free+breakfast+program+08

Team Research Design** Amy Brown, Tripp Hutchinson, Eric Lopez, Lisa Southern
 * EDC 529

__**Introduction:**__ Originally a pilot program, The School Breakfast Program (SBP) was established in 1966 to provide breakfast to children that would not otherwise have a nutritious breakfast. It has long been established that learning and nutrition are linked. The U.S. Surgeon General in 1917 stated, “This is expensive stupidity…trying to educate children with half-starved bodies” (FRAC, 2007, p. 3). The SBP is defined as “a federally assisted meal program which operates in public and nonprofit private schools and residential child care institutions” (USDA Food and Nutrition Service, 2008). Any child attending the school may receive breakfast. Children are eligible to receive a free meal if their families’ income is at or below 130% of the federal poverty level, which was roughly $26,845 for a family of four from July 2007 through June 2008. Children from families with incomes between 130% and 185% of the poverty level may receive a reduced price meal. Children from families that have an income above 185% must pay for their meal (USDA Food and Nutrition Service, 2008). Our group will attempt to find out if breakfast affects academic performance in 4th grade students.


 * __ Study Question __**: Is there a statistically significant difference in academic performance, as measured by The Comprehensive Tests of Basic Skills (CTBS), between 4th grade students who participate in Rhode Island's school breakfast program and those who do not participate in Rhode Island's school breakfast program?


 * __ Null Hypothesis __**** : ** There will be no significant difference in academic performance between the students who participate in the school breakfast program and those who do not.


 * __ Non Directional Hypothesis __**: There will be a statistically significant difference between the two groups.


 * __ Directional Hypothesis __**: The students who participate in the school breakfast program will perform at a higher rate on the CTBS than those who do not participate in the school breakfast program.

It has been a long standing belief that breakfast is the most important meal of the day. School breakfast plays an integral part in alleviating hunger within our schools. Many nutrition and educational studies have contributed poor nutrition to school performance (Bhattacharya, Currie, Haider, 2004). In today's society, a large emphasis is placed on student performance on standardized tests. With these expectations, it is essential to make sure students eat a nutrituous breakfast. It has been shown that the importance of eating breakfast helps to improve math grades, vocabulary skills, and memory (FRAC, 2007).
 * __ Literature Review __**** : **

Data presented at an International Symposium on Breakfast and Performance in Napa, CA found that the effects of omitting breakfast are more evident in undernourished children (Pollitt & Mathews, 1998). School Breakfast helps to improve students’ attendance, attentiveness, and achievement (FRAC, 2007). In addition, a study by Meyers, Sampson, Weitzman, Rogers, and Kayne (1989), found that participation in the School Breakfast Program is associated with significant improvements in academic functioning. More research needs to be conducted on the long and short term affects of school breakfast programs on academic performance in population within the United States. According to the Food Research and Action Center, which publishes an annual School Breakfast Scorecard, less than a third of the parents of children in elementary school reported eating breakfast with their children every morning (FRAC, 2007).

A study by Meyers et al. (1989) looked at the effects of academic achievement scores on the implementation of the School Breakfast Program (SBP). During a three month period, children in grades three through six participated in a new breakfast program. At the end, they were administered the Comprehensive Tests of Basic Skills (CTBS) to measure differences in Math, Language, and Reading abilities. This study hypothesized that breakfast would be a factor in determining improved test results for low-income children. The outcome of the study found that participation in the program by low-income children showed significant changes in academic achievement scores (Meyers et al, 1989).

Bro, Shark, McLaughlin and Williams (1996) researched if an in-school breakfast program would help 18 high school students with their on-task behaviors. In this study, they set up two classroom settings to conduct instruction: one vocational and the other academic. In both classroom environments the results suggest that the breakfast program increased on task behavior. Plus, the questionnaire used explored the student’s perception regarding the breakfast program which positively changed during the course of the study. The results indicate that there is a positive influence in on-task behavior for high school students in both settings, when the school breakfast program is offered (Bro et al, 1996).

A study preformed by Bhattacharya, Currie, and Haider (2004) examined the effects of the SBP availability with the National Health and Nutritional Examination Survey III. The work builds on previous research to determine if there is a discernible difference in student’s nutritional intakes with those who have access to SBP and the student’s who do not have access. The study uses laboratory tests of blood and urine and intake measures to determine the potential of the programs effects. In the Bhattacharya et al.(2004) study, they use a convenience sample already in place by the NHANES III. Out of the 34,000 candidates from the NHANES III survey, this study selected 4,841 children based on the criteria of age (5-16), school session, completion of a dietary questionnaire, and physical exam. The study contained their results to those children who may or may not have breakfast every day. The Bhattacharya et al. (2004) study concludes, children with availability to the SBP have a healthier diet when school is in session than when school is out. Overall, the the results indicate that the SBP improves the nutritional value and cognitive functioning of children who participate in the SBP.

In an article by Howard Taras (2005), [he reviews research from previous studies], one of the main categories in this article are the benefits of the SBP on school children. In order to access the hunger, attendance, and absenteeism levels of students, in depth interviews by Murphy et al. (1998) were conducted with 204 third through fourth grade students along with their parents and teachers before the initiation of SBP. Out of that number, 96 students, parents, and teachers were re-interviewed four months after the SBP was in progress. The outcome of the program and the interview results offer that students who participated in the SBP had positive effect in lowering the levels of hunger, absences, and tardiness. Teachers also indicated that they noticed fewer case of hyperactivity among students after the SBP was initiated (Taras, 2005).

Mahoney, Taylor, Kanarek and Samuel (2005) performed a research study that examined the cognition of students between the ages of 6 and 11 by reviewing the effects of one of two common breakfast foods, or no breakfast on testing. The breakfast foods utilized were instant oatmeal and ready-to-eat cereal, which although similar, effect the human body differently through digestion, metabolism and glycemic level. Results showed that both breakfast consumption and type affected the student's cognitive results. Also noted were the especially increased levels of cognition in the younger children and girls who made gains from eating oatmeal which has a lower glycemic level, thus leading to a more sustained level of energy from the digestion (Mahoney et al, 2005). The importance of this research is that it looks at what children eat and how it affects their performance, while also supporting prior research, that shows that eating breakfast has cognitive and health benefits that outweigh eating no breakfast.

In summary, prior research demonstrates what humans have fundamentally known: eating breakfast gives us the energy to begin our day. The School Breakfast Program provides all students with the opportunity to start their school day being focused more on their academics and activities as opposed to a constant craving for food. As greater understanding is gained about how food is metabolized and how it affects cognition, higher emphasis is given to meal programs that can support both the academic and nutritional needs of children and families. Future research will be needed to further refine our understanding of the variety of foods available, and how those foods affect the human body at different ages, especially as it relates to the nutrition that is needed to begin our daily routine.

The sample will include 600 fourth grade students from three socio-economic school districts. These populations include fourth grade students from urban, rural and suburban districts. The study will focus on all fourth grade students, one school from each of these areas. The demographic breakdown will include: 15% Hispanic, 65% Caucasian, and 20% African-American. The total number of students in the study will be divided into two groups: Group A, will consist of 300 students, the treatment group, who will be eligible to participate in the school breakfast program. Group B, the control group, will consist of 300 students, who will not be eligible to participate in the school breakfast program. The researchers will account for the differences in racial and ethnic composition by constructing two “identical” groups.
 * __ Sample __**

X O C O X= treatment - Students who participate in the breakfast program. C= control group - Students who do not participate in the breakfast program. O= The Comprehensive Test of Basic Skills (CTBS)
 * __ Experimental Design __**** : ** Convenience ** Sample **

__Independent Variable__: School Breakfast Program __Dependent Variable__: Academic Performance

This will be a quantitative study using the CTBS as the instrument. Based on the data received, the group will be able to monitor the yearly development of the student’s basic academic skills. The Comprehensive Basic Skills Test will be administered yearly towards the end of the school year. This will allowed for the students to take full advantage of the SBP for the entire school.
 * __ Data Collection __**** : **

The technique that will be used in this study is the // t // test. This test will allow us to compare the difference between the means of the two tests in the likelihood that the null hypothesis is true. This test will allow us to determine if the difference between the means of the two groups is statistically significant. We will set the probability at // p // < .05.
 * __ Data Analysis: __**

__Maturation:__ Fourth grade students may learn and grow at different rates. In order to address this threat this study has a control group in place.
 * __ Validity and Reliability: __**

__History__: Parental involvement will be considered as a possible reason for an increase in academic performance. More assistance and academic support from parents can account for an increase in scores. Other factors that can influence academic performance are family income and level of parent education, which can account for changes in scores. The use of a control group and constructing similar groups addresses this.

__Mortality__: Throughout the school year, students could transfer, which would account for sampling numbers to change. A way to resolve this threat is to ensure that both groups can account for similar mortality. The use of a control group will help to reduce the threat of mortality.


 * __ Strength of Design __**__:__

__Strengths of our study__: (A) ** Diverse sample **. The sample will consist of 600 4th grade students, from various socioeconomic and ethnic backgrounds. (B) ** Standardized test **. The same standardized test, CTBS will be administered to all students in the study. (C) ** School year **. The study will be conducted over one school year.

__Weaknesses of our study__: (A) ** Administrating of breakfast could not be controlled **. The researchers could not control groups A or B. In trying to promote the benefits of our program, some students in the treatment group, might not take advantage of the opportunity to have breakfast. In group B, we cannot control whether the students eat breakfast. (B) ** Random Assignment **. The researchers will not be able to eliminate the threat of internal validity due to how Groups A and B were assigned. (C) ** Concentration of 4th grade **. Although we will have a diverse sample, one cannot generalize our findings simply to one grade level.

__Benefits of qualitative study__: (A) ** In-depth Interviews: ** One of the benefits of a qualitative study is the flexibility of the study itself. By looking into the experiences of school personnel, the nurse, teacher, cafeteria workers, and social workers, they will give a more thorough and complete analysis of the student’s overall achievement. By interviewing parents, it would be beneficial to see if students are actually receiving a nutritious breakfast at home. In addition, it will also be important to understand who is making the breakfast at home. In many cases, if such a meal is already provided, students are more likely to eat in comparison to fixing their own meal. (B) ** Observations: ** Researchers will be able to see first hand the effects of the school breakfast program. By analyzing factors that influence academic performance such as participation, attention span, and environment within the classroom, these areas might help to provide a more comprehensive perspective of the impact involving the program.

Bhattacharya, J., Currie, J., & Haider, S. J. (2004). Breakfast of Champions? The School Breakfast Program and the Nutrition of Children and Families. // Journal of Human Resources //. // 41 //(3), 445-466. Bro, T., Shank, L., McLaughlin, T., & William, R. (1996). Effects of a Breakfast Program on On-Task Behaviors of Vocational High School Students. // Journal of Educational Research //. // 90 //(2), 111-15. FRAC. 2007. // School Breakfast Scorecard: 2007 //. Retrieved June 10, 2008, from [|http://www.frac.org/.] Mahoney, C., Taylor, H., Kanarek, B., & Samuel, P. (2005). Effect of Breakfast Composition on Cognitive Processes in Elementary School Children. // Physiology & Behavior. //85,635-645. Meyers, A. F. (1989). School Breakfast Program and School Performance. // American Journal of Diseases of Children //. // 143 //, 1234-39.
 * __ References __** :

Pollitt, E., & Mathews, R. (1998). Breakfast and Cognition: an integrative summary. // The American Journal of Clinical Nutrition. // 67 (suppl) : 804S-13S.

Taras, H. (2005). Nutrition and Student Performance at School. // Journal of School Health //. // 75 //(6), 199.

USDA Food and Nutrition Service (2008). // School Breakfast //. Retrieved June 10, 2008, from http://www.fns.usda.gov/cnd/breakfast/

The group met on numerous occasions to coordinate, discuss, and research the proposal. Our group found that while it was effective to read through the literature by ourselves, we actually were able to collaborate and write well together when we met as a group.
 * __ Contributions: __**

Amy Brown: Literature Review, Introduction, Research Editing, Research Question, Sample, Data Analysis, Strength of Design Tripp Hutchinson: Literature Review, Research, Editing, Research Question, Sample, Data Collection, Validity and Reliability Eric Lopez: Research, Editing, Hypothesis, References, Sample, Data Collection, Strength of Design Lisa Southern: Research, Literature Review, Editing, Hypothesis, Sample, Data Analysis, Validity and Reliability


 * Excellent work - a concise and very feasible proposal. Well done. 25/25 **

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