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

October 25, 2019
  • ITP Ed Sciences: Katherine Magnuson

    October 25, 2019  12:00 pm - 1:30 pm
    259 Educational Sciences

    Dr. Katherine Magnuson
    School of Social Work
    UW-Madison

    "Baby’s First Years: Testing the Impact of Poverty Reduction in Early Childhood"

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November 1, 2019
  • ITP Ed Sciences: Jordan Conwell

    November 1, 2019  12:00 pm - 1:30 pm
    259 Educational Sciences

    Dr. Jordan Conwell
    Sociology and Educational Policy Studies
    UW-Madison

    Race, Gender, Higher Education, and Socioeconomic Attainment: Evidence from Baby Boomers at Mid-Life

    Drawing on intersectionality and life course theory, this study investigates relationships between race, gender, college attendance and quality, and income at mid-life. We use data on White, Black, and Hispanic men and women from the National Longitudinal Survey of Youth-1979 Cohort (NLSY-79), which we merge with college competitiveness information from Barron’s Admissions Competitiveness Index. Net of family background and academic qualifications, we find net Black and Hispanic advantages in college attendance and college quality – particularly for Black women relative to White women. We also assess racial differences in economic returns to college attendance and college quality for cohort members’ average incomes from 2006-2014, when they were old enough for their measured incomes to proxy their permanent lifetime earnings. We find that the net advantages in college-going for students of color did not fully translate to the labor market. Net of background characteristics and labor market experiences, we find Black-White and Hispanic-White income gaps, to non-Whites’ disadvantage, among those who attended colleges of comparable quality, as well as among those who did not attend college – particularly among men. The study demonstrates the utility of taking an intersectional and life course approach to the study of higher education and the economic returns to schooling.

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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.