The aim of this study was to quantitate the relative impact of nutritional, intellectual, brain development, cardiovascular risk, socio-economic, demographic and educational variables on the results of the 2009 Quality Education Measurement System (SIMCE) tests of language and mathematics for scholastic achievement (SA) applying a multifactorial approach, in school-age children of the 2010 5
th
elementary school grade (5ESG) and of the 1
st
grade of high school (1HSG). The purposes were: i) to test the hypothesis that intellectual ability, the level of SA of the educational establishments in the 2009 SIMCE tests, sex, parental schooling levels, and head circumference-for-age Z-score are the most relevant parameters associated with 2009 SIMCE outcomes; ii) to determine the predictive ability of the 2009 SIMCE results in determining the 2013 SIMCE outcomes for the 2010 5ESG cohort (when they graduated from elementary school, 8
th
grade) and for determining the 2013 University Selection Test (PSU) outcomes for the 2010 1HSG group (for university admission, when they graduated from high school, 4
th
grade); iii) to determine the association between the 2009 SIMCE results with the 2017 PSU outcomes for the 2010 5ESG group (for university admission, when they graduated from high school, 4
th
grade). A representative, proportional and stratified sample of 33 schools of the Metropolitan Region of Chile was randomly chosen. In these schools, 1,353 school-age children of both sexes, of the 2010 5ESG (n = 682; mean age = 10.8 years, SD = 0.6) and of the 2010 1HSG (n = 671; mean age = 14.8 years, SD = 0.6) participated. In both grades and tests, the findings confirm the hypotheses formulated. 2009 SIMCE outcomes were positively and significantly associated with 2013 SIMCE and with 2017 PSU and, with 2013 PSU outcomes in school-age children from 2010 5ESG and 1HSG, respectively. These findings may be useful for educational and health planning in Chile and countries in a comparable stage of development.
Objective: The aim of this study was to assess the association between overnutrition and scholastic achievement (SA). Methods: A representative and proportional sample of 477 children of the 5th elementary school grade of both genders was randomly chosen during 2010, in the Metropolitan Region of Chile. SA was measured through the 2009 Education Quality Measurement System (SIMCE) tests of language (LSA), mathematics (MSA) and understanding of the natural environment (UNESA). Current nutritional status was assessed through the body mass index Z-score (Z-BMI). Nutritional quality of diet, schedule exercise, socioeconomic status, family, and educational variables were also recorded. Four and 8 years later, SA was assessed through the 2013 SIMCE and the University Selection Test (2017 PSU), respectively. Results: Socioeconomic status, the number of repeated school years, and maternal schooling were strong predictors of 2009 SIMCE and the independent variables with the greatest explanatory power for LSA (Model R2 = 0.178; p < 0.00001) variances, besides of gender for MSA (Model R2 = 0.205; p< 0.00001) and UNESA (Model R2 = 0.272; p < 0.00001). Overnourished children did not have significantly lower 2009 and 2013 SIMCE and 2017 PSU outcomes. Conclusions: These results confirm that overnourished children did not achieve significantly lower SA.
Este trabajo fue recibido el 27 de julio de 2019. Aceptado con modificaciones: 11 de marzo de 2020. Aceptado para ser publicado: 07 de mayo de 2020. RESUMEN Propósito: La inexistencia de datos a nivel nacional y regional sobre el valor nutricional (VN) de la alimentación ofrecida en comedores comunitarios dirigidos por Organizaciones No Gubernamentales (ONG), que atienden población infantil de zonas urbano marginales, junto con el incremento en la prevalencia de exceso de peso reportada por el Ministerio de Educación Pública de Costa Rica (MEP) en el 2016, justifican el estudio del VN del almuerzo servido a niños(as), que participan en programas de alimentación complementaria en zonas urbano marginales de San José, Costa Rica. Método: Se analizaron mediante muestreo aleatorio 321 platos de almuerzo, durante 12 días en dos comedores. Se reconstruyeron recetas y se determinaron tamaños de porción mediante pesaje directo y se calculó el VN promedio por plato. Resultados: El valor energético fue cercano a la recomendación nutricional. Sin embargo, valores de proteína, grasa total, grasa insaturada, fibra dietética, calcio y potasio fueron inferiores a las recomendaciones y por el contrario, carbohidratos totales, azúcar agregada, grasa saturada y sodio fueron superiores a la recomendación nacional. Conclusión: No es suficiente ofrecer un aporte adecuado de energía. Los excesos y deficiencias de nutrientes reflejan un patrón alimentario obesogénico que suma vulnerabilidad a la condición de pobreza y pobreza extrema de la población infantil de zonas urbano-marginales.
RESUMEN Una buena alimentación durante la niñez es indispensable para un crecimiento y desarrollo óptimo. Por lo que se desarrolló una propuesta de intervención para mejorar la calidad de la alimentación servida a los niños y niñas de 2 a 12 años del
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