PUBLICATIONS BY TOPIC
On this page:
Early Childhood Education
Research Briefs
Love, H., Correa, J., Grodsky, E., Vaade, B., Witthuhn, C., Duong, L., & Lemma, Y.. (2024) Full Day 4K in Year Two: Examining Classroom Pedagogy in 4K and 5K. Madison, WI: Madison Education Partnership. pp.1-37.
Bier, R., Grodsky, E., Vaade, B., & Witthuhn, C.. (2024) Full Day 4K in Year Two: Understanding Learning Gains for Students. Madison, WI: Madison Education Partnership. pp.1-20.
Bier, R.*, Love, H.*, Boonstra, K. Brown, K.G., Duong, L., Grodsky, E., Lauter, L., Miesner, H.R., Vaade, B., & Witthuhn, C.. (2023) Extending the school day for our youngest scholars: Learning about the first year of full-day 4K implementation in MMSD. Madison, WI: Madison Education Partnership. pp.1-2.
Love, H., Boonstra, K., Miesner, H.R., Lauter, L., Grodsky, E., Vaade, E., Witthuhn, C., & Duong, L.. (2023) MEP Full-day 4K Evaluation: Examining 4K Classroom Pedagogy Madison, WI: Madison Education Partnership. pp.1-30.
Bier, R., Miesner, H.R., Grodsky, E., Vaade, E., Witthuhn, C., & Brown, K.G.. (2023) Extending the school day for our youngest scholars: Learning gains in full- and half-day 4K classrooms. Madison, WI: Madison Education Partnership. pp.1-13.
Bier, R., Miesner, H.R., Grodsky, E., Witthuhn, C., Vaade, E., & Brown, K.G.. (2022) MEP Full-day 4K Evaluation: Baseline Data Update Madison, WI: Madison Education Partnership. pp.1-4.
Miesner, H. R., Grodsky, E., Witthuhn, C., & Vaade, E. (2022) Mathematize Your CLASS 2: Supporting 4K Teachers through Remote Professional Learning Communities. Madison, WI: Madison Education Partnership. pp. 1-16.
Hoiting, J., Boonstra, K., Snyder, J., Graue, E., Grodsky, E., Witthuhn, C., & Vaade, E. (2020) Mathematize Your CLASS: How Educators and Researchers Co-developed a Professional Development Series for 4K Teachers. Madison, WI: Madison Education Partnership. pp. 1-53
Lauter, L., Woo, M., Grodsky, E. & Graue, M.E. (2020). Improving the Transition to Kindergarten Through Information Sharing: Project Report. Madison Education Partnership. pp. 1-35.
Woo, M., Lauter, L., Jeppson, A., Graue, E., Grodsky, E., & Vaade, E. (2019) Combined Project Briefs: Improving the Transition for Students, Families, and Teachers. Madison, WI: Madison Education Partnership. pp. 1-40.
Young, K., Ramberg, E., Awkward-Rich, L., Boonstra, K., Hoiting, J., Snyder, J., Graue, E., Grodsky, E., Jeppson, A., & Vaade, E. (2019) Understanding the Quality of Instruction in Madison 4-Year-Old Kindergarten. Madison, WI: Madison Education Partnership. pp. 1-29.
Pyne, J., Grodsky, E., Vaade, E., Camburn, E., Bradley, D. (2017) Madison Metropolitan School District Four-Year-Old Kindergarten Program: Patterns of Enrollment. Madison, WI: Madison Education Partnership. pp.1-13.
Grodsky, E., Pyne, J., Vaade, E., Camburn, E., Bradley, D. (2017) Preparing the Littlest Learners: Four-Year-Old Kindergarten Readiness in MMSD. Madison, WI: Madison Education Partnership. pp.1-22.
Executive Research Summaries of Sponsored Studies
Mancilla, L. & Rhoad-Drogalis, A. (2020). Engaging with Parents of Multilingual Children: Exploring Multilingual Parents’ Perceptions about Their Children’s Early Care and Education Program and Their Decision-Making about Enrollment and Attendance (PDF). Madison, WI: Madison Education Partnership.
Graue, M.E., Woo, M., & Lee, J. (2018). Family Decision Making about 4K Enrollment in MMSD (PDF). Executive Research Summary for the Madison Education Partnership. Madison, WI.
Gettinger, M., & Ostrander, K. (2018). Teacher-child interactions, teacher beliefs, and student outcomes in MMSD 4K classrooms (PDF). Madison, WI: Department of Educational Psychology, University of Wisconsin–Madison
Pilarz, A.R., Lin, Y. (2018) Family Engagement in the Madison Metropolitan School District’s Four-year-old Kindergarten Program: Implications for Children’s School Readiness. Executive Research Summary for the Madison Education Partnership. Madison, WI.
Wright, T., Taub, A., Fetter, A., Shumpert, J. (2018) Madison Metropolitan School District’s Four-year-old Kindergarten: Pathways to Resilience for Children and Families Experiencing Homelessness. Executive Research Summary for the Madison Education Partnership. Madison, WI.
Shutts, K., Kalish, C. (2018) Understanding, Measuring & Assessing the Development of Interpersonal Skills in Four-year-old Kindergarten. Executive Research Summary for the Madison Education Partnership. Madison, WI.
Journal Articles
Scott, K. E., King, R., Cochrane, A., Kalish, C., & Shutts, K. (2023). Direct Assessments of Social Skills can Complement Teacher Ratings in Predicting Children’s Academic Achievement. Journal of Cognition and Development.
Premo, E., Ros Pilarz, A., & Lin, Y. (2023). Pre-kindergarten teachers’ family engagement practices and English Language Learners’ attendance and early learning skills: Exploring the role of the linguistic context. Early Childhood Research Quarterly
Boonstra, K., Miesner, H.R., Graue, E., & Grodsky, E. (2022). Participation and learning in prek teacher workgroups: a communities of practice analysis of mathematics-focused professional development. Journal of Early Childhood Teacher Education.
Research Memos
Brown, K.G., Monahan, B. (2022). How Does Family Engagement Influence Outcomes for 4K Students?. Madison, WI: Madison Education Partnership. pp. 1-3.
Premo, E. (2018) A Review of Select Assessments to Measure School Readiness at the Start of Kindergarten. Madison, WI.
Blog Posts
“Can Kindergarten for 4-Year-Olds Help Close Equity Gaps?” by Program Manager Dominique Bradley and Co-Director Eric Grodsky, for EdWeek, June 19, 2017.
A Madison-based research-practice partnership studies impacts of local 4K program.
Mental Health
Executive Research Summaries of Sponsored Studies
Garbacz, S. A., & Kilgus, S. P. (2022). Improving Equitable Social, Emotional, and Behavioral Outcomes by Aligning and Integrating Mental Health Systems and Family-School-Community Collaboration in MTSS (PDF). Executive Summary for the Madison Education Partnership. Wisconsin Center for Education Research. pp. 1-3.
Mathematics
Research Briefs
Dharmasankar, S., Grodsky, E., & Vaade, B. (2024) Trends in MMSD Middle School Math Performance from 2015-16 to 2023-24. Madison, WI: Madison Education Partnership. Wisconsin Center for Education Research. pp. 1-19.
Miesner, H. R., Grodsky, E., Witthuhn, C., & Vaade, E. (2022) Mathematize Your CLASS 2: Supporting 4K Teachers through Remote Professional Learning Communities. Madison, WI: Madison Education Partnership. pp. 1-16.
Hoiting, J., Boonstra, K., Snyder, J., Graue, E., Grodsky, E., Witthuhn, C., & Vaade, E. (2020) Mathematize Your CLASS: How Educators and Researchers Co-developed a Professional Development Series for 4K Teachers. Madison, WI: Madison Education Partnership. pp. 1-53
Journal Articles
Boonstra, K., Miesner, H.R., Graue, E., & Grodsky, E. (2022). Participation and learning in prek teacher workgroups: a communities of practice analysis of mathematics-focused professional development. Journal of Early Childhood Teacher Education.
Hall, G., Schaefer, P., Hedges, T., & Grodsky, E. (2021). Examining Bridges in Mathematics and Differential Effects Among English Language Learners. School Psychology Review.
Research Memos
Wertz, J. (2023) Designing Highly Effective School-Based Tutoring Programs. Madison, WI: Madison Education Partnership. pp. 1-5.
Hall, G., Schaefer, P., Hedges, T., & Grodsky, E. (2020). Examining Bridges in Mathematics and Differential Effects Among English Language Learners. Madison, WI: Madison Education Partnership. pp. 1-36.
Student Attendance
Research Briefs
Eklund, K., Wertz, J., Pyne, J., Vaade, E., & Grodsky, E. (2019). Missing School in Middle School: The Signal Absences Send. Madison, WI: Madison Education Partnership. pp. 1-25.
Pyne, J., Grodsky, E., Vaade, E., Camburn, E., Bradley, D. (2018) What Happens When Children Miss School? Unpacking Elementary School Absences in MMSD. Madison, WI: Madison Education Partnership. pp.1-42.
Executive Research Summaries of Sponsored Studies
Mancilla, L. & Rhoad-Drogalis, A. (2020). Engaging with Parents of Multilingual Children: Exploring Multilingual Parents’ Perceptions about Their Children’s Early Care and Education Program and Their Decision-Making about Enrollment and Attendance (PDF). Madison, WI: Madison Education Partnership.
Plante, D.T., Blair, E.E., Cook, J.D., Tran, K.E., Peppard, P.E. (2020). The Impact of Sleep and Circadian Factors on Middle School Attendance in the Madison Metropolitan School District: A Mixed-Methods Investigation (PDF). Executive Research Summary for the Madison Education Partnership. Madison, WI.
Journal Articles
Cook, J.D., Peppard, P.E., Blair, E.E., Tran, K.M., Hertting, M.C., & Plante, D.T. (2021). Associations of school night sleep duration and circadian preference with middle school-aged student attendance, tardiness, and suspension. Sleep Health.
Pyne, J., Grodsky, E., Vaade, E., McCready, B., Camburn, E., & Bradley, D. (2021). The Signaling Power of Unexcused Absence from School. Educational Policy.
Research Memos
Kanter, A.M. & Grodsky, E. (2020). Understanding and Addressing Chronic Absence and Habitual Truancy. Madison, WI: Madison Education Partnership. pp. 1-18.
Blog Posts
“Understanding Surprising Research Findings on School Attendance” by MEP Co-Director Beth Vaade for EdWeek, October 4, 2018.
Students' academic achievement may be less strongly linked to actual school attendance than first thought. In this EdWeek blog, Vaade highlights new research findings from MEP that indicate family income, race/ethnicity, and parental education are more linked to achievement than the number of days of school students attend. The findings highlight the challenges district staff face as they work to improve attendance and address opportunity gaps.
“How Much Does Missing School Matter for Young Children?” by MEP Co-Director Eric Grodsky for EdWeek, October 1, 2018.
Grodsky discusses research about inequalities among MMSD students related to their number of excused and unexcused absences. The research reveals that the type of absence—excused or unexcused—matters. Critically important are environmental and background factors. The findings raise serious considerations for researchers and policy makers to address as they seek to close opportunity or achievement gaps.
School Climate
Research Briefs
(2021) Making a Classroom a Community: Research on Middle School Belonging. Madison, WI: Madison Education Partnership. pp. 1-8
Executive Research Summaries of Sponsored Studies
Quintana, S. M., & Campbell, S. M. (2022). Empowering Educators to Combat Bias through Dialogue (PDF). Executive Summary for the Madison Education Partnership. Madison, WI.
Pacheco, M., Louie, N., Berland, L., Grant, C., Nichols, K., & Roeker, L. (2022). Radical Belonging in Racist Systems: A School-University Partnership to Enact an Antiracist Learning Community (PDF). Executive Research Summary for the Madison Education Partnership. Madison, WI. pp. 1-3.
McQuillan, M., Hohs, S., Herdina, J., Gong, X., & Gill, E. (2022). Examining School Supports and Barriers to Improving the Health, Safety, and Academic Achievement of LGBTQ+ Students (PDF). Executive Research Summary for the Madison Education Partnership. Madison, WI. pp. 1-3.
Turner, E., Posey-Maddox, L., Hilgendorf, A., & Anaya, E. (2022). Educational Supports for Children of Color during the COVID-19 Pandemic (PDF). Executive Research Summary for the Madison Education Partnership. Madison, WI. pp. 1-2.
Journal Articles
Pyne, J., Grodsky, E., Eklund, K., Schaefer, P., & Vaade, E. (2023). Teacher Mindsets and Student Sense of Classroom Belonging. The Journal of Early Adolescence, 0(0).
McQuillan, M. T., Gill, E. K., & Gong, X. (2023). LGBTQ+-Inclusive Professional Development in Elementary Schools: Does It Matter to Schoolwide Discipline? Journal of School Leadership, 0(0).
Research Memos
(2021). Making a Classroom a Community: Research on Middle School Belonging. Madison, WI: Madison Education Partnership. pp. 1-2.
Pyne, J. & McCready, B. (2019). Elementary School Positive Behavior Reports and Middle School Success. Madison, WI: Madison Education Partnership. pp. 1-21.
Research Practice Partnerships
MEP Article
Blog Posts
“Bringing Education Research Into the Public Sphere” by Program Manager, Dominique Bradley, for EdWeek, May 21, 2018.
MEP engaged in its first public showcase of work and we reflect on how we can “peel back the lid” on research in a collaborative and engaging way.
“No Surprises’ Policies Between School Districts and Universities: The Surprising Reality” by Co-Director Beth Vaade, for EdWeek, September 28, 2017.
A school district leader shares the unexpected challenges of implementing a "no surprises" policy that worked for the district and the university.
“Lessons Learned from Developing a ‘No Surprises’ Policy for Releasing Research Findings” by Program Manager Dominique Bradley, for EdWeek, September 25, 2017.
No surprises for who? A partnership between a school district and a university shares the experience of crafting and implementing a "no surprises" policy.
“The Benefits of Research-Practice Partnership Work” by Research Assistant Jaymes Pyne and Co-Director Beth Vaade, for EdWeek, June 22, 2017.
Andrew Statz, MEP Steering Committee member and MMSD Executive Director of Research, Accountability & Data Use, comments on the benefits and value of his local research-practice partnership.