This paper estimates the effect of in-school feeding programs on academic performance - measured by standardized test scores- and dropouts with a difference in difference (DID) model which exploits the change over time in the supply of in-school feeding programs during the end of the nineties. The findings suggest that the program has successfully targeted the most disadvantaged schools. However, only partial improvement in school performance has been found. Language test scores were the only ones to show a statistically significant improvement, with no noticeable effects reported in our two other measures of school performance, namely Math scores and dropouts. The limited information contained in the survey on which the database was built, prevented further investigation. Improving the survey and collecting information regarding the nutritious content of meals would be desirable for the better understanding and targeting of future in-school feeding programs.
