An Experimental Evaluation of Arts Field Trips

• In Event: Longitudinal, Experimental, and Population-Based Studies on the Impact of Arts Engagement on Child Development

Abstract

Field trips are a long-standing school tradition. However, in recent decades institutions such as arts venues, science museums, and zoos have reported a decline in field trip attendance (McCord & Ellerson, 2009). Teachers and students also report a decline in school sponsored field trips, particularly for minority students in low academically performing schools (Government Accountability Office, 2009; Keiper et al., 2009). The impact of this decline on students is unknown, but there is a growing body of research that finds academic and social emotional benefits for students from participating in arts-based field trips. Our current study adds to the existing literature on the effects of arts-based field trips in four primary ways. First, we use an experimental design that allows us to capture the causal effects on students from attending multiple arts-based field trips. Second, where most of the previous literature focuses on the effects from attending one field trip, treatment students in this study attend three different arts field trips: an art museum, a live theater performance, and a symphony. Third, treatment students not only receive three field trips in one year, but a subsample of students receive two doses of treatment for a total of six field trips over two years. Fourth, this study takes place in a large urban city, and the participating schools consist primarily of students of color who are from economically disadvantaged backgrounds. Fifth, this study is the first longitudinal experiment allowing us to estimate the cumulative and persistent effects, if any, students experience from arts exposure years after receiving treatment.
Working with one of the largest visual and performing arts centers in Atlanta, Georgia and a neighboring large-urban school district, we randomly assign fourth and fifth grade students to receive arts-based field trips throughout the school year, including an art museum, a live theater production, and a symphony performance, or to serve as a control. Our study takes place over three years, and we estimate the effects of receiving three field trips in one year, six field trips over two years, and the effect up to two years following treatment. Our findings show significant educational and school engagement benefits for students who attend multiple arts-based field trips. After receiving one year of treatment, we find that students express greater tolerance for people with different opinions and a desire to consume art. Additionally, treatment students have fewer behavioral infractions, attend school more frequently, score higher on their end-of-grade exams, and receive higher course grades. These effects are strongest once students enter middle school even after treatment has ceased. We find no effect on students’ desire to participate in the arts, empathy, or social perspective taking.

Authors

• Heidi Erickson, Kennesaw State University
  Presenting Author

• Angela Watson, Johns Hopkins University
  Non-Presenting Author

• Jay Greene, University of Arkansas
  Non-Presenting Author