December 2017

“The Roles of Neonatal Health and Race in Special Education Identification

Claudia Persico
Assistant Professor of Educational Leadership & Policy Analysis
University of Wisconsin – Madison

Wednesday, December 6th
Annenberg 303

Claudia Persico is an economics and neuroscience-oriented policy scholar with interests in inequality, education policy and early childhood health. Her research on school finance reform has recently been featured in the Quarterly Journal of Economics (“The Effects of School Spending on Educational and Economic Outcomes: Evidence From School Finance Reforms” with C. Kirabo Jackson and Rucker C. Johnson). Her current work examines the social and biological mechanisms underlying the relationships between poverty, the environment, and children’s cognitive development and health. In particular, much of her current research focuses on how early exposure to environmental pollution can cause inequality by affecting child health, development, behavior, and academic achievement, and how the conditions of poverty affect children’s likelihood of having a disability.

November 2017

Please join MPES for a colloquium talk:

“Making College Work: Pathways to Success for Disadvantaged Students”

Sandy Baum
Senior Fellow
Urban Institute

Harry Holzer
John LaFarge Jr. SJ Professor of Public Policy
Georgetown University

Wednesday, November 1st
Annenberg 303

Watch the recording here!

Too many disadvantaged college students in America spend time and money on coursework without graduating or earning credentials, while others earn degrees or certificates that hold little labor market value. Many of these students also struggle to pay for college, and some incur debts they have difficulty repaying. Harry Holzer of Georgetown University and the Urban Institute’s Sandy Baum propose a range of policy solutions aimed at alleviating difficulties faced by too many of America’s college students, including weak academic preparation, financial pressures, and institutional failures that create barriers to success.


Please join MPES for a colloquium talk:

“Academic Probation, Student Performance and Strategic Course Taking

Marcus Casey
Assistant Professor of Economics
University of Illinois at Chicago

Wednesday, November 29th
Annenberg 303

Watch the livestream or recording here!

We use a regression discontinuity design to study how academic probation affects outcomes and course- taking behaviors at a large public university in the US. Consistent with past work, students placed on probation improve their GPA in the subsequent semester. We document that part of this GPA improvement is attributable to strategic course-taking, and there is significant heterogeneity in these behaviors across race. Non-minority students placed on probation attempt fewer credits, easier courses, and are more likely to withdraw from courses in the following term. In contrast, underrepresented minorities exhibit few of these behaviors, consistent with past work that suggests black and Hispanic students are less likely to possess helpful institutional knowledge and use available support systems such as academic counseling.

May 2017

Tim Sass (Georgia State University) presents, “Teacher Shortages and What to Do About Them”

May 30th, 2017
12:30-1:45 PM
Annenberg 303

More talk info here!

MPES Welcomes Kathy Hirsh-Pasek!

“Living in Pasteur’s Quadrant: Navigating the Uncharted Waters between Basic and Applied Research”

Friday, May 5th, 2017
12:00-1:00 PM
Annenberg 345

See Full Talk Flyer Here.

April 2017

MPES Colloquium Series Welcomes Dr. Panayiota Kendeou!

“The Science of Debunking Misconceptions”

Effective learning often requires the revision of incorrect knowledge or misconceptions. In formal and informal learning environments such revision can be accomplished with refutation texts. Refutation texts acknowledge misconceptions, directly refute them, and provide a satisfactory explanation. In this talk, I will discuss a series of studies that examine the incremental steps of knowledge revision, detailing its time course and mechanisms during reading comprehension in the context of the Knowledge Revision Components framework (KReC; Kendeou & O’Brien, 2014). KReC aligns itself nicely with what we know about knowledge revision in the context of reading comprehension and has implications for research in text comprehension, conceptual change, persuasion, and the misinformation effect.

Thursday, April 6th, 2017
12:30-1:30 PM
Annenberg 303

See Full Talk Flyer Here


February 2017


Please join MPES and Learning Sciences in welcoming brown bag presenter Frank Vernon!

Thursday, February 23rd, 2017
12:30-1:30 PM
Anneberg 303

The assumed necessity of perspective-taking is embedded within multiple methods across a broad range of qualitative inquiry communities. It is oftentimes implicitly backgrounded within practices, like member checks, or more explicitly called to the fore, such as within certain types of analyses (e.g., meaningfield analyses, see Carspecken, 1996). Indeed, perspective-taking–or the practice of considering another’s potential interpretive range and meaning-making simultaneous to one’s own when coordinating interactivity–can be regarded a fundamental aspect of an ethical and/or understandable existence (Habermas, 1987; Mead, 1934). The vast bulk of the work in this area for research, however, has focused on researcher-researchee interactions. I will focus on a three year, comparative, parallel team ethnography in the University of Wisconsin system to flesh out a typology of perspective-taking within a multidisciplinary research team, from early team development to intersubjective, joint analysis, with a particular focus on where perspective-taking potentiated expansive insights not likely to occur within individual-researcher situations.

See the full talk flyer here.


Please join a MPES brown bag with Professor Dana McCoy!

Friday, February 17th, 2017
 12:30-1:30 PM
Annenberg 303

This presentation will highlight new findings from the Chicago School Readiness Project (CSRP), an early intervention program targeting classroom quality and child social-emotional development in Head Start settings.  In particular, we use person- and variable-centered approaches to describe low-income children’s profiles of behavior problem development from preschool through the end of elementary school.  We also consider the ways that random assignment to the CSRP intervention may impact children’s probability of ending up in each of these different trajectory profiles.  Implications of this work for research on intervention “fade out” and early educational policy will be discussed.

See the full talk flyer here.

Live stream the talk here: http://www.ustream.tv/channel/sesp303 

Watch the talk recorded here: https://youtu.be/I4kN0rT1bfw

January 2017

MPES and HDSP welcome Robert Crosnoe!

“Mothers, Children, and Early Child Care and Education in the U.S.”

Tuesday, January 31st, 2017 
12:30-1:45 PM 
Annenberg 303

See full talk flyer here!

Watch the talk live or recorded: http://www.ustream.tv/channel/sesp303