Educational impact of a school breakfast programme in rural Peru

Referencia

Cueto, S., Chinen M. (2008). Educational impact of a school breakfast programme in rural Peru.
International Journal of Educational Development, 28(2), 132-148.

Resumen

Se designaron 2 grupos; uno de tratamiento y otro de control. Los grupos se designaron en regiones
vecinas (Cusco y Apurimac)

Citas

 Malnourished children not only have been found to perform worse than children who are better
nourished but also to have higher than average dropout rates (Pollitt, 1990, 2002; Harbison and
Hanushek, 1992).

Pollitt, E. (1990). Malnutrition and Infection in the Classroom. Paris, Francia: UNESCO.

Pollitt, E. (2002). Consecuencias de la desnutrición en el escolar peruano. Lima, Perú: Fondo

Editorial de la Pontificia Universidad Católica del Perú.

Harbison, R. y Hanushek, E. (1992). Education Performance of the Poor: Lessons from Rural
Northeast Brazil. Nueva York, EE.UU: Oxford University Press.

 Several studies have found that nutritional and health status influences importantly on
children’s learning capacity and their school performance. School-aged children who lack
certain nutrients in their diet, particularly iron and iodine, or who suffer from protein–energy
malnutrition, hunger, and/or parasitic infections or other diseases, do not have the same
capacity for learning as healthy and wellnourished children (Del Roso and Marek, 1996)

Del Roso, J. y Marek, T. (1996). Improving School Performance in the Developing World through
Better Health and Nutrition. Washington DC, EE.UU: The World Bank.

 In another study in Bangladesh, which controlled for a comprehensive array of biological,

sociocultural, socioeconomic conditions, as well as school and grade level variables, mildly
 iodinedeficient children were found to perform better in reading and spelling cognitive tests
than children with moderate deficiency (Huda et al., 1999).

Huda, S., Grantham-McGregor, S., Rahman, K. y Tomkins, A. (1999). Biochemical hypothyroidism

secondary to iodine deficiency is associated with poor school achievement and cognition in
Bangladeshi children. Journal of Nutrition, 129(5), 980–987.

 The hypothesis for the current study is that children who consumed the school breakfast will
show higher scores in cognitive and achievement tests, higher rates of attendance and
enrollment and lower dropout rates than children living and studying in similar contexts who
do not consume the school breakfast. We will explore the impact of the school breakfast
programme for two types of school: full-grade and multiple-grade, since the literature shows
that in the latter schools there is more poverty, pedagogical difficulties and lower
achievement than in full-grade schools.2 Thus, the hypothesis is that students in multiple-
grade schools will benefit more from the school breakfast than students in full-grade
classrooms.