Interdisciplinary Training Program in Education Sciences

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

ITP Fellows group photo

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

January 24, 2020
  • ITP Ed Sciences: Canceled - No Seminar

    January 24, 2020  12:00 pm - 1:30 pm
    259 Educational Sciences

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January 31, 2020
  • ITP Ed Sciences: Spyros Konstantopoulos "Class Size Effects in Eighth Grade in Europe: Evidence from TIMSS"

    January 31, 2020  12:00 pm - 1:30 pm
    259 Educational Sciences

    Spyros Konstantopoulos
    College of Education
    Michigan State University

    The purpose of this study is toexamine the effects of class size on eighth grade students’ cognitive andnon-cognitive outcomes in four European countries (Hungary, Lithuania, Romaniaand Slovenia). We used TIMSS data from 2003, 2007, and 2011. Statistical analyseswere based on instrumental variable (IV) methods and a regression discontinuitydesign (RDD). Cognitive outcomes were mathematics, physics, biology, chemistryand earth science. Non-cognitive outcomes were students’ self-reports on five variablesthat were available across all three cycles of TIMSS: a) learning the subjectwell; b) learning the subject quickly; c) enjoy learning the subject; d) thesubject is hard; and e) the subject is one’s weakness. All non-cognitive items followeda Likert-type format (1=strongly agree; 2=agree; 3=disagree; and 4=stronglydisagree). The main independent variable was class size. Student,teacher/classroom and school covariates were also included in the analyses. IVestimates indicated that in Romania in 2003 smaller classes had significant andpositive effects on academic scores in mathematics, physics, chemistry andearth science and in 2007 on enjoying learning mathematics. In Lithuania in2011 smaller classes had significant and positive effects on enjoying learning biologyand chemistry and learning chemistry well. Estimates of analyses that used aRDD indicated small class effects on some non-cognitive outcomes in Lithuaniaand Romania, but only in 2007. Overall, class size effects were not systematicacross years, countries, and outcomes. The effects that were statisticallysignificant however, were also substantial in magnitude and typically muchlarger than the effects reported from Project STAR.  

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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.