UW-Madison's Interdisciplinary Training Program in Education Sciences was created in 2005. Building on tools of measurement, design, and statistics in education and the social sciences, the ITP is helping to train a new generation of researchers who are attuned to the need for concrete knowledge about “what works” in education, and who can bring the most rigorous tools of quantitative social science to bear on the practical problems of education. In addition, UW-Madison’s ITP Fellows are part of a network of over 40 pre- and post-doctoral federally funded interdisciplinary education science training programs that are developing a national research capacity. Ongoing opportunities exist for students to interact and network across the training programs and to build relationships that will extend into their professional lives and influence national education research and policy for decades.
At Madison, a total of 85 students will be trained by an interdisciplinary collaborative team of more than 20 social scientists from four academic departments (sociology, economics, political science, and psychology) and three professional schools (education, public affairs, and social work). The students will receive social science doctoral degrees, become certified with a minor in education sciences, serve research-to-practice internships, collaborate with one another and with faculty across the departments and schools, and conduct research that will inform policy decisions in education.
ITP Fellows are categorized as Advanced (completing dissertation) or Entry (first two years of a doctoral program).
Although the UW-ITP program can fund only U.S. citizens or permanent residents, it encourages international students with shared research interests to become part of the UW-ITP community.
ITP Dissertations (2006 to Present)
Research supported by IES awards R305C050055, *R305B090009, & **R305B150003
Alvarado, S. (2011). The Effect of Neighborhood Context on Obesity and Educational Achievement among Youth. (Abstract)
An, B. (2009).
The Effect of Dual Enrollment on College Persistence and Attainment.
Anderson, A. (2014). Human Capital and Educational Institutions. (Abstract)
Anderson, D. M. (2015). Essays in Public Economics. (Abstract)
Benson, J. (2010). State Policies and Community College Students: Do High School and Finance Policy Reforms Promote Postsecondary Attainment? (Dissertation)
Bodmann, S. (2008). Achievement Goal Systems: Implications for Research and Educational Policy. (Abstract)
Bowdon, J. (2013). The Origins, Growth, and Implications of Black-White Non-Cognitive Skill Gaps During Elementary School. (Abstract)
Brey, E. (2016). Children Use Nonverbal Teacher Cues to Evaluate Peer. (Abstract)
*Broton, K. (2017) The Evolution of Poverty in Higher Education: Maternal Hardship, Academic Success and Policy Perspectives. (Abstract)
Brown, M. (2011). The Effects of Increased Phonic and Morphemic Knowledge on the Skills of Struggling Readers. (Abstract)
Bruch, S. (2012). Discipline, School Community, and Racial Dynamics: Understanding How Authority Relations Affect Student Experiences of School and Citizenship Outcomes. (Abstract)
Canning, E. (2016). Testing a Utility Value Intervention in Two-Year Colleges. (Abstract)
Carlson, D. (2012). Out of the Classroom and into the Voting Booth? Analyzing the Effects of Education on Political Participation.
Condon, M. (2012). Practice Makes Participants: How Communication Skills Acquired in School Affect Political Engagement.
Cowen, J. (2008). Bargain-Based Schooling: Teacher Unionization and American Education. (Abstract)
Crooks, N. (2014). Does Comparison Promote Gains in Conceptual Learning? The Case of Learning about Confidence Intervals. (Abstract)
Dahill-Brown, S. (2012). The State of American School Governance: Who's in Charge and Does It Matter? (Abstract)
Engle, P. J. (2016). Response Style in the Political Survey.
*Feldman, R. (2017) Aftershocks: The Role of Policy in Shaping Teacher Sensemaking, Satisfaction and Exit Decisions (Abstract)
Fiel, J. (2015). Different Sides of the Track, or Different Tracks? Socioeconomic Disparities in Processes of Development and Educational Attainment. (Abstract)
Fish, R. (2015). The Intersection of Race/Ethnicity, Gender, and Exceptionality: The Racialized Construction of Educational Disabilities and Giftedness. (Abstract)
Fleming, D. (2009). Parents and Politics: How Parenthood and Education Policy Shape Civic and Political Behavior. (Abstract)
Gaulke, M. (2015). Essays on Enrollment and Persistence in Higher Education. (Abstract)
Grigg, J. (2014). Student Mobility, Identity, and Attitudes: The Social and Academic Consequences of Changing Schools.
Hanselman, P. (2014). Teacher Effectiveness and Equality of Educational Opportunity. (Abstrac)
Haskins, A. (2013). Mass Imprisonment, Educational Inequality, and the Intergenerational Transmission of Disadvantage: Effects of Paternal Incarceration on Children’s Educational Outcomes and School Contexts.
Hattikudur, S. (2011), Comparing Concepts and Procedures in Math Instruction. (Abstract)
Hulleman, C. (2007). The Role of Utility Value in the Development of Interest and Achievement. (Abstract)
Knowles, J. (2015). School Boards and the Democratic Promise. (Abstract)
Lavery, L. (2011). Lessons Learned: Parent Policy Feedback and No Child Left Behind.
Mader, N. S. (2010). School Choice, Competition and Quality--Evidence from the Milwaukee Parental Choice Program. (Abstract)
Marksteiner, R. (2016). Essays in Public Economics. (Abstract)
McCarty, A. (2014). Parent Social Networks, Mental Health, and Educational Disadvantage of Children in Poverty. (Abstract
Miller, H. (2016). Gender, Racial/Ethnic, and Socioeconomic Inequalities in U.S. High Schools: How School Resources Affect Disparities in Educational Achievement and Attainment. (Abstract)
Prather, R. (2009). Acquisition of Arithmetic Principles through Structured Input.
Rangel, D. (2016). Parental Relationships and Social Capital in the School-Community Context: A Multiple Method Study with Under-Resourced Mexican-Origin Families. (Abstract)
Riggs, A. (2016). Children's Inferences about the Scope of Social Information. (Abstract)
*Robinson, M. (2017) Racial Inequality in the Land of Plenty: Black Life in Madison, Wisconsin -- A Tale of Segregation, and Economic and Educational Disenfranchisement.
Rozek, C. (2014). Learning can be Stressful: The Role of Cognitive Appraisals and Cortisol Trajectories in Learning and Interest Development. (Abstract)
Schrager, S. M. (2008). Competition, Achievement Goals, and Motivation: A Multiple-Context Process Model.
Schudde, L. (2013). Heterogeneous Treatment Effects in Higher Education: Exploring Variation in the Effects of College Experiences on Student Success.
Shager, H. (2012). What Role Do Peer Effects Play in Early Childhood Education? Evidence from the 2003 Head Start Family and Child Experiences Survey (FACES). (Abstract)
Shober, A. F. (2006). Building Government: Autonomy and Scope in State Departments of Education, 1981-2001. (Abstract)
Shoji, M. (2014). Nice to Meet You? Exploring the Development of Supportive Parent-School Relationships in Low-Income Latino Communities. (Abstract)
Sidney, P. (2016). Does New Learning Provide New Perspectives on Familiar Concepts? Exploring the Role of Analogical Instruction in Conceptual Change in Arithmetic. (Abstract)
Tibbetts, Y. (2017) Maximizing Intervention Effectiveness: Values Affirmation for First-Generation Students. (Abstract)
Topitzes, J. D. W. (2006). The Effects of Child Maltreatment on Adult Crime: An Examination of a Long-Term Developmental Model. (Abstract)
Valentine, J. (2015). All or Nothing? The Varied Benefits of Sub-Baccalaureate Credits and Credentials in a College-for-All Era. (Abstract)
ITP Publications 2005 - Present
M. Cooper Borkenhagen Daniel Corral
Mai Youa Miksic
Par Jason Engle
Alyn Turner McCarty
James Dimitri Topitzes Jessa Valentine
Anna Cristina Collares
Seong Won Han