IV 
111TH CONGRESS 
1ST SESSION 
H. RES. 210 
Expressing the sense of the House of Representatives that providing breakfast 
in schools through the National School Breakfast Program has a positive 
impact on classroom performance. 
IN THE HOUSE OF REPRESENTATIVES 
MARCH 4, 2009 
Ms. MOORE of Wisconsin (for herself, Mr. BACA, Ms. BALDWIN, Mr. BISHOP 
of Georgia, Ms. BORDALLO, Ms. CORRINE BROWN of Florida, Mr. CAR-
SON of Indiana, Mr. CASTLE, Ms. CASTOR of Florida, Mr. CHILDERS, 
Mrs. DAHLKEMPER, Mr. DAVIS of Illinois, Mr. FILNER, Mr. GRIJALVA, 
Mr. GUTIERREZ, Mr. HARE, Mr. HINCHEY, Mr. HONDA, Ms. EDDIE 
BERNICE JOHNSON of Texas, Mr. KILDEE, Ms. KILPATRICK of Michigan, 
Mr. KIND, Mr. KISSELL, Ms. LEE of California, Mr. LEVIN, Mr. LEWIS 
of Georgia, Mr. LUJA´N, Mrs. MALONEY, Mr. MASSA, Mr. MCDERMOTT, 
Mr. MOORE of Kansas, Ms. NORTON, Mr. OBEY, Mr. RANGEL, Ms. 
HERSETH SANDLIN, Mr. SCOTT of Virginia, Mr. SERRANO, Mr. SESTAK, 
Mr. SIRES, Mr. SPACE, Mr. STARK, Mr. TOWNS, and Mr. WEXLER) sub-
mitted the following resolution; which was referred to the Committee on 
Education and Labor 
RESOLUTION 
Expressing the sense of the House of Representatives that 
providing breakfast in schools through the National 
School Breakfast Program has a positive impact on 
classroom performance. 
Whereas breakfast program participants under the Child Nu-
trition Act of 1966 include public, private, elementary, 
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•HRES 210 IH 
middle, and high schools, as well as rural, suburban, and 
urban schools; 
Whereas at least 16,000 schools that participate in the Na-
tional School Lunch Program do not participate in the 
National School Breakfast Program; 
Whereas in fiscal year 2008, 8,520,000 students in the 
United States consumed free or reduced-price school 
breakfasts provided under the national school breakfast 
program established by section 4 of the Child Nutrition 
Act of 1966; 
Whereas less than half of the low-income students who par-
ticipate in the National School Lunch Program also par-
ticipate in the school breakfast program; 
Whereas in fiscal year 2008, 60 percent of school lunches 
served, and 80 percent of school breakfasts served, were 
served to students who qualified for free or reduced 
priced meals; 
Whereas the current economic situation, including the in-
crease of nearly 3 percent in the national unemployment 
rate in 2008, is causing more families to struggle to feed 
their children and to turn to schools for assistance; 
Whereas implementing or improving classroom breakfast pro-
grams have been shown to increase the participation of 
eligible students in breakfast consumption dramatically, 
doubling, and in some cases tripling, numbers, as evi-
denced by research in Minnesota, New York, and Wis-
consin; 
Whereas making breakfast widely available through different 
venues or a combination thereof, such as in the class-
room, obtained as students exit their school bus, or out-
side the classroom, has been shown to lessen the stigma 
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•HRES 210 IH 
of receiving free or reduced-price breakfast, which often 
prevents eligible students from obtaining traditional 
breakfast in the cafeteria; 
Whereas providing free universal breakfast, especially in the 
classroom, has been shown to significantly increase school 
breakfast participation rates and decrease absences and 
tardiness; 
Whereas studies have shown that access to nutritious pro-
grams such as the National School Lunch Program and 
National School Breakfast Program helps to create a 
strong learning environment for children and helps to im-
prove children’s concentration in the classroom; 
Whereas providing breakfast in the classroom has been shown 
in several instances to improve attentiveness and aca-
demic performance, while reducing tardiness and discipli-
nary referrals; 
Whereas students who eat a complete breakfast have been 
shown to make fewer mistakes and work faster in math 
exercises than those who eat a partial breakfast; 
Whereas studies suggest that eating breakfast closer to class-
room and test-taking time improves student performance 
on standardized tests relative to students who skip break-
fast; 
Whereas studies show that students who skip breakfast are 
more likely to have difficulty distinguishing among simi-
lar images, show increased errors, and have slower mem-
ory recall; 
Whereas children who live in families that experience hunger 
have been shown to be more likely to have lower math 
scores, face an increased likelihood of repeating a grade, 
and receive more special education services; 
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