Interdisciplinary Training Program in Education Sciences

Training researchers whose evidence-based results will help inform education policy and practice.

Mission

The Interdisciplinary Training Program in Education Sciences (ITP) at the University of Wisconsin-Madison is one of a network of pre-doctoral training programs funded by the U.S. Department of Education’s Institute of Education Sciences. The ITP is preparing a new generation of outstanding education science scholars by training them in methods of causal inference in the social sciences, engaging them in a weekly seminar and supporting their translational research through a variety of internship opportunities. The community of faculty and Ph.D.-level researchers that work with ITP Fellows come from academic departments in education, social work and across the social sciences. Fellows join an interdisciplinary research community including doctoral students in economics, political science, psychology, social welfare, sociology, educational leadership & policy analysis, educational policy studies and educational psychology.

Upcoming Events

November 22, 2024
  • ITP Seminar: Elly Field

    November 22, 2024  12:00 pm - 1:30 pm
    rm 259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Elly Field, Postdoctoral Fellow, Brown University

    Title: Understanding the ‘Package Deal’: Disentangling Parents’ Intertwined Preferences for Schools and Neighborhoods

    Abstract: My research takes as a starting point the education policies that link schools and neighborhoods by assigning students to schools based on where they live. These policies, in effect, build segregated schools from segregated neighborhoods. Qualitative work has documented that parents often account for this link when deciding where to live, citing a desire to find the “package deal” of a good neighborhood with a good local school. Yet, in studying how race shapes parents’ preferences, past experimental research has only examined these contexts in isolation. Using an original stated-choice experiment, I propose and test two theoretical frameworks for how the package deal influences parents’ joint preferences for schools and neighborhoods. I find that the package deal means that parents’ preferences for neighborhoods are shaped by the characteristics of the local schools and that their preferences for schools are shaped by the surrounding neighborhood. Further, I find that White and Latino parents seek out racially isolated schools and neighborhoods together. For White families, this means that when considering a majority non-White neighborhood, the package deal remains unappealing even when the school is predominantly White. In contrast,Black parents prefer to avoid being a racial minority in both their schools and neighborhoods but are satisfied when just one context is majority Black. I discuss the implications of these intertwined, interactive preferences for research on racial segregation and inequality, in particular how individual preferences shape racial segregation and how the link between schools and neighborhoods affects segregation dynamics.

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November 29, 2024
  • ITP Seminar: No Seminar Meeting

    November 29, 2024  12:00 pm - 1:30 pm
    rm 259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    No ITP seminar meeting for Thanksgiving recess

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Coursework: ITP Seminar

This project is supported by the Institute of Education Sciences (IES) in the U.S. Department of Education.