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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 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.

This paper presents second year results from the first ever multi-visit, longitudinal experiment on the benefits from arts-focused field trips. Students in fourth and fifth grades in ten elementary schools in a large urban school district were randomly assigned to receive three arts-related field trips throughout the school year, including an art museum, a live theater production, and a symphony performance or to serve as a control. We find that treatment students exhibit higher levels of school engagement as measured by students’ behavioral infractions and self-reported engagement. We also find that treatment students perform significantly better on their end of year standardized tests, up to 16% of a standard deviation increase. These effects are persistent even one year following treatment. However, the effects appear to be stronger for the first cohort of students in our sample.

The Louisiana Scholarship Program (LSP) is a private school voucher program available to families who have incomes no greater than 250 percent of the federal poverty line and whose children attend a low performing public school. It began as a pilot program in New Orleans in 2008 and was expanded statewide in 2012. Previous evaluations of the LSP generally found negative impacts of the program on math and English language arts test scores. In this study, we evaluate the effects of the program on college enrollment for the first cohort of students eligible to enter college by 2017-18. Using lottery assignment for a student’s first choice private school, we are able to identify the causal effect of being awarded a scholarship on student attainment for just over 1,000 randomized students who were in the seventh through twelfth grades during the first year of the program. We find that 60% of treatment students who won a lottery and enrolled in their first choice private schools enter college, compared to 59.5% of control students. This difference in not statistically significant. We find no differential treatment effects when considering student enrollment in two- or four-year post-secondary institutions.

There is a large body of thorough research showing many positive benefits of school choice. However, many questions remain on how school choice works. Rigorous school choice experiments can only determine if access to school choice programs alters student outcomes; they cannot confidently identify the specific mechanisms that mediate various outcomes. Two commonly theorized mechanisms in school choice programs that lead to positive outcomes are (1) an increased access to higher-quality schools and (2) an improved match between schools and students. We examine the existing empirical evidence and the theoretical arguments for these two primary mechanisms. While there is evidence supporting both mechanisms, no studies are able to isolate the effect of quality schools independent of families selecting schools that match their preferences. Since the majority of this research is descriptive and has limited causal interpretation, theory is essential in guiding interpretation and policy implications. Theory suggests that people make choices based on what they believe to be the best match for their children, and those choices lead to incentives for individual schools to improve. We conclude with policy recommendations based on our summary of the literature.

In this paper we estimate the impact of exclusionary discipline given in 8th grade on the probability of 9th grade retention. We use a rich seven year, student level, panel dataset from Arkansas. We use a novel approach by limiting our sample to students who switch schools between 8th and 9th grade. This movement gives each student a fresh start, and removes the potential confound of a student’s reputation as a “problem student” that could influence teachers to be harsher on students who already have a disciplinary record. We find that students who receive exclusionary discipline in 8th grade are more likely to be retained in 9th grade compared to students who received no exclusionary discipline. We find nominal evidence that the impact of exclusionary discipline is attenuated for students of color and students receiving FRL; however, the differences are not significant.

We synthesize the existing research and compute meta-analytic averages for the effects of scaled-up, publicly funded pre-kindergarten (pre-K) programs on student pre-kindergarten achievement in math and reading. Other systematic reviews of pre-K programs have focused on the effects for specific groups of students from various types of pre-K programs. We add to the literature by focusing on scaled-up pre-K often provided at the state level, which is of growing policy interest. Scaled-up programs are large state or district run programs that are available to a large portion of children before they enter kindergarten. We limit our analysis to state and districtwide pre-K programs in the United States from 2000 through 2016. In order to obtain the most accurate effect estimates, we restrict our analysis to experimental and quasi-experimental research designs with the highest internal validity. We synthesize the short-term cognitive effects of pre-K and find large positive effects of scaled-up public pre-K programs on student pre-kindergarten test scores. In particular, we find that the overall effect on math scores is over a third of a standard deviation and the overall effect on reading scores is three-fifths of a standard deviation. This review is restricted to studies focused on short term results of pre-K programs; our search uncovered only one study rigorously assessing the impacts of scaled-up pre-K programs on student achievement after kindergarten. More research is needed on the sustained effects of pre-K as policymakers debate whether to expand or adopt such programs.

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 2 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.

Environmental epidemiologic research provides invaluable information for understanding the relationship between environmental exposures and health outcomes. Chemical risk assessment, a foundation of public health decision-making, benefits from having information from various disciplines including epidemiology. While epidemiology and risk assessment have common goals of understanding and reducing human health impacts associated with exposure to environmental chemicals, each discipline utilizes different terminologies and skill sets. This contributes to the challenges faced when seeking to use human data in risk assessment. For over twenty years, scientists have recognized that dialogue between risk assessors and epidemiologists is crucial, although to date no specific path forward has been developed for this purpose. This need for communication motivated the organization of a workshop to explore the question “What do risk assessors need in order to be able to improve the value of epidemiologic research for use in decision-making?” This paper describes the outcome of the workshop, specifically a Matrix designed as a communication tool. The Matrix includes a description of key elements that when included in epidemiology design and/or reporting enhance the use of epidemiology results for a risk assessment. The Matrix is not intended to supplant best practices for environmental epidemiology or existing frameworks on integrating multidisciplinary data. Rather, the goal of the Matrix is to improve understanding and communication between the disciplines. Bridging the gap between epidemiology and risk assessment will enrich both disciplines and enhance public health decision-making.

To delineate the molecular changes that occur in the tumor microenvironment, we previously performed global transcript analysis of human prostate cancer specimens using tissue microdissection and expression microarrays. Epithelial and stromal compartments were individually studied in both tumor and normal fields. Tumor-associated stroma showed a distinctly different expression pattern compared with normal stroma, having 44 differentially expressed transcripts, the majority of which were up-regulated. In the present study, one of the up-regulated transcripts, epithelial cell adhesion activating molecule, was further evaluated at the protein level in 20 prostate cancer cases using immunohistochemistry and a histomathematical analysis strategy. The epithelial cell adhesion activating molecule showed a 76-fold expression increase in the tumor-associated stroma, as compared with matched normal stroma. Moreover, Gleason 4 or 5 tumor stroma was increased 170-fold relative to matched normal stroma, whereas the Gleason 3 tumor area showed only a 36-fold increase, indicating a positive correlation with Gleason tumor grade. Since the stromal compartment may be particularly accessible to vascular-delivered agents, epithelial cell adhesion activating molecule could become a valuable molecular target for imaging or treatment of prostate cancer.

Layered peptide array is a new methodology for multiplex molecular measurements from two-dimensional life science platforms. The technology can be used in several different configurations depending on the needs of the investigator. Described here is an indirect layered peptide array (iLPA) that is capable of measuring proteins on a solid surface, such as target antigens on a tissue section. A prototype iLPA system was developed and subsequently examined for reproducibility and specificity and then compared with standard immunohistochemistry. Semiquantitative, multiplex proteomic analysis of histological sections was achieved with up to 20 membranes. The experimental variability was 18%. Overall, the data suggest that iLPA technology will be a relatively simple and inexpensive method for molecular measurements from tissue sections.

High-throughput methods to detect and quantify antibodies in sera and other patient specimens have use for many clinical and laboratory studies, including those associated with cancer detection, microbial exposures, and autoimmune diseases. We developed a new technique, termed layered peptide array (LPA), to serve as a screening tool to detect antibodies in a highly multiplexed format. We demonstrate here that a prototype LPA was capable of producing approximately 5000 measurements per experiment and appeared to be scalable to higher throughput levels. Sera and saliva from Sjogren's syndrome patients served as a test set to examine antibody titers in clinical samples. The LPA platform exhibited both a high sensitivity (100%) and high specificity (94%) for correctly identifying SSB antigen-positive samples. The multiplex capability of the platform was also confirmed when serum and saliva samples were analyzed for antibody reactivity to several peptides, including Sjogren's syndrome antigens A and B. The data indicate that LPA analysis will be a useful method for a number of screening applications.