Project Activities
The University of Wisconsin-Madison's Interdisciplinary Training Program for Predoctoral Research in the Education Sciences (ITP), initially funded by IES in 2005, trains doctoral students to conduct education policy research in collaborative partnerships with education agencies. ITP is housed within the Wisconsin Center for Education and includes faculty and students from the departments of sociology, economics, psychology, political science, social welfare, educational leadership and policy analysis, educational policy studies, and educational psychology.
Over the course of the 5-year grant, the program will recruit approximately 22 doctoral students for 5-year fellowships. IES funding will cover up to 3 years of a fellow's training and the remaining fellowship years will be funded by the University of Wisconsin-Madison. All ITP fellows will receive tuition and benefits, stipends, and a small research fund.
ITP fellows will participate in an interdisciplinary core curriculum consisting of coursework in quantitative methodology, research design, and education policy. Fellows will also participate in year-long research apprenticeships and year-long policy/practice apprenticeships. The training program also includes an ongoing interdisciplinary seminar on conducting education research as well as course work for a minor in Education Sciences.
The total projected costs of the training program are $6.12 million. In addition to grant from IES, the University of Wisconsin-Madison will be contributing approximately $1.8 million as a cost-share.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Project website:
Publications:
Ash, T. L. (2025). Giving away the science of school psychology. School Psychology Review, 54(4), 443-458.
Ash, T. L., Bowen, A. E., Chleborad, S., Bednarek, G., Godfrey, E., Norman, E., ... & Garbacz, A. (2025). Perspectives on supporting youth mental health in rural communities. Journal of Rural Mental Health.
Ash, T. L., Feinberg, A. B., Meyer, K. A., & Garbacz, S. A. (2024). School teams’ reported implementation of family–school partnerships in PBIS: Current practices and opportunities for growth. Journal of Positive Behavior Interventions, 26(4), 194-203.
Ash, T. L., & Maguire, S. C. (2024). A scoping review of diversity training for teachers: The potential for school psychology. School Psychology Review, 53(4), 382-399.
Bier, R., Vaade, E., & Witthuhn, C. (2025). Do Peers’ Skills Matter for Learning in Preschool Classrooms? Within-and Across-Classroom Differences in the Relationship Between Peers’ Academic Skills and Individual Skill Gains. American Educational Research Journal, 62(4), 726-762.
Buhrman, G., Liao, X., & Kim, J. S. (2023, July). Exploring conceptual differences among nonparametric estimators of treatment heterogeneity in the context of clustered data. In The Annual Meeting of the Psychometric Society (pp. 261-274). Cham: Springer Nature Switzerland.
Buhrman, G., Tan, H. L., Hanita, M., Campos-Pereira, M., Kennedy, J. L., Zweig, J., ... & Tally, W. (2026). Measuring Historical Empathy in Middle and High School Students: The Historical Empathy Measure. The Journal of Social Studies Research, 0885985X261434163.
Grondin, M., Swart, M. I., Fu, K., Nathan, M. J., & Kim, D. (2024). Can Speech Ground Mechanical Reasoning During Engineering Discourse?. In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 314-321. International Society of the Learning Sciences.
Handley, J. L., Lehmann, C. U., & Ratwani, R. M. (2024). Prioritizing Data Privacy and Security in Pediatric AI—Reply. JAMA pediatrics, 178(10), 1085-1085.
Klingbeil, D. A., Latham, A. D., Kim, J. S., & Schmitt, M. C. (2025). Base Rates of Non‐Proficiency in Reading and Math: Implications for Universal Screening. Psychology in the Schools, 62(3), 721-733.
Latham, A. D., & Klingbeil, D. A. (2024). Effects of portable interventions on school psychologists’ graph-rating inconsistency. School Psychology.
Odle, T. K., Wright-Kim, J., & Castrejón, A. (2026). Whose last dollar? Estimating the effects of promise programs on financial aid awards. The Journal of Higher Education, 97(2), 275-304.
Osworth, D., Lebovitz, B. A., & Jackson, M. (2026). Persistently Disciplined: Evidence of Out-of-School Suspension Disparities in South Carolina. Journal of Education for Students Placed at Risk (JESPAR), 1-26.
Swerbenski, K. L., Barnett, K. C., Devine, P. G., & Shutts, K. (2024). Making “fast friends” online in middle childhood and early adolescence. Social Development, 33(1), e12708.
Related projects
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
