Literaturnachweis - Detailanzeige
| Autor/inn/en | Imberman, Scott A.; Kugler, Adriana D. |
|---|---|
| Titel | The Effect of Providing Breakfast in Class on Student Performance |
| Quelle | In: Journal of Policy Analysis and Management, 33 (2014) 3, S.669-699 (31 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0276-8739 |
| DOI | 10.1002/pam.21759 |
| Schlagwörter | Breakfast Programs; Academic Achievement; Grades (Scholastic); Attendance Patterns; Program Implementation; Context Effect; Achievement Gains; At Risk Students; Body Composition; Ethnicity; Racial Differences; Socioeconomic Influences; Program Effectiveness; Mathematics Achievement; Reading Achievement |
| Abstract | Many schools have recently experimented with moving breakfast from the cafeteria to the classroom. We examine whether such a program increases achievement, grades, and attendance rates. We exploit quasi-random timing of program implementation that allows for a difference-in-differences identification strategy. We find that providing breakfast in class relative to the cafeteria raises math and reading achievement by 0.09 and 0.06 standard deviations, respectively. These effects are most pronounced for low-performing, free lunch-eligible, Hispanic, and low body mass index students. A lack of differences by exposure time and effects on grades suggest that these impacts are on test-taking performance rather than learning. At the same time, the results highlight the possibility that measured achievement may be biased downwards, and accountability penalties may be inappropriately applied, in schools where many students do not consume breakfast. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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