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

December 1, 2022
  • ITP happy hour

    December 1, 2022  4:00 pm - 5:30 pm
    Sweet Home Wisconsin, 910 Regent St, Madison, WI 53715, USA

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December 2, 2022
  • ITP Ed Sciences: Dr. Rebecca Callahan

    December 2, 2022  12:00 pm - 1:30 pm
    259 Educational Sciences

    Dr. Rebecca Callahan
    University of Vermont
     
    Abstract: A postsecondary credential is increasingly essential for middle-class employment in the US context (Pellegrino, et al., 2013), yet preparation for and enrollment in college remain largely stratified along demographic lines (Black et al., 2020; NCES, 2016). In the current study, we explore the postsecondary preparation and engagement of one of the fastest growing US school populations, English learner (EL) students, focusing on how their involvement with two potential levers of postsecondary access and enrollment, advanced math course taking and dual enrollment informs their postsecondary outcomes. Historically, research on EL students’ college-going has examined the experiences and outcomes of students identified as EL during high school; we use state-level administrative data to capture the broader population of all students who were identified for EL-services in Kindergarten, regardless of their placement during high school. Preliminary analyses of Texas administrative data show that nearly a quarter of Texas K-12 public school students were EL-identified for at least part of their K-12 career.. Using multilevel regression models, we find that advanced math coursework and dual-enrollment are both positively associated with initial EL students’ postsecondary outcomes, but in different, and somewhat limited ways that have implications for EL programs, policy, and practice.

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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.