The paper presents a rapid scanning of the state of the art of research and evaluation of Outward Bound and related educational programs. Initial comments outline criteria for assessing internal and external validity of studies. Distinctions are made between research, evaluation, measurement, judgement, and public relations. The work of Rosen, Hutchinson, Scriven, and Stake is recommended as important background reading for those interested in the evaluation of Experiential Education programs. Summary of existing work is presented in five categories: (1) studies of Outward Bound programs, (2) studies of related educational programs, (3) studies of programs for urban youth and delinquents, (4) non-empirical studies, and (5) recent work. The 29 works deal with strengthening self-image, social functioning, changing self-concept, changes in personality and values, tolerance of others, the roles of counselors, changes in the home environment, self-awareness, dropouts, organizational change, parent relationships, college ambition, race relations, value of education, recidivism rate, consequences of aggression, the American Indian world view and Outward Bound, affective goals, and student's stability. (Author/NQ)