Selection Criteria Only studies with experimental or quasi-experimental designs (mainly matching and differencein-differences) were included in the study. The research questions focused on the impact of Promise Programs on community development, academic achievement, behavior, college preparedness, and college enrollment. Analysis included overall results, as well as subgroup analysis by program design. Studies of Promise Programs were not excluded based on program design characteristics as long as they met our broad definition of a placed-based scholarship. Data Collection and Analysis Each study was coded for its study design, the characteristics of the Promise Program analyzed (i.e. first-dollar, last-dollar, grade level, and geographical location), the evaluation designs (methods and statistical techniques), and effect sizes, including standard deviation and the number of observations. We systematically analyzed our results of three separate outcomes: K-12 Outcomes, Postsecondary Outcomes, and Community Development Outcomes. Main Results We find positive effects of Promise Programs on community development, K-12 academic outcomes, and postsecondary outcomes. The evidence is suggestive that all program designs

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.

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.

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Since the passage of No Child Left Behind, public schools have felt pressure to emphasize equitable academic outcomes. We investigate whether contracts agreed to by school boards and the superintendents they employ include academic and equity criteria to judge the performance of superintendents. Data come from the universe of 2013‐14 school superintendent contracts in North Carolina. Only nine of the 115 contracts include academic goals of any kind, and none include equity‐related criteria. Similarly, the universe of model superintendent contracts provided by state school boards associations (N = 20) rarely mention such criteria. Findings suggest that one reason for the relatively static equity and achievement outcomes in American public schools since the national introduction of accountability‐oriented reforms is that local school boards refuse to use academic and equity criteria to evaluate superintendents. The political science literature on elections and accountability suggests possible explanations. Related Articles