Supplemental Nutrition Assistance Program Education Research Articles

Nutrition Environment at Food Pantries Improves After Fresh Produce Donation Program

ObjectiveTo evaluate the influence of the Growing Together Illinois fresh produce donation program and understand factors that affect produce distribution at participating food pantries. MethodsIn this intervention at 17 Illinois food pantries, Master Gardeners supported food donation gardens, and Supplemental Nutrition Assistance Program Education provided educational and environmental interventions to increase selection and use of fresh produce. This mixed-methods pre-post study assessed pantry characteristics and program impact via Nutrition Environment Food Pantry Assessment Tool evaluations, interview feedback from pantry staff, and structured pantry observations. ResultsPantries experienced significant increases from preintervention to postintervention in providing various types of produce, marketing and nudging healthful products, providing additional resources, and total Nutrition Environment Food Pantry Assessment Tool scores. Participants had positive feedback about the program and educational interventions and reported the weekly timing of donations mitigated potential storage and spoilage issues. Conclusions and ImplicationsFuture research could focus on approaches to increase fresh produce in food pantries while supporting clients via nutrition and cooking education.

HomeStyles-2 for SNAP-Ed families with children in middle childhood: Cluster randomized trial protocol

BackgroundChildhood obesity prevention efforts are needed in the United States, especially for families with low income. The purpose of this study is to determine whether HomeStyles-2, a nutrition education and childhood obesity prevention program for families with children in middle childhood (ages 6 to 11 years), motivates parents to re-shape their home environments and weight-related lifestyle practices to be more supportive of meeting national nutrition and physical activity recommendations and weight status of their children more so than those in the control condition. MethodsA research-practice partnership with Florida's Supplemental Nutrition Assistance Program-Education (SNAP-Ed) program was formed to conduct a cluster randomized trial to evaluate the HomeStyles-2 intervention. SNAP-Ed-eligible individuals who are parents/caregivers of children aged 6–11 living in the study catchment area will be invited to enroll in the study and participate in a six-lesson series using the HomeStyles-2 program or an attention control program. The primary outcome measures related to parent weight-related behaviors will be assessed on the individual level. Linear mixed models with a hierarchical design will be used to assess outcomes of interest. DiscussionThis study has the potential to demonstrate the effectiveness of a new curriculum implemented in a federal nutrition education program. Because of the COVID-19 pandemic, adjustments were made to the intervention design to allow for virtual delivery of the intervention through SNAP-Ed. This unanticipated change will offer much-needed research on the effectiveness of virtual nutrition education, which may help to expand SNAP-Ed's reach across the country.Trial registration: NCT05019339.

Use of Population Health Data and Qualitative Analysis to Guide Local Planning and Implementation of Supplemental Nutrition Assistance Program Education.

The purpose is to describe how local quantitative and qualitative data were used to assess the progress of the Supplemental Nutrition Assistance Program Education (SNAP-Ed) interventions in Los Angeles County, California. Data from the California Health Interview Survey informed the geographical concentration of program resources during the planning phase. At the end of the program, semi-structured interviews with stakeholders were conducted to assess factors that facilitated SNAP-Ed implementation. Los Angeles County, California. Twenty-four project coordinators were interviewed. From 2016 to 2020, 24 organizations across Los Angeles County delivered nutrition education, reaching an estimated 2 million people. Two-hundred policy, systems, and environmental change interventions reached an estimated 1.2 million people. Semi-structured interview data were analyzed using a form of both inductive and deductive content analysis. A codebook was developed based on themes identified in these interviews. Each interview was coded by 2 team members; discrepancies (if they arose) were resolved by a 5-member group. Two facilitators-support for capacity building from a local health department and presence of community partnerships-were identified as critical factors that contributed to the success of SNAP-Ed implementation. A local health department can increase SNAP-Ed intervention reach and uptake by assisting funded partners with further capacity building, helping them to develop feasible work plans, foster evaluation skills, and engage in sustainability planning.

Impact of Grocery Store Proximity on Store Preference Among Atlanta SNAP-Ed Participants

ObjectiveTo assess the association between grocery store proximities and the individual's grocery store preferences among Supplemental Nutrition Assistance Program Education participants in Atlanta. MethodsUniversity of Georgia Supplemental Nutrition Assistance Program Education participants (n = 615, response rate is 36%) in 3 counties provided their preferred grocery store chains. The association between store proximity (both network distance and driving time) and store preference was measured through logistic regression controlling for age, sex, and race. ResultsDescriptive statistics showed participants had widely varying proximities to grocery stores. Model results were significant for all smaller chains (Aldi, Big Bear, Wayfield, Food Depot, and Save-A-Lot), Kroger (P < 0.01), as well as for Walmart (time only, P = 0.002). Conclusions and ImplicationsFuture studies might identify whether local groceries are more willing to partner on interventions or are more effective at reaching local residents. Surveys or techniques such as sketch mapping could also show whether individuals shop in neighborhoods close to work or friends and family.

Policy, Systems, and Environmental Change Strategies in the Supplemental Nutrition Assistance Program-Education (SNAP-Ed)

ObjectiveTo categorize and quantify how states planned to use policy, systems, and environmental (PSE) change strategies in the Supplemental Nutrition Assistance Program-Education (SNAP-Ed). MethodsQualitative content analysis of SNAP-Ed annual plans from all 50 states, District of Columbia, Guam, and the US Virgin Islands between fiscal years 2014 and 2016. ResultsBetween 2014 and 2016, the percentage of states that included PSEs as a statewide goal increased from 25% to 47%, and the percentage that planned to implement at least 1 PSE increased from 56% to 98%. Among states that planned to implement PSEs in 2016, the 3 most common settings were places in which people learn (92%), live (90%), and work (83%). Conclusions and ImplicationsThe increased planned use of PSEs in SNAP-Ed was considerable and encouraging as PSEs are important to use in conjunction with direct education and social marketing to improve nutrition and prevent obesity.

Limited implementation of California's Healthy Default Beverage law for children's meals sold online.

To reduce children's sugar-sweetened beverage intake, California's Healthy-By-Default Beverage law (SB1192) mandates only unflavoured dairy/non-dairy milk or water be the default drinks with restaurant children's meals. The objective of this study is to examine consistency with this law for meals sold through online platforms from restaurants in low-income California neighbourhoods. This observational, cross-sectional study examines beverage availability, upcharges (additional cost) and presentation of beverage options consistent with SB1192 (using four increasingly restrictive criteria) within a random sample of quick-service restaurants (QSR) in Supplemental Nutrition Assistance Program Education eligible census tracts selling children's meals online from November 2020 to April 2021. Low-income California neighbourhoods (n 226 census tracts). QSR that sold children's meals online via a restaurant-specific platform, DoorDash, GrubHub and/or UberEats (n 631 observations from 254 QSR). Seventy percent of observations offered water; 63 % offered unflavoured milk. Among all beverages, water was most likely to have an upcharge; among observations offering water (n 445), 41 % had an upcharge (average $0·51). Among observations offering unflavoured milk (n 396), 11 % had an upcharge (average $0·38). No observations upcharged for soda (regular or diet). Implementation consistency with SB1192 ranged from 40·5 % (using the least restrictive criteria) to 5·6 % (most restrictive) of observations. Based on observations from restaurant websites and three of the most popular online ordering platforms, most California QSR located in low-income neighbourhoods are not offering children's meal beverages consistent with the state's Healthy-By-Default Beverage law. As the popularity of online ordering increases, further work to ensure restaurants offering healthy default beverages with children's meals sold online is necessary.

Latent Class Analysis Identifies a Promising Combination of Supplemental Nutrition Assistance Program-Education Interventions for Improving Student Fitness

Latent Class Analysis Identifies a Promising Combination of Supplemental Nutrition Assistance Program-Education Interventions for Improving Student Fitness

Sensory evaluation of new recipes for Supplemental Nutrition Assistance Program Education (SNAP‐Ed) informs consumer acceptance and recipe development needs

AbstractFederal nutrition education programs use food demonstrations and tastings of healthy recipes to elicit behavior change among their target audiences, but acceptance and liking of such recipes has not been systematically evaluated. This study aimed to assess acceptability and key sensory attributes (appearance, flavor, texture, saltiness, and sweetness) of culturally tailored recipes using sensory evaluation methods in a nontraditional setting. Affective ballots were used to assess overall liking (OL), key attributes, and preparation intent of seven new recipes on a 9‐point hedonic scale. Open‐ended feedback was also collected. A convenience sample of 338 low‐income adults rated two out of seven recipes as meeting a standard acceptability rating ≥7. These ratings were significantly related to their preparation intent. Flavor and texture were revealed as attributes that significantly influenced OL. Findings support the practicality of sensory evaluation methodology in nontraditional settings for the development of recipes in Federal nutrition education programs.Practical applicationsThis novel application of sensory evaluation in nontraditional settings can provide curriculum developers' of federal nutrition education programs a holistic understanding of their target audience's recipe needs. Developers have the ability to analyze specific attributes, ask about preparation intent behaviors, and more accurately determine areas for improvement of each recipe through these targeted consumer sensory tests. Developers can thus ensure that recipes in their curricula (present and future) are well equipped to promote healthy behavior change. Additionally, this information can be built upon over the course of many sensory evaluations of more recipes to create a living record of the target audience's likes and dislikes for future recipe development. The inclusion of sensory evaluation in Federal nutrition programs provides opportunity for collaboration between sensory scientists and these programs nationwide.

Health Behavior Changes Among Adults in the Supplemental Nutrition Assistance Program Education, Los Angeles County, California.

Purpose and ObjectivesThe Supplemental Nutrition Assistance Program Education (SNAP-Ed), the educational branch of SNAP, can play an important role in improving dietary outcomes, eliminating food insecurity, and preventing chronic disease among low-income populations. This study examined the effects of local SNAP-Ed efforts on self-reported health behaviors and body mass index (BMI) over a 1-year period, using data collected from intercept surveys of program-eligible adults.Intervention ApproachFrom 2016 to 2020, the Los Angeles County Department of Public Health partnered with 24 community-based organizations to provide nutrition education and to implement policy, systems, and environmental changes in the community.Evaluation MethodsA cross-sectional survey was conducted in 2018 and repeated in 2019 to measure 6 outcomes describing population-level changes in health behaviors and BMI. The study recruited 4 samples: 2 samples from outside selected supermarkets (2018, n = 2,098; 2019, n = 2,323) and 2 samples from participants at SNAP-Ed class sites (2018, n = 651; 2019, n = 569).ResultsWhile study results showed an increase in consumption of fruits and vegetables and in vigorous physical activity, they also showed an increase in BMI and high consumption of unhealthy foods. Participating in SNAP-Ed classes was positively associated with several health behaviors but no change in BMI. Participants who experienced food insecurity had worse health behavior outcomes than those who did not experience this condition.Implications for Public HealthSNAP-Ed interventions appear to have a favorable effect on fruit and vegetable consumption, but increases in BMI suggest that unhealthy food consumption is abundant and may be counteracting the benefits gained from eating more fruits and vegetables. Future efforts should take these results into consideration and optimize enrollment in nutrition assistance programs. These efforts should include coordinating with local programs to increase healthy food access for at-risk low-income populations in Los Angeles County.

Method for Scoring Dose of Multicomponent Interventions: A Building Block for Future Evaluations

Schools are a critical setting for improving child nutrition and food security and preventing obesity in the United States. The U.S. Department of Agriculture mandates that the Supplemental Nutrition Assistance Program–Education, known as CalFresh Healthy Living (CFHL) in California, implements obesity prevention efforts that utilize multicomponent policy, systems, and environmental change interventions supplemented with direct and indirect education. However, evaluation of these complex interventions has proven challenging due to a lack of established evaluation methods, particularly for comprehensively measuring the dose of multicomponent interventions. This article proposes and demonstrates a method to score the dose of multicomponent California Department of Public Health–funded CFHL school interventions received by children attending public schools, using administrative data collected by CFHL in California.

Using GIS maps for measuring equitable community health and nutrition programs

Abstract Background The University of Minnesota (UMN) Extension Supplemental Nutrition Assistance Program Education (SNAP-Ed) documents the geographic data of statewide community health and nutrition policy, systems, and environmental change (PSE) programs for low-income communities. SNAP-Ed collaborates with communities to organize food security efforts, offer direct nutrition education, and consult with organizations about promoting healthy foods and physical activities. UMN Extension's SNAP-Ed implemented 972 PSE programs with 1,077 community partners and reached 624,129 people between 2017 and 2020. Methods SNAP-Ed's support of population-level health and nutrition initiatives is intended to increase access to healthy foods for SNAP-Ed eligible individuals. Geospatial analysis can identify if program efforts reach target populations. Low-income and low-food access census tracts were identified by using the U.S Treasury and USDA, respectively. In this study, buffer boundaries were set around SNAP-Ed designated PSE programs, paralleling USDA's access boundaries of 10 miles for rural areas and one mile for urban areas. Low-program access tracts were identified by their weighted population centroid or geographic boundary's intersection with the food security program buffers. Results Results show that 78.5% of low-food access and low-income areas have moderate to high-program access. Furthermore, moderate to high-program access communities tend to have higher percentages of BIPOC population and higher poverty rates when compared to low-program access communities among low-income and low-food access communities. Conclusions UMN Extension will continue to use GIS analysis for understanding where to promote, support, and organize around the implementation of food security programs and therefore better reach eligible audiences. Key messages Using geospatial analysis allows us to measure community health and nutrition PSE program access and program access equity. Minnesota's low-income and low-food access population has higher community health and nutrition programs access.

Using social network analysis to evaluate relationships among community nutrition education partners

Abstract Background The Supplemental Nutrition Assistance Program - Education (SNAP-Ed) program is an evidence-based program funded by the United States Department of Agriculture (USDA) that provides direct education and multi-level interventions for low-income families about nutrition, physical activity, and making healthy choices on a limited budget. Each U.S. state is funded to administer the program. SNAP-Ed works by building partnerships with community organizations. The purpose of this study was to identify characteristics of Minnesota's community partnership network involved in the SNAP-Ed program from the federal fiscal years 2016 (FY16) to 2020 (FY20). Analysis aims include 1) mapping the growth of SNAP-Ed community partners each year, 2) identifying essential network patterns and thereby highlight potential network gaps, 3) gauging the current level of partner involvement, and 4) enabling a data-driven approach for future collaborative network improvements. Methods Social network theory and analysis (SNA) was used to examine changes in partnerships over time. The data was retrieved from Minnesota's SNAP Education Evaluation and Database System (SEEDS) where maintained program and evaluation data; SNA metrics such as size, breadth, density, degree centralization, clusters, and modularity were calculated for each network. Results Partners of SNAP-Ed programs expanded from 869 in FY16 to 1032 in FY19. Due to COVID-19, in FY20, the number of partners decreased to 804. The network density decreased over time due to expansion of the number of partners between FY16(.0263) and FY19(.021). In FY20, the network density significantly decreased to .001 since partners were not able to be connected to each other. Network centrality will also be reported. Conclusions Our study presents a novel use of social network analysis methods to evaluate the community partnerships involved in the SNAP-Ed program. Key messages Using social network analysis to analyze the quantity and quality of the relationship among community nutrition education program partners gives practical policy recommendations. A novel use of social network analysis methods to evaluate the community partnerships involved in the SNAP-Ed program.

Conversational Physical Activity Coaches for Spanish and English Speaking Women: A User Design Study.

Introduction: Digital technologies, including text messaging and mobile phone apps, can be leveraged to increase people's physical activity and manage health. Chatbots, powered by artificial intelligence, can automatically interact with individuals through natural conversation. They may be more engaging than one-way messaging interventions. To our knowledge, physical activity chatbots have not been developed with low-income participants, nor in Spanish—the second most dominant language in the U.S. We recommend best practices for physical activity chatbots in English and Spanish for low-income women.Methods: We designed a prototype physical activity text-message based conversational agent based on various psychotherapeutic techniques. We recruited participants through SNAP-Ed (Supplemental Nutrition Assistance Program Education) in California (Alameda County) and Tennessee (Shelby County). We conducted qualitative interviews with participants during testing of our prototype chatbot, held a Wizard of Oz study, and facilitated a co-design workshop in Spanish with a subset of our participants.Results: We included 10 Spanish- and 8 English-speaking women between 27 and 41 years old. The majority was Hispanic/Latina (n = 14), 2 were White and 2 were Black/African American. More than half were monolingual Spanish speakers, and the majority was born outside the US (>50% in Mexico). Most participants were unfamiliar with chatbots and were initially skeptical. After testing our prototype, most users felt positively about health chatbots. They desired a personalized chatbot that addresses their concerns about privacy, and stressed the need for a comprehensive system to also aid with nutrition, health information, stress, and involve family members. Differences between English and monolingual Spanish speakers were found mostly in exercise app use, digital literacy, and the wish for family inclusion.Conclusion: Low-income Spanish- and English-speaking women are interested in using chatbots to improve their physical activity and other health related aspects. Researchers developing health chatbots for this population should focus on issues of digital literacy, app familiarity, linguistic and cultural issues, privacy concerns, and personalization. Designing and testing this intervention for and with this group using co-creation techniques and involving community partners will increase the probability that it will ultimately be effective.

Diet Quality Differs by Race/Ethnicity Among Mothers and Their Children from Supplemental Nutrition Assistance Program-Education Households.

Purpose: To investigate diet quality by race/ethnicity among mothers and their children from low-income households throughout California.Methods: Cross-sectional telephone surveys of mothers and their children from randomly sampled households using a validated 24-h dietary assessment. Healthy Eating Index-2015 (HEI-2015) scores were calculated.Results: The mean HEI-2015 scores were lower for African American and white mothers and children compared with Latinx mothers and children.Conclusion: Addressing poor levels of overall diet quality among African American and white mothers and children from low-income households is of public health importance. Reasons for Latinxs' superior diet quality may include limited acculturation to U.S. culture.

Readiness of SNAP-Ed Implementers to Incorporate Policy, Systems, and Environmental Approaches into Programming

ObjectiveTo identify the readiness of Supplemental Nutrition Assistance Program Education (SNAP-Ed) implementers to facilitate policy, systems, and environmental (PSE) changes in conjunction with delivering direct nutrition education. DesignQualitative study using semistructured interviews. SettingA southeastern state. ParticipantsPurposive sample of SNAP-Ed staff (n = 19) from state implementing agencies (n = 3) in 1 state. Phenomenon of InterestReadiness using the validated framework: readiness equals motivation coupled with general-capacities and innovation-specific capacities (R = MC2). AnalysisInterviews were audio-recorded and transcribed verbatim. Transcripts were analyzed using an iterative approach to the analysis via emergent coding and constant comparison. ResultsAlthough a general sense of motivation is present among implementers to meet the new federal guidelines, nutrition education is still prioritized. General capacity for SNAP-Ed implementers, comprised communication, training, and funding and staffing, was limited. Innovation-specific capacities around the implementation of PSEs revealed limited knowledge, experience, and resources among most implementers. Conclusions and ImplicationsIdentifying the nuanced and interrelated aspects of motivation and capacity of SNAP-Ed implementers to incorporate PSEs into their direct education interventions could inform tailored strategies for increasing readiness, such as through training, reallocation of resources, or program restructuring.

P95 Process and Outcome Evaluation of the LSU AgCenter SNAP-Ed Program Using Microsoft Dynamics 365

<h3>Background</h3> Supplemental Nutrition Assistance Program Education (SNAP-Ed) encourages healthier eating through education and policy, systems, and environmental (PSE) changes to support access to healthier foods. Collecting and managing data for process and outcome evaluations is challenging for SNAP-Ed implementing agencies (IAs) with variation in direct education and PSE change projects implemented. Several IAs have used the Program Evaluation and Reporting System (PEARS) to gather and manage evaluation data, but this may be cost prohibitive for IAs with smaller budgets. The LSU AgCenter Information Technology (IT) department adapted Microsoft Dynamics 365 to the evaluation needs of the LSU AgCenter SNAP-Ed program. <h3>Objective</h3> To conduct a process evaluation of direct education and PSE change work conducted by the LSU AgCenter SNAP-Ed program in Federal Fiscal Year 2019-2020 using the Microsoft Dynamics 365 Application. <h3>Study Design, Setting, Participants</h3> LSU AgCenter IT staff adapted Dynamics to collect the data necessary to report against priority indicators in the SNAP-Ed evaluation framework. IT staff created separate reporting modules for individual direct education contacts, groups of direct education contacts, community partnerships, community coalitions, and PSE changes. SNAP-Ed frontline staff were trained on the reporting system in a series of hands-on, in-person meetings held prior to March 2020. <h3>Measurable Outcomes/Analysis</h3> LSU AgCenter staff report direct education contacts, partnerships, coalitions, and PSE changes made in the Microsoft Dynamics application. Data can be disaggregated according to demographic information, location, and implementing staff member, enabling data to be used in performance evaluations and analyses of equity in program access. <h3>Results</h3> Feedback about the reporting system was overwhelmingly positive. The system collected data necessary for reporting to state and federal funding agencies. Over the course of FY2020, LSU AgCenter established 502 partnerships, made 6,473 direct education contacts, and 118 PSE changes. <h3>Conclusion</h3> The Microsoft Dynamics 365 Application was easily adapted to the evaluation needs of the LSU AgCenter SNAP-Ed program. Process and outcome evaluation data indicated that the LSU AgCenter met its goals for FY2020.

P92 Needs Assessment for a Mobile Text Messaging Intervention for SNAP-Eligible Adults

<h3>Background</h3> Mobile text messaging intervention is a promising method for improving health promotion and behavior change. Little is known about feasibility and strategies for text messaging interventions targeted to low-income adults. <h3>Objective</h3> The objective of this study was to explore opinions about feasibility, tone, and content for the development of a texting campaign for Supplemental Nutrition Assistance Program Education (SNAP-Ed) eligible adults to encourage drinking more water and drinking less sugar-sweetened beverages (SSBs). <h3>Study Design, Setting, Participants</h3> A qualitative research design was used to elicit the opinions of SNAP-Ed eligible individuals living in the state of Georgia. Using a convenience sample, 13 former SNAP-Ed direct education participants (84.6% female, 69.2% African American) were recruited by text message and email and participated in 4 focus groups and 1 in-depth interview through Zoom. Interviews focused on participants' texting behavior, current beverage consumption, and proposed content of text messages. <h3>Measurable Outcome/ Analysis</h3> Focus group interviews were digitally recorded, transcribed verbatim, and coded to establish emergent themes using constant comparative method and Atlas.ti. <h3>Results</h3> Participants indicated text messaging would be an affordable, desirable, and comfortable way to receive information about nutrition and health. Participants expressed a desire to increase water consumption for themselves due to existing health concerns and wanted to reduce the number of SSBs they drank per day, despite currently drinking SSBs daily. The price and taste of water and unsweetened beverages were reported as the most common barriers to making healthier drink choices. Participants preferred content relevant to their lives (including health issues and abilities), and desired opportunities to build upon their previous knowledge with action-oriented, interactive, and engaging text messages. <h3>Conclusion</h3> Text messaging is a feasible method to provide nutrition education to SNAP-Ed eligible adults. The findings from this study will inform and guide a new University of Georgia SNAP-Ed text messaging intervention

O9 Coping with COVID-19: A Qualitative Study with Former SNAP-Ed Nutrition Education Participants

<h3>Background</h3> Little is known about the ways in which evidence-based interventions with established behavior outcomes may have prepared participants in coping with changes to shopping, cooking, and eating during the COVID-19 pandemic. <h3>Objective</h3> This project assesses the extent to which participants maintained health behaviors after nutrition education interventions and how program learnings informed strategies to cope with the COVID-19 pandemic. <h3>Study Design, Setting, Participants</h3> Using a qualitative case-study approach, participants (n = 41) were recruited at least 6 months post-intervention from 5 Michigan Supplemental Nutrition Assistance Program Education (SNAP-Ed) programs. Structured interviews occurred via telephone by 13 trained interviewers in August and September 2020. <h3>Measurable Outcome/Analysis</h3> Interviews were audio recorded and transcribed. A 5-person evaluation team collaboratively developed inductive codes, double-coded each interview, and analyzed data using NVivo software. <h3>Results</h3> Based on NVivo theming, participants reported to have learned strategies regarding healthier shopping, cooking, and eating that were maintained after the class. Prominent examples included reading food labels, making food substitutions, incorporating a variety of fruits, vegetables, and leaner meats into meals, and reducing sodium intake. New obstacles to shopping, cooking, and eating were identified by participants amid the pandemic. Common obstacles were shopping routine changes, increased cooking at home, and food access and attainability. Most participants reported that new habits established from classes were not only maintained during the pandemic but helped them deal with changing circumstances caused by the pandemic. <h3>Conclusion</h3> Although nutrition education classes occurred before the pandemic, participants gained knowledge and skills that helped them maintain healthy habits during the pandemic and cope with changes to shopping, cooking, and eating. Results from this study were shared back with SNAP-Ed programs that recruited participants. Findings can help future nutrition education programs identify and incorporate coping strategies into future classes, contributing to sustainable outcomes and better preparing participants for the ongoing pandemic and possible future public health crises.

P75 Disaggregating Nutrition Education Evaluation Data to Assess Racial Equity in Program Outcomes

<h3>Background</h3> A legacy of structural discrimination has contributed to increased rates of poverty, food insecurity, and obesity among African American Americans compared to White Americans. Supplemental Nutrition Assistance Program - Education (SNAP-Ed) is intended to ameliorate food insecurity and obesity and must consider whether it meets the needs of African Americans at increased risk of those conditions. <h3>Objective</h3> To assess whether educational outcomes from participation in the Louisiana State University SNAP-Ed program were equivalent for African American participants compared to White participants. <h3>Study Design, Settings, Participants</h3> Change in eating behaviors following SNAP-Ed participation were evaluated with pre/post surveys. Outcomes measured included change in frequency of consuming fruits, vegetables, whole grain and dairy products, and sugar sweetened beverages after SNAP-Ed participation. Data from 2 prior evaluations were combined and stratified by race (n = 434, 66% African American). Paired <i>t</i> tests for change in dietary behaviors were conducted across race categories using Stata 16.1. <h3>Results</h3> Outcomes did not differ between African American and White participants for most behaviors. However, frequency of fruit juice consumption increased significantly among African Americans (mean increase 0.27 on a Likert scale of 1-5, <i>P</i> = 0.005), but not among White participants (0.12 increase, <i>P</i> = 0.191). Frequency of low-fat milk (0.24, <i>P</i> = 0.053) and whole grain pasta consumption (0.33, <i>P</i> = 0.001) increased among White participants with marginal significance, but not among African American participants (mean increase 0.11, <i>P</i> = 0.247 and 0.16, <i>P</i> = 0.102, respectively). <h3>Conclusion</h3> SNAP-Ed must consider whether it adequately serves African Americans given the historical structural discrimination they have faced. Though most outcomes from LSU SNAP-Ed participation were not significantly different between African American and White participants, the consumption of fruit juice, low fat milk, and whole grain pasta changed differently in African American participants. This study serves as an example for future equity-focused evaluations. Further research should assess what may contribute to racial differences in behavior change outcomes of SNAP-Ed participation.

P104 Using a Common Evaluation and Data Management System to Explore Impact Across Youth Nutrition Education Programs

<h3>Objective</h3> Demonstrate aggregate and funding specific program impact. <h3>Use of Theory or Research</h3> Using common instruments across programs helps show impact on outcomes related to participants' knowledge, skills, attitudes, and behaviors (Payne & McDonald, 2015). A subset of programming used teen teachers and studies indicate teens are better able to connect with younger youth (Ripberger & Blalock, 2011; Smith, 2014). <h3>Target Audience</h3> Youth (3rd grade+) participating in 6 hours or more of nutrition and physical activity programming. <h3>Program Description</h3> Extension professionals educated youth (83% elementary audiences) across 23 counties. Settings included out-of-school time programs, community sites, schools, and youth organizations. <h3>Evaluation Methods</h3> Program evaluations were included if there was a pre/post matched program activity ID and the National 4-H Common Measures Healthy Living survey tool was used (14 pre-post items). Four groups were compared: non-grant funded (NGF), teens as teachers (TT), Supplemental Nutrition Assistance Program-Education (SNAP-Ed), and SNAP-Ed and TT (SNAP-Ed/TT). Significant, positive differences are reported (<i>P</i> < 0.05) based on 2 related samples, Wilcoxon signed ranks test using SPSS. <h3>Results</h3> Overall, youth (n = 1544) reported significant differences in 50% of items: planning/awareness around healthy eating and activity habits and confidence in food safety and preparation skills. NGF youth (n = 101) reported significant differences in 28% of items: planning around healthy eating and activity habits and recipe preparation confidence. TT youth (n = 871) reported significant differences in 43% of items: planning to drink the recommended amount of water, eating breakfast more, awareness of activity and screen time, and food safety practices. SNAP-Ed youth (n = 325) reported significant differences in 14% of items: awareness of screen time and recipe preparation confidence. SNAP-Ed/TT youth (n = 247) reported significant differences across 100% of items. <h3>Conclusion</h3> Using a common evaluation and centralized reporting system helped better document youth impact across funding sources. Further investigation is needed regarding feasibility of incorporating teens as teachers into more programming and how funding influences curriculum fidelity and quality of instruction.