Interdisciplinary Training Program in Education Sciences

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

ITP Fellows group photo


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

October 2, 2020
  • ITP Ed Sciences: Dr. Shanette Porter

    October 2, 2020  12:00 pm - 1:30 pm
    Virtual: email by Sept. 30 to register

    Dr. Shanette Porter
    Director of Research and Senior Fellow
    Mindset Scholars Network

    "Can We Identify Effective Schools? The Role of School Climate"
    Recent research suggests that high schools and educators effect long-run educational attainment by fostering both socioemotional development and achievement on standardized test scores. Motivated by the prior research, this work classifies Chicago high schools’ effectiveness based on their value added to an index of 9th graders’ socioemotional development and standardized test scores and examines whether organizational features predict the effectiveness index. We show that teacher and student survey reports of the five aspects of school climate in the 5Essentials framework – leadership quality, teacher collaboration, family involvement, supportiveness, and instructional rigor – collectively explain over 40 percent of the variation in the summary index of school effectiveness. School climate factors remain significantly associated with school effectiveness conditional on school demographics, characteristics, and type. Consistent with prior research, we find evidence that supportiveness, teacher collaboration, and instructional rigor may play particularly important roles in shaping adolescents’ outcomes. This is the first research to document that school climate is a strong predictor of schools’ causal effects on students’ long-run outcomes, which has important implications given recent policy on school climate (e.g., ESSA).

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October 9, 2020

Coursework: ITP Seminar

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