Luan D, Foster GD, Fisher JO, Weeks HM, Polonsky HM, Davey A, Sherman S, Abel ML, Bauer KW. Breakfast in the Classroom Initiative Does Not Improve Attendance or Standardized Test Scores among Urban Students: A Cluster Randomized Trial.
J Acad Nutr Diet 2021;
122:1168-1173.e2. [PMID:
34923177 DOI:
10.1016/j.jand.2021.12.007]
[Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Revised: 12/09/2021] [Accepted: 12/13/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND
Breakfast in the Classroom (BIC), a common approach to implementing the federal School Breakfast Program, is advocated as a method to improve students' academic performance. However, the impacts of BIC on academic outcomes are unclear.
OBJECTIVE
To examine the effect of a BIC initiative which provided free, universal BIC on attendance and standardized test performance over 2.5 years, versus free universal breakfast served in the cafeteria before school, among students in an urban school district serving a low-income population.
DESIGN
Secondary analysis of data from a cluster randomized controlled trial conducted between 2013 and 2016; sixteen kindergarten through 8th grade public schools in Philadelphia, Pennsylvania were enrolled and randomized to condition. Baseline data for 1,362 4th through 6th grade students were provided by the school district. Midpoint data were collected after 1.5 years and endpoint data after 2.5 years.
PARTICIPANTS/SETTING
Schools were eligible if ≥50% of students qualified for free/reduced-priced meals, did not offer BIC, and received programming as part of the USDA's Supplemental Nutrition Assistance Program. Parents consented for their children to participate.
INTERVENTION
Intervention schools provided BIC and breakfast-related nutrition promotion activities. Control schools provided breakfast in the cafeteria before the school day.
MAIN OUTCOME MEASURES
Student attendance and standardized exam scores.
STATISTICAL ANALYSES PERFORMED
Weighted generalized estimating equations were used to evaluate differences in outcomes between conditions at midpoint and endpoint.
RESULTS
The BIC initiative did not impact attendance (Beta (SE) = 0.004 (0.06), P = 0.94) or standardized reading exam scores (Beta (SE) = 0.02 (0.06), P = 0.79) after 2.5 years. Students in BIC initiative schools had lower standardized math exam scores than those in control schools although this difference was small (Beta (SE) = -0.20 (0.07), P = 0.005).
CONCLUSIONS
BIC did not improve academic outcomes among students attending low-income, urban schools.
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