Eric Grodsky

Position title: Chair Ex-Officio Member, Board of Visitors


4455 Sewell Social Sciences

Eric Grodsky head shot

Eric Grodsky is a Professor of Sociology and Educational Policy Studies, co-PI on the High School and Beyond study and Co-Director of the Madison Education Partnership, a research-practice partnership between the Madison Metropolitan School District and UW-Madison. He has worked with and taught on quantitative models for observational data for the past 15 years, largely applying his skills to substantive work in education. The data sets on which he relies are typically drawn from panel studies based on stratified, clustered samples, have complex patterns of unit and item nonresponse and thus require analytic techniques to address a variety of violations of assumption on which simpler model are based (including correlated disturbances and heteroskedasticity).

In addition to pursuing his own research, Eric is Deputy Director of the Interdisciplinary Training Program in Education Sciences (ED R305B200026) and helps direct the research core in social stratification for the Center for Demography and Ecology (P2C HD047873; T32 HD07014). He provides methodological training and guidance to doctoral candidates affiliated with both programs. Much of the work Eric has done considers the stratified contexts under which families and schools contribute to the development of human capital. Students develop skill throughout their life course, beginning during early childhood, the focus of some of Eric’s current work, through primary, middle and high school, college and beyond. At each step of the way some are accelerated or ‘propped up’ by family advantage while others struggle to overcome obstacles that thwart their development. These skills include socioemotional and behavioral skills often measured via surveys or proxy reports from parents and teachers, cognitive skills related to academic achievement (captured by standardized test scores, including but not limited to state accountability systems and college entrance exams) and complementary skills between these two, such as the ability to perform tasks in a satisfactory way, produce quality written work and meet deadlines (often proxied in educational surveys by grades or other teacher evaluations).