Project Activities
The New York University (NYU) Predoctoral Interdisciplinary Research Training Program (NYU PIRT) was originally funded by IES in 2008. NYU PIRT trains doctoral students to conduct research on education policy and practice in collaborative partnerships with education agencies and other education-based organizations. The training program is housed primarily in the Institute of Human Development and Social Change at NYU's Steinhardt School of Culture, Education, and Human Development. The program will draw fellows from the Robert F. Wagner School of Public Service and the following departments: administration, leadership, and technology; applied psychology; applied statistics, social science, and humanities; teaching and learning; sociology; psychology.
Over the course of this 5-year grant, NYU will recruit 22 fellows for 4-year fellowships (3 years of IES funding and 1 year from NYU). Fellows will receive full tuition and benefits, stipends, and a small research fund. Fellows in this training program will participate in an interdisciplinary core curriculum consisting of coursework in quantitative methodology, research design, and education policy. Fellows will also participate in ongoing research apprenticeships with faculty mentors and a year-long policy/practice apprenticeship with an education agency or university system. The training program also includes an ongoing interdisciplinary seminar on conducting education research and a speaker series. The total projected costs of the training program are approximately $5.13 million. In addition to the $4.6 million grant from IES, NYU will cost-share an additional $528,000.
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Products and publications
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Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Cimpian, J. R., & King, J. R. (2024). An institution-level analysis of gender gaps in STEM over time. Science, 386(6724), 853-856.
Gwozdzik, S., & Stiefel, L. (2023). Do Perceptions of School Climate Improve in High School for Students With Disabilities?. American Educational Research Journal, 60(4), 667-695.
Muradoglu, M., Arnold, S. H., Poddar, A., Stanaland, A., Yilmaz, D., & Cimpian, A. (2024). Why a culture of brilliance is bad for physics. Nature Reviews Physics, 6(2), 75-77.
O’Hagan, K. G., & Stiefel, L. (2025). Does special education work? A systematic literature review of evidence from administrative data. Remedial and Special Education, 46(2), 103-117.
O’Hagan, K. G., Stiefel, L., & Schwartz, A. E. (2025). The academic effects of moving to middle school on students with disabilities relative to their general education peers. Educational Evaluation and Policy Analysis, 47(3), 655-681.
Shiferaw, M., O’Hagan, K. G., & Weinstein, M. (2025). Staying put: Positive spillovers on teacher retention from a middle school science initiative. Education and Urban Society, 57(5), 462-486.
Sommer, T. E., Franchett, E., Yoshikawa, H., & Lombardi, J. (2024). A global call for two-generation approaches to child development and caregivers' livelihoods. Child Development Perspectives, 18(4), 204-214.
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