TABLE 1.

Summary of Study Methodologies: Healthy Eating, Active Communities Study (HEAC), High School Study (HSS), and School Wellness Study (SWS), California, 2004–2009

				Data Collection Dates
Data Collection Methodology	Purpose	Studies Included	No.	Prelegislation	Postlegislationa
On-site observations: One-day site visits were made to each school. Information on all competitive foods and beverages available for sale was documented by trained staff who used standardized forms. We determined the nutrient profile of each item by using a validated nutrient composition database or information obtained from packaging, recipes, or manufacturer Web sites.	To assess changes made to foods and beverages offered and to quantify change in degree of compliance with the nutrition standards.	HEAC	6 elementary schools, 6 middle schools, 6 high schools, 1 K-12 school	Spring 2005	Spring 2008
		HSS	56 high schools	Spring 2007	Spring 2008
		SWS	8 elementary schools, 8 middle schools, 8 high schools	Fall 2007	Spring 2009
Student survey: Paper questionnaires—proctored on-site by trained research staff—were completed by seventh- and ninth-grade students.	To understand the impact on student dietary intake and food and beverage purchases.	HEAC	3527 students prelegislation; 3828 students postlegislation	Spring 2006	Spring 2008
Food and beverage sales: Information was provided by school food service and school administration and entered onto standardized forms.	To determine the financial impact of implementing the nutrition standards.	HEAC	6 elementary schools, 6 middle schools, 6 high schools	2004–2005	2007–2008
Food service survey: Interactive PDF questionnaire was sent electronically and was completed by school food service directors or supervisors (1 per school).	To ascertain the perceived benefits of and challenges to implementation of the standards.	HSS	56 high schools	Spring 2007	Spring 2008
School wellness team interviews: One on-site group interview with school wellness personnel was conducted by trained research staff at each school.	To ascertain the perceived benefits of and challenges to implementation of the standards.	SWS	8 elementary schools, 8 middle schools, 8 high schools	Fall 2007	Spring 2009

^aHEAC postlegislation data were collected at the midpoint of the project. HEAC endpoint data were collected in spring of 2010 and were not yet available for inclusion in this article at press time.