The purpose of this study was to evaluate a school‐based, parent education program to promote health behaviors and knowledge in Latino families in five schools in Los Angeles, California. An evaluation was conducted during and after the program. The sample consisted of 91 Latino parents. Pretest (baseline), post‐test (4th week), and follow‐up (12th week) quantitative data were collected from paper surveys. In addition, qualitative data regarding strengths and suggestions for improvements of the program were collected at post‐test (4th week) and follow‐up (12th week). The quantitative data indicated participants had significant increases in nutrition/cooking knowledge, nutrition/cooking behaviors, physical activity knowledge, and physical activity behaviors. The results from the qualitative data indicated that participants used the knowledge gained in the classes to create healthier home environments for their children and families. The primary suggestion by participants was to continue having classes in exercise, nutrition, and cooking.

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Objective: School gardens can provide a learning environment that enhances the students' knowledge and acceptance of healthy foods. The garden-enhanced nutrition education program, ''Let's Grow Healthy'', was developed to promote nutrition education in Los Angeles area public schools. The program consists of hands-on interactive gardening classes and nutrition curriculum. Study Design, Settings, Participants: The project took place in two elementary schools were each class from second to fifth grade was selected to participate in the program. For six weeks, 210 children participated in the program on a weekly basis. In order to assess the change in gardening and nutrition knowledge, a pretest and posttest were given to the participants. Outcome Measures and Analysis: The surveys were coded and analyzed in order to compare the difference between t-test mean value scores between pretest and posttest. Results: Significant improvement was demonstrated in second, third, and fifth grade classes with the most change seen in fifth grade, as 92% of students at posttest, correctly identified the food groups in MyPlate with 44% of students improving (t ¼-6.1, p ¼ .021). Conclusions and Implications: The results support the hypothesis as it shows that gardening classes can increase and improve children's gardening and nutrition knowledge. This reinforces the importance of a school garden where children can learn more about healthy food. We hope for Let's Grow Healthy to expand to more schools, so children can benefit from this experience and improve their nutrition knowledge.

Objective: School gardens can provide a learning environment that enhances the students' knowledge and acceptance of healthy foods. The garden-enhanced nutrition education program, ''Let's Grow Healthy'', was developed to promote nutrition education in Los Angeles area public schools. The program consists of hands-on interactive gardening classes and nutrition curriculum. Study Design, Settings, Participants: The project took place in two elementary schools were each class from second to fifth grade was selected to participate in the program. For six weeks, 210 children participated in the program on a weekly basis. In order to assess the change in gardening and nutrition knowledge, a pretest and posttest were given to the participants.Outcome Measures and Analysis: The surveys were coded and analyzed in order to compare the difference between t-test mean value scores between pretest and posttest.Results: Significant improvement was demonstrated in second, third, and fifth grade classes with the most change seen in fifth grade, as 92% of students at posttest, correctly identified the food groups in MyPlate with 44% of students improving (t ¼ -6.1, p ¼ .021). Conclusions and Implications:The results support the hypothesis as it shows that gardening classes can increase and improve children's gardening and nutrition knowledge. This reinforces the importance of a school garden where children can learn more about healthy food. We hope for Let's Grow Healthy to expand to more schools, so children can benefit from this experience and improve their nutrition knowledge.

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We evaluated the effectiveness of a school-based, educational theater program (i.e., MyPlate Musical) on nutrition/exercise knowledge of elementary student performers and viewers. Data were collected in four elementary schools with high percentages of Latinos and students eligible for free/reduced price meals. In Schools 1-3, pretest and posttest data were used from a total of 425 viewers and 220 performers. At School 4, 267 viewers and 75 performers served as their own control. Results indicated that student performers and student viewers of the theatrical performances had increased general nutrition/exercise knowledge and MyPlate knowledge from pretest to posttest and the effects were stronger in the treatment group than the control group. Educational theater appears to be a viable method to increase nutrition/exercise knowledge.