Project Activities
The University of Michigan's Training Program in Causal Inference in Education Policy Research was first funded by IES in 2015. The current focus of this program is to train doctoral students to design and implement research that yields causal estimates of the effects of education policies in collaborative partnerships with education agencies. The training program will primarily include faculty and students from the School of Education, the Ford School of Public Policy, and the department of economics and sociology.
Over the course of the 5-year grant, the training program will recruit 12 PhD students for 3-year fellowships and 8 PhD students for 4-year fellowships for a total of 20 fellows. All fellowships will include tuition and benefits, a stipend, and a small research fund.
Fellows in this training program will participate in an interdisciplinary core curriculum consisting of coursework in quantitative methodology, causal inference, 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 policymakers. The training program also includes an ongoing interdisciplinary research colloquium on conducting education research.
The total projected costs of the training program are approximately $5.96 million. In addition to the $4.6 million grant from IES, the University of Michigan will cost-share approximately $1.36 million.
People and institutions involved
IES program contact(s)
Completed fellows
Products and publications
Project website:
Publications:
ERIC Citations: Available here.
Bardelli, E., Truwit, M., Choi, J. E., & Ronfeldt, M. (2024). The Black teacher pipeline: Insights from a state longitudinal data system. AERA Open, 10, 23328584241280917.
Berne, J., García, K. C., Jacob, B. A., Musaddiq, T., Owusu, S., Shapiro, A., & Weiland, C. (2025). Transitional Kindergarten: The new kid on the early learning block. Educational Researcher, 54(4), 177-187.
Berne, J. S., Jacob, B. A., Musaddiq, T., Shapiro, A., & Weiland, C. (2026). Impacts of Michigan Transitional Kindergarten through third grade. Child Development, aacag075.
Columbus, R., Cummings, K. M., Deane, K. C., Skiles, J., DesJardins, S. L., & McCall, B. P. (2025). Examining How Income Influences the Effects of Losing Merit Aid Among Tennessee Community College Students. AERA Open, 11, 23328584251393688.
Truwit, M. (2025). Investigating the promise of integrated student supports: An evaluation of the community school model in Tennessee. Peabody Journal of Education, 100(2), 252-282.
Truwit, M., Bardelli, E., & Ronfeldt, M. (2025). Simulating the statewide scaleup of a promising teacher education initiative to preempt its unintended consequences for racial inequity. Education Policy Analysis Archives, 33.
Truwit, M., Ronfeldt, M., & Bardelli, E. (2024). Exploring whether and how teacher residencies offer a different kind of preparation. AERA Open, 10, 23328584241231937.
Wu, T., & Weiland, C. (2026). Leveraging modern machine learning to improve early warning systems and reduce chronic absenteeism in early childhood. Educational Evaluation and Policy Analysis, 01623737261419046.
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Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.