A working paper from WEC highlights the persistent challenges rural schools face in attracting and retaining teachers — while also examining how educator preparation programs across the state are working to strengthen the pipeline of future educators.
The newest MEP research brief shows “strong evidence” suggesting students in the full-day 4K program at Madison Metropolitan School District learn more over the school year than their peers attending half-day 4K.
Field Day's newest game is Project Hercules, an astrophysics primer that invites players to become Astrid, an astronomer working in the year 2098 to identify objects in the night sky and uncover the mystery of an impending celestial event. The game uses research from WIPAC's IceCube Neutrino Observatory.
WCER researchers played a central role in this study, not only advancing national research but also positioning Wisconsin as a leader in equity-centered education reform. Their work highlights how intentional partnerships can reshape leadership pathways to better assist historically underserved students.
A $16.7 million initiative led by WCER researcher Timothy Tansey is funneling practical tools and training to essential state workers tasked with helping individuals with disabilities find quality employment in every U.S. state and territory.
ITP | Fraction Tutoring Project: Lessons Learned
Jennifer Murray, Third-year graduate student, UW–Madison Department of Psychology
MLRC Speaker Series | Implementation of High-Quality Dual Language Immersion Programs in International Schools
Ying Chu, Director of Chinese and Dual Language Learning, International School of Beijing
ITP | When and Why Does College Advising “Work”: Evidence from Advise in TN
Taylor Odle, Assistant Professor, Department of Educational Policy Studies, UW–Madison
Office of Research & Scholarship, Mar 25
Office of Research & Scholarship, Mar 18
Office of Research & Scholarship, Mar 10
Office of Research & Scholarship, Mar 9
Office of Research & Scholarship, Feb 26
Office of Research & Scholarship, Feb 19
“Utilizing an Inclusive Framework to Advance Equity in Science, Technology, Engineering, and Mathematics Within an Anti–Diversity, Equity, and Inclusion Landscape,” Selyna Perez Beverly (formerly of Aspire), Journal of Diversity in Higher Education, March 2026
“Peers in the Early Years: Peer Network Homophily Among Four-Year-Old Preschool Students,” Rebecca Bier, Elizabeth Vaade, Culleen Witthuhn, Early Childhood Research Quarterly, March 2026
“Peers in the Early Years: Peer Network Homophily Among Four-Year-Old Preschool Students,” Rebecca Bier, Elizabeth Vaade, Culleen Witthuhn, Early Childhood Research Quarterly, March 2026
“Who Needs Tildes Anyways?: A Decolonial Analysis of Student Engagement in Translanguaging Practices and Pedagogies,” Esther Bettney Heidt, Journal of Multilingual and Multicultural Development, November 2025
“Validating Automated Assessments of Teaching Effectiveness Using Multimodal Data,” Tim Fütterer, Ruikun Hou, Babette Bühler, Efe Bozkir, Courtney Bell, Enkelejda Kasneci, Peter Gerjets, Ulrich Trautwein, Learning and Instruction, November 2025
Mariana Castro, October 2025
Zhe An was awarded $49,948 from the Spencer Foundation for “How Young Children Make Sense of Exclusionary Discipline: A Participatory Study With Preschoolers” through Aug. 31, 2026. (032626)
Laurene Christensen was awarded $1,775,742 from the U.S. Department of Education, in a subaward from the Minnesota Department of Education, for “Accessible Pathways Project” through Sept. 30, 2026. (032626)
Taylor Odle was awarded $715,000 from the Lumina Foundation for Education for “Simplifying Enrollment in Practice: Studying the Integration of Direct Admissions Programs and Financial Aid (Phase II)” through July 30, 2027. (032626)
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