foodservice managers and evaluated for four hospital foodservice operations. […]

Achieving productive use of a mix of resources is a primary responsibility of a manager; yet, comprehensive productivity analysis is not typically accomplished in many organizations [1-3]. Because labor represents [...]

Improving quality and productivity simultaneously is the challenge facing managers throughout all industries, including health care (1). Quality and productivity are frequently viewed as competing forces: as quality improves productivity [...]

This review discusses menu analysis models in depth to identify the models strengths and weaknesses in attempt to discover opportunities to enhance existing models and evolve menu analysis toward a comprehensive analytical model. [ABSTRACT FROM AUTHOR]

Objectives The U.S. Department of Agriculture (USDA) developed Changing the Scene: Improving the School Nutrition Environment to promote a healthy school nutrition environment (HSNE). The objective of an HSNE is to give students consistent, reliable health information and ample opportunity to use it. The purpose of this study is to learn more about issues related to HSNEs from the perspective of school personnel, and to compare the opinions that school foodservice personnel (SFP) and other school personnel (OSP) have toward developing HSNEs. Methods In October 2002, a nationwide survey was mailed to a random sample of K-12 school foodservice directors, foodservice managers, superintendents, principals, school business officials, teachers, and coaches. A total of 3,500 surveys were mailed, 500 from each group. Results The response rate was 34.9% (n=1,222) with 49.1% (n=600) of the responses from SFP and 50.9% (n=622) of the responses from OSP. Eighty-nine percent of respondents were from districts that participate in the National School Lunch Program (NSLP). According to the survey, an HSNE was a high priority for 68% of SFP and 38% of OSP. Thirty-three percent of SFP and 47% of OSP selected family education as the most important factor in increasing awareness of an HSNE. Both groups ranked behavior-focused nutrition education by staff, with appropriate training and adequate funds provided by local, state, and federal sources, as the most significant components of an HSNE. For the most prominent barriers to an HSNE, SFP chose funding for school foodservice, competitive foods, and children's peer pressure, while OSP chose television/media, funding for school foodservice, and competitive foods. Application to Child Nutrition Professionals To address the nutritional quality of foods offered and sold other than reimbursable school meals and snacks, the development of federal, state, and district policies is needed. The results of this study could be presented to school district stakeholders during the wellness policy development process to illustrate the need for changes that will improve the HSNE. Additionally, the results of this study showed that all school personnel need to work together on policies and programs to improve their HSNEs. [ABSTRACT FROM AUTHOR]

The article presents a summary of research work done by the National Food Service Management Institute (NFSMI) in the field of child nutrition. It is informed that the final report that identifies the characteristics of long-term successful employees is available online at the Website of NFSMI. Further, the report on management issues impacting family day care homes operating within the child and adult care food program guidelines is also available online at the Website of NFSMI. It is informed that NFSMI conducted a nationwide survey on school nutrition environment in October 2002. Some of the most important components of a healthy school environment identified by respondents of this survey included: behavior-focused nutrition education; adequate funds provided by local, state, and federal sources; involvement of students and parents in developing food and nutrition policy; and meal schedules that meet the hunger needs of children. The full research report will be available at the NFSMI Web site by December 2003.

The purpose of this article is to learn more about vending issues related to Healthy School Nutrition Environment (HSNE). The results of this study are from a national survey that was sent to a random sample of superintendents, principals, school foodservice directors and managers, teachers, coaches, and school business officials. There were 500 surveys sent to each group for a total of 3,500 surveys mailed. Fifty-five percent of respondents reported that teachers and administrators used food as rewards. Thirty-one percent of respondents reported school stores that sell candy, chips, soft drinks, and other snack foods. Fifty-five percent of school boards had a policy for vending contracts and 72% of respondents reported having vending machines for students. Over 78% of respondents reported bottled water and soft drinks sold in vending machines. Chips were offered in 54% of schools, candy was offered in 51% of schools, cookies were offered in 44% of schools, and snack cakes were offered in 32% of schools. Thirteen percent of schools offered milk and/or ice cream products. Only 3.8% of respondents reported fresh fruit as an offering, 8.4% offered low fat cookies, 14.2% offered low fat chips, and 17.3% offered peanuts. The respondents ranked healthy snacks in vending machines, snack bars, and school stores tenth in a list of thirteen components of a HSNE.

The article focuses on a nationwide survey on issues related to Healthy School Nutrition Environment (HSNE). In October 2002, a survey was sent to a random national sample of superintendents, principals, school foodservice directors and managers, teachers, coaches, and school business officials. There were 500 surveys sent to each group, for a total of 3,500 surveys mailed. Eighty-nine percent of respondents were from districts that participate in the National School Lunch Program. Seventy-three percent of respondents reported having a healthy school nutrition environment. Only 55% of respondents reported that school foodservice personnel were involved in nutrition education. Forty-nine percent of respondents were school foodservice directors and managers (SFS) and 51% were superintendents, principals, teachers, coaches, and school business officials (SPTCS). Family education to increase awareness of a HSNE was ranked number one by both groups. In ranking the components of a HSNE, both groups placed behavior-focused nutrition education and adequate funds provided by local, state, and federal sources as numbers one and two, respectively.

This article reports that as the National Food Service Management Institute's Applied Research Division staff continues to develop research expertise, specific research content areas have emerged. The pilot test of the Healthy School Nutrition Environment survey was conducted in January 2002. Surveys were sent to seven groups of individuals: superintendents, principals, school business officials, coaches, teachers, school food service directors, and school food service managers. Fifty individuals in each group were randomly selected and mailed a survey. Of the 350 surveys mailed, 145 were returned. A healthy school nutrition environment was a high priority for 45% of the respondents. Six of the most important components of a healthy school environment identified by respondents included: meals that meet nutrition standards set forth by the U.S. Department of Agriculture, as well as provide choices; adequate funds provided by local, state, and federal sources; a la carte menu items that contribute to healthy eating patterns; behavior-focused nutrition education; adequate time for children to enjoy meals with friends; and involvement of students and parents in developing a food and nutrition policy.