Position title: Professor, Sociology
Phone: (608) 262-4896
4454 Sewell Social Sciences
I am 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. I have worked with and taught on quantitative models for observational data for the past 15 years, largely applying my skills to substantive work in education. The data sets on which I rely 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 my own research, I am Deputy Director of our Interdisciplinary Training Program in Education Sciences (ED R305B200026) and help direct the research core in social stratification for our Center for Demography and Ecology (P2C HD047873; T32 HD07014). I provide methodological training and guidance to doctoral candidates affiliated with both programs. Much of the work I have 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 my 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).
Within CDE, my research falls squarely within the Demography of Inequality, and some of my more recent work is linked with Health and the Life Course and Spatial and Environmental Demography. Given my extensive background with quantitative analyses, I am well-trained to serve as Co-Director of the Scientific and Technical Core, and I also serve as a member of the CDE Executive Committee.
CDE research theme area affiliations
Demography of Inequality; Health and the Life Course; Spatial and Environmental Demography
Warren, John Robert, Chandra Muller, Robert A. Hummer, Eric Grodsky, and Melissa Humphries. 2020. “Which Aspects of Education Matter for Early Adult Mortality? Evidence from the High School and Beyond Cohort.” Socius 6. https://journals.sagepub.com/doi/abs/10.1177/2378023120918082
Jaymes Pyne and Eric Grodsky. 2020. “Inequality and Opportunity in a Perfect Storm of Graduate Student Debt.” Sociology of Education 93 (1): 20-39. https://www.asanet.org/inequality-and-opportunity-perfect-storm-graduate-student-debt
Christian Smith, Eric Grodsky and John Robert Warren. 2019. “Late-Stage Educational Inequality: Can Selection on Academic and Noncognitive Skills Explain Waning Social Background Effects?” Research in Social Stratification and Mobility 63. https://doi.org/10.1016/j.rssm.2019.100424
Mallinson, David, Eric Grodsky and Deborah Ehrenthal. 2019. “Gestational age, kindergarten-level literacy, and effect modification by maternal socioeconomic and demographic factors.” Paediatric and Perinatal Epidemiology 33 (6): 467-479. https://pubmed.ncbi.nlm.nih.gov/31503367/