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Education outside of school (after school, summer…)
The Post-9/11 GI Bill allows service members to transfer generous education benefits to a dependent. We run a large-scale experiment to test whether active choice framing impacts US Army service members’ decision to transfer benefits. Individuals who received email messages framing GI Bill use as an active choice between own use and transfer to a family member are more likely to pursue information about the benefit than individuals receiving outreach that does not frame the decision as an active choice. While we find no overall effect of framing on transfer, active choice increases transfer among service members with graduate degrees.
The field is generally aware of the summer learning loss (SLL) phenomenon. However key characteristics of SLL are not broadly established. What proportion of students’ school-year gains are lost in the subsequent summer? Is the magnitude of SLL generally similar across students or across grades? We describe the role summers play in the end-of-schooling achievement disparities using a unique dataset that spans eight grades, 200 million test scores, 18 million students, 50 states, and school-years 2008-2016. On average, 19% of students’ pathways from their 1st to 8th grade test-score occur during summers. We show that—even if all inequality in school-year learning rates could be eliminated, students would still end school with very different achievement due to SLL alone.
In recent decades, institutions, teachers, and students report a decline in field trip attendance. The impact of this decline on educational and societal outcomes such as social-emotional skill acquisition is unknown. Social-emotional learning (SEL) are skills thought to be important to life and relationship success and are associated with better long-term student outcomes. This study describes the results of the first-ever longitudinal experiment of the effects of multiple arts-related field trips on elementary school students of color in a large urban school district. Treated students attended three field trips to an art museum, a live theater production, and a symphony performance. We find significant educational benefits from attending multiple arts field trips on social-emotional outcomes, including increased feelings of tolerance and social perspective taking. Our findings also suggest that female treatment students exhibit increased conscientiousness as compared to their control group peers; however, these effects dissipate when treatment ceases. Further, female students who receive three additional field trips in a second treatment year act more conscientious than in the prior year of treatment. Increased exposure to the arts through field trip experiences does not, however, appear to increase students’ desire to consume or participate in the arts, nor do we find an impact of treatment on empathy. These findings suggest that arts-related field trips elicit meaningful changes in students’ social-emotional attitudes and actions and that a decline in field trip attendance may be detrimental.
Field trips to see theater performances are a long-standing educational practice, however, there is little systematic evidence demonstrating educational benefits. This article describes the results of five random assignment experiments spanning two years where school groups were assigned by lottery to attend a live theater performance, or for some groups, watch a movie-version of the same story. We find significant educational benefits from seeing live theater, including higher levels of tolerance, social perspective taking, and stronger command of the plot and vocabulary of those plays. Students randomly assigned to watch a movie did not experience these benefits. Our findings also suggest that theater field trips may cultivate the desire among students to frequent the theater in the future.