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IES Grant

Title: Multidisciplinary Program in Education Sciences (MPES)
Center: NCER Year: 2004
Principal Investigator: Uttal, David Awardee: Northwestern University
Program: Predoctoral Interdisciplinary Research Training Programs in the Education Sciences      [Program Details]
Award Period: 5 years Award Amount: $3,663,364
Type: Training Award Number: R305B040098

Northwestern University's School of Education and Social Policy has developed an innovative interdisciplinary doctoral training program to develop a cadre of scholars trained to conduct relevant and reliable research on pressing policy and practice issues in education. This predoctoral training program supported students who want to pursue a research agenda that focuses on practical questions in U.S. education from a rigorous interdisciplinary perspective. The Multidisciplinary Program in the Education Sciences (MPES) seamlessly integrated training in statistics, evaluation, cognition and learning, and education policy. Program hallmarks are interdisciplinary teaching and mentoring of fellows by core and affiliated Northwestern faculty engaged in education-focused research.

23 students completed the training program funded under this award at Northwestern University.

Colhoun, Julia Norbury, Heather
Delale-O'Connor, Lori (ORCID) Orlina, Enrique
Gemus, Jonathan (Jon) Palacios, Natalia (ORCID)
Goble, Lisbeth Passty, Benjamin
Licalsi-Labelle, Christina (ORCID) Richman, Scott
Lindsay, Constance Skogsberg, Katie
McCoy, Dana Sojourner, Aaron (ORCID)
Mesler-Parise, Leigh Stephan, Jennifer
Miele, David (ORCID) Tipton, Elizabeth (ORCID)
Mirous, Heather Weitz, Kathryn (Katie)
Wilkerson, Michelle (ORCID) Wong, Vivian (ORCID)

Project Website:

Related IES Projects: This original MPES predoctoral research training grant award ended in 2010. Northwestern University has received additional awards (R305B080027; R305B140042; R305B200037) to continue to implement MPES.


Chase-Lansdale, P. L., Valdovinos D'Angelo, A., & Palacios, N. (2007). A multidisciplinary perspective on the development of young children in immigrant families. In J. E. Lansford, K. Deater-Deckard, & M. H. Bornstein (Eds.), Immigrant Families: Multidisciplinary Views on the 21st Century. New York: Guilford Press.

Cook, T. D., & Wong, V. C. (2007). The warrant for universal pre-K: Can several thin reeds make a strong policy boat? Social Policy Report, XXI(3), 14–15. Reprinted in Prevention Action, October 2007.

Cook, T. D., & Wong, V. C. (2008). Better quasi-experimental practice. In P. Alasuutari, J. Brannen, & L. Bickman (Eds.), The Handbook of Social Research. London: Sage.

Cook, T. D., & Wong, V. C. (2008). Empirical tests of the validity of the regression discontinuity design. Annales d'Economie et de Statistique.

Cook, T. D., Shadish, W. R., & Wong, V. C. (2008). Three conditions under which experiments and observational studies often produce comparable causal estimates: New findings from within-study comparisons. Journal of Policy Analysis and Management. Reprinted in JPAM Classics: Social Experimentation, Program Evaluation, and Public Policy (in press)

Cook, T. D., Wong, V. C., Taylor, J., Gandhi, A., Kendziora, K., Choi, K., et al. (2008). Impacts of School Improvement Status on Students with Disabilities: Technical Work Group Materials. Washington, DC: American Institutes for Research.

Cook, T.D., Wong, M., Wong, V.C. (2013). The evolution of Head Start. In N. Stein and S. Raudenbush (Eds.), Developmental Cognitive Science Goes to School.

Duncan, G., Miller, C., Claessens, A., Engel, M., Heather, H. & Lindsay, C. (2008). New Hope's Eight-Year Impacts on Employment and Family Income. MDRC. Working Paper.

García Coll, C. T., Szalacha, L., & Palacios, N. (2005). The academic pathways during middle childhood for children of immigrant families. In C. R. Cooper, C. García Coll, T. Bartko, H. Davis, & C. Chatman (Eds.), Hills of Gold: Rethinking Diversity and Contexts as Resources for Children's Developmental Pathways. NJ: Erlbaum.

Gentner, D., & Colhoun, J. (2008). Analogical processes in human thinking and learning. In A. von Müller & E. Pöppel (Series Eds.) & B. Glatzeder, V. Goel, & A. von Müller (Vol. Eds.), On Thinking: Vol. 2. Towards a Theory of Thinking. New York: Springer Science.

Goble, L. J., Rosenbaum, J.E., & Stephan, J.L. (2008). Do institutional attributes predict individuals' degree success at two-year colleges? New Directions in Community College Research, 144: 63-72.

Hirsch, B. J. & Wong, V. (2004). After-School Programs. In D. DuBois & M. Karcher (Eds.), Handbook of Youth Mentoring. Thousand Oaks, CA: Sage Publications.

Mendenhall, R., Kalil, A., Spindel, L.J., & Hart, C.M.D. (2008). Job loss at mid-life: Managers and executives face the 'new risk economy'. Social Forces, 87(1): 185-209.

Molden, D. C., & Miele, D. B. (2008). The origins and influences of promotion-focused and prevention-focused achievement motivations. To appear in M. Maehr, S. Karabenick, & T. Urdan (Eds.), Advances in Motivation and Achievement: Social Psychological Perspectives on Motivation and Achievement (Vol. 15). Greenwich, CT: JAI Press.

Moretti, F., Frankfurt, J., & Miele, D. B. (2005). Digital media in a new age of learning and research. Souls, 7 (1), 1–11.

Palacios, N., Gutmannova, K., & Chase-Lansdale, P. L. (2008). Early reading achievement of children in immigrant families: Evidence from the ECLS-K . Developmental Psychology, 44(5): 1381-1395.

Rosenbaum, J. E., Redline, J., & Stephan, J.L. (2007). Community college: The unfinished revolution. Issues in Science and Technology, 23, 49–56.

Rosenbaum, J. R. & Goble, L. (2008). Questioning our assumptions about college requirements. In M. McPherson et al. (Eds), College Access. New York: College Board.

Rosenfeld, J.P. & Skogsberg, K (2005). P300 based Stroop study with low probability and target Stroop oddballs: The evidence still favors response selection hypothesis. International Journal of Psychophysiology, 60, 240–250.

Spillane, J. P., & Orlina, E. C. (2005). Investigating leadership practice: Exploring the entailments of taking a distributed perspective. Leadership and Policy in Schools, 4 (3), 157–176.

Spillane, J., & Miele, D.B. (2007). Evidence in policy and practice: Some conceptual tools for exploring the terrain. In P. A. Moss (Ed.) 2007 NSSE Yearbook: Evidence and Decision Making. Oxford: Blackwell.

Spillane, J. Gomez, L., & Mesler, L. (2009). Notes on reframing the role of organizations in policy implementation. In G. Sykes, B. Schneider, & D. Plank (Eds.), The AERA handbook of education policy research (pp.409-425). New York: Routledge.  

Stephan, J. L. & Rosenbaum, J.E. (2012). Permeability and transparency in the high school-college transition. In D. Plank, G. Sykes, & B. Schneider (Eds), AERA Handbook on Education Policy Research. Washington, DC: American Educational Research Association.

Wong, V. C., Cook, T. D., Barnett, W. S., & Jung, K. (2008). An effectiveness-based evaluation of five state pre-kindergarten programs. Journal of Policy Analysis and Management, 27 (1), 122–154. Reprinted in JPAM Classics: Social Experimentation, Program Evaluation, and Public Policy