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To determine the effects of a hot breakfast program on elementary school students' academic achievement, absenteeism, and lateness behaviors, a study was undertaken of standardized achievement test scores for 23 second-, fourth-, fifth- and sixth-graders at an elementary school participating in a district-wide breakfast program. Specifically, the study sought to test the hypotheses that there would be no statistically significant relationships between test scores and participation in the breakfast program, student economic status, gender, participation in a reading program, and race. Data were also collected for a control group of 30 second-, fourth-, fifth-, and sixth-graders at a school not participating in the program. The study found no statistically significant effects on test scores for breakfast program participants related to economic status, gender, participation in a reading program, race, or number of times the student was tardy. However, data indicated that sixth-graders' achievement test scores in Total Language Arts were positively related to participation in the breakfast program. Also, sixth-grade students who participated in the program had significantly more absences than those who did not. Tables of findings and sample correspondence related to study organization are included. Contains 15 references. (BCY)

Descriptors: Academic Achievement, Attendance, Breakfast Programs, Correlation, Elementary Education, Elementary School Students, Language Arts, Program Effectiveness, Reading Achievement, Scores, Standardized Tests

Autor: Neeland, Sheryl

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7840&id=ED363437

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