Table 2. Classroom Characteristics, Move-To-Improve, New York City Schools, 2010.
| Characteristics | All Classrooms, n (%) (N = 144) | Trained Classrooms, n (%) (n = 72) | Untrained Classrooms, n (%) (n = 72) |
|---|---|---|---|
| Grade level | |||
| Kindergarten | 33 (22.9) | 16 (22.2) | 17 (23.6) |
| First | 41 (28.5) | 24 (33.3) | 17 (23.6) |
| Second | 38 (26.4) | 17 (23.6) | 21 (29.2) |
| Third | 32 (22.2) | 15 (20.8) | 17 (23.6) |
| Classroom size | |||
| <20 students | 34 (23.6) | 15 (20.8) | 19 (26.4) |
| 20–25 students | 89 (61.8) | 46 (63.9) | 43 (59.7) |
| 26–30 students | 21 (14.6) | 11 (15.3) | 10 (13.9) |
| Classroom type | |||
| General education | 125 (86.8) | 59 (81.9) | 66 (91.7) |
| Collaborative team teachinga | 17 (11.8) | 11 (15.3) | 6 (8.3) |
| Special education | 1 (0.7) | 1 (1.4) | 0 |
| English as a second language | 1 (0.7) | 1 (1.4) | 0 |
| Access to physical activity | |||
| Classrooms with physical education class | 132 (91.7) | 65 (49.2) | 67 (50.8) |
| Classrooms with no physical education class | 12 (8.3) | 7 (9.7) | 5 (6.9) |
| Classrooms with recess | 128 (88.2) | 65 (50.4) | 63 (9.6) |
| Classrooms with no recess | 16 (11.1) | 8 (50.0) | 8 (50.0) |
a Collaborative team teaching classrooms integrate special needs students into general education classrooms, often with 2 or more teachers present to address the needs of both populations.