An Experimental Evaluation of Culturally Enriching Field Trips

An Experimental Evaluation of Culturally Enriching Field Trips

  1. Heidi H. Erickson*, 
  2. Angela R. Watson and 
  3. Jay P. Greene

+Author Affiliations

  1. Heidi H. Erickson is an assistant professor of educational leadership at Brigham Young University.
  2. Angela R. Watson is a Senior Research Fellow at the Institute for Education Policy and an assistant professor at Johns Hopkins University School of Education.
  3. Jay P. Greene is a Senior Research Fellow at the Heritage Foundation.
  1. ↵* Corresponding author. heidi.h.erickson@byu.edu)

Abstract

We present results from a longitudinal experiment on academic and social-emotional effects of culturally enriching field trips. We randomly assign fourth and fifth grade students to attend field trips throughout the year or to serve as a control. Treatment students express greater tolerance for people with different opinions and an increased desire to consume arts. Additionally, treatment students have fewer behavioral infractions, attend school more frequently, score higher on end-of-grade exams, and receive higher course grades. Effects are strongest when students enter middle school. We find no effect on students& empathy, social perspective taking, or desire to participate in arts.

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