phd in policy and education

Doctor of Philosophy in Education

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Reshaping Teacher Licensure: Lessons from the Pandemic

Olivia Chi, Ed.M.'17, Ph.D.'20, discusses the ongoing efforts to ensure the quality and stability of the teaching workforce

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

Connect with Pitt Education

PhD in Education Policy

Become a world-class researcher in equity-driven educational policy.

Our PhD in Education Policy provides you with a deep and nuanced understanding of the education policy process, including policy formulation, implementation, and evaluation, and the methodological approaches used to examine these processes and their effects. As a student, you will also explore how the (re)design of policies and systems create substantive improvements in learning opportunities for learners of all ages.

Through apprenticed research experiences and coursework, students will be prepared to engage in collaborative partnerships with a range of policy stakeholders including educators, leaders, policymakers, students, and communities across local, national, and international contexts

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Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

5 years on average

Enrollment Term

Application Deadline

Admissions Requirements

No GRE Exam required

Program Overview

The PhD in Educational Policy is a 90-credit doctoral program. Through apprenticed research experiences, students will gain expertise in policy analysis necessary to prepare them to do independent research and pursue careers in policy research.

Flexible Curriculum

Students have the flexibility to choose courses that match their interests. Many options for customization exist within the curriculum and through the choice between electives or the completion of an optional Area of Concentration (ARCO).

Specialization Option

In place of the elective requirement, students have the option of completing an Area of Concentration (ARCO) as part of the degree. An ARCO is a University of Pittsburgh credential that provides specialization within a specific discipline of education policy. The doctoral ARCO pathway is 18 credits and does not result in any added cost, time, or credit hours.

• Comparative and International Education ARCO

See details about the ARCO courses in the curriculum section below. 

For expanded class descriptions, visit the University of Pittsburgh Graduate and Professional Studies catalog .

Minimum of 90 credits required

Education Policy Core (6 credits)

Students are required to complete both courses:

• EFOP 3010 – Educational Systems, Macro Policy, and Politics  (3 credits)
• EFOP 3011 – Education Policy: Students, Families, Educators and Policymakers (3 credits)

Research Methods (21 credits)

A total of 21 credits is required.

Students take the following three schoolwide PhD core research courses (9 credits):  

• EDUC 3100: Intro to Quant Methods: Descriptive and Inferential Statistics (3 credits)
• EDUC 3103: Quantitative Methods 2 (3 credits)
• EDUC 3104: Introduction to Qualitative Methods (3 credits)

12 additional credits should be taken, based on interests. Recommended research methods courses include but are not limited to:

• EDUC 2201 Introduction to Research Methodology
• EDUC 2205 Field Methods
• EDUC 3000 Advanced Applied Statistical Analysis
• EDUC 3106 Advanced Applied Qualitative Analysis
• EDUC 3107 Ways of Knowing
• EDUC 3418 Causal Moderation and Mediation Analysis
• EDUC 3501 Critical Policy Analysis
• EDUC 3503 Historical Research Analysis & Archival Methods
• EDUC 3505 Research-Practice Partnerships
• EDUC 3506 Mixed Methods Research
• EFOP 2018 Statistics 1: Descriptive and Inferential Statistics
• EFOP 2019 Statistics 2: Analysis of Variance
• EFOP 2030 Experimental Design
• EFOP 2353 Applied Anthropology of Education
• EFOP 2410 Applied Regression Analysis
• EFOP 3012 Qualitative Data Management Analysis and Presentation
• EFOP 3201 Introduction to Educational Evaluation
• EFOP 3208 Case Study Methods in Education
• EFOP 3408 Hierarchical Linear Modeling
• EFOP 3471 Constructing Questionnaires and Conducting Surveys
• EFOP 3472 Causal Inference in Educational Research
• TLL 2405 Introduction to Action Research Methods
• TLL 3003 Research Interviewing

Program Electives (18 credits) or Optional Area of Concentration (18 credits)

Students can either take program electives or select from an approved list of courses in the Comparative and International Education ARCO.

Program Electives (18 credits)

Social context

• EFOP 2133 Gender and Education
• EFOP 2305 Sociology of Education
• EFOP 2306 History of Education
• EFOP 2307 Politics and History of Higher Education
• EFOP 2310 Contemporary Philosophy of Education
• EFOP 2343 Education and Culture
• EFOP 2352 Anthropology of Education
• EFOP 2398 Economics of Education
• EFOP 3003 Theories of Educational Inequality
• EFOP 3310 Philosophy of Education, Equity & Justice

Education Policy 

• EDUC 3505 Research-Practice Partnerships 
• EFOP 3141 Policy Studies in Higher Education 
• EFOP 3315 Education Politics: Power & Inequality in K-12 Education Systems
• TLL 3021 Learning Sciences and Educational Change
• TLL 3008 Educational Policy
• TLL 3095 Organizational Perspectives on Education Improvement
• TLL 3540 Design of Educational Systems

Higher Education

• EFOP 2129 Social Justice in Higher Education Settings
• EFOP 3015 Ethical Issues in Higher Education
• EFOP 3131 Student, Campus, & Society
• EFOP 3141 Policy Studies in Higher Education
• EFOP 3150 Foundations for the Study of Higher Education

Special Courses

• EFOP 2096 Internship in EFOP
• EFOP 2089 Special Topics
• EFOP 3089 Special Topics
• EFOP 3098 Directed Study

Area of Concentration (ARCO) Option (18 credits)

Instead of completing program electives, students can opt to add an ARCO in Comparative and International Education Policy.

To meet the criteria for the area of concentration in Comparative & International Education, students complete at least 18 credits from the courses listed below, including 3 required credits of EFOP 3085. 

• EFOP 3085 Comp & Int’l Ed Seminar
• EFOP 2106 International & Global Education
• EFOP 2359 Gender, Education, and International Development
• EFOP 3136 Comparative Higher Education
• EFOP 3301 Social Theories & Education in Global Context
• EFOP 3343 Comparative Education

General Electives (9 credits)

All students are required to take 9 credits of general electives. Students can select from any graduate-level courses relevant to their program of study, with advisor approval.

Supporting Field (9 credits)

As an interdisciplinary program of study, PhD students in the Education Policy program are required to take 9 credits outside of the School of Education representing a coherent disciplinary or thematic focus.

We encourage students to consult with their advisors about selecting courses that best align with their goals. Courses taken at a previous institution may be transferred to meet the Supporting Field requirement, if approved by the advisor.

No modifications to this requirement are permitted, unless approved by a majority of the program faculty.

Other Required Courses (27 credits)

• EDUC 3102: First-Year Seminar (1 credit)
• EDUC 3105: First-Year Seminar (2 credits)
• EFOP 3097: Supervised Research (6 credits)
• Dissertation Credits (18 credits)

Degree Requirements

• Completion of all coursework
• Dissertation defense
• Doctoral comprehensive examination

Prerequisites

• Bachelor’s degree in any subject
• Interest in a career related to education policy and in exploring how policy can contribute to more just and equitable education systems

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Upcoming Info Sessions

General Info Session (Virtual)

April 29, 2024 | Noon-1 PM

May 13, 2024 | Noon-1 PM

June 3, 2024 | Noon-1 PM

"My classes, professors, and staff have been welcoming and engaged throughout my time in the program. It has inspired me to work for international education, social justice, and social change both in my hometown in Peru and around the world." Jennifer Ponce Cori - Pitt student

Career Pathways

Popular pathways include the following:

• Faculty position at a higher education institution
• Senior policy fellow
• Policy researcher for a government agency, non-governmental agency, or nonprofit institution

Program Faculty

Program Coordinator

Hayley R. Weddle

Eleanor Anderson

Josh Bleiberg

Michael Gunzenhauser

Sean Patrick Kelly

Maureen McClure

Maureen K. Porter

M. Najeeb Shafiq

Keith Trahan

Leigh Patel

Mariko Yoshisato Cavey

Program News

PhD Student David Smith Receives NAEd/Spencer Dissertation Fellowship

PhD Student David Smith Receives NAEd/Spencer Dissertation Fellowship - Read more

Prof. Maureen Porter Receives Outstanding International Educator Award

Prof. Maureen Porter Receives Outstanding International Educator Award - Read more

Two Faculty Members Named 2022 AERA Outstanding Reviewers

Two Faculty Members Named 2022 AERA Outstanding Reviewers - Read more

2022 Educational Leadership Series Will Explore Global Freedom Work

2022 Educational Leadership Series Will Explore Global Freedom Work - Read more

Five Questions with Alumna Yidan Wang of the World Bank Group

Five Questions with Alumna Yidan Wang of the World Bank Group - Read more

Education Policy PhD

Doctor of philosophy in education policy.

In the rapidly changing and increasingly complex world of education, a crucial need exists for better knowledge about how schools and school systems, higher education, and early childhood education can be organized and led most effectively. We need to reach deeper understandings of how policies, politics, and the law can advance the twin goals of excellence and equity, how educational institutions and systems can best acquire and use resources, how leaders can support teacher development and student achievement, and how education policymakers and leaders can make best use of information from student assessments, program evaluations, and analytical research. This knowledge should be based on thoughtful reasoning and solid evidence; it should be theoretical in scope but also have clear implications for education practice.

The campus-based Ph.D. degree in Education Policy responds to these knowledge demands by focusing on the scholarly study of education policy. This degree program provides the opportunity to develop expertise in many interconnected subject areas and preparation for careers in academic research and teaching or in applied policy development and research. Graduates of the Ph.D. program are able to build new knowledge, teach new leaders, and craft new policies.

In the Education Policy program, students will consider how laws and policies impact the reform of educational systems and how they support or impede improvements in curriculum, teaching, and student achievement. Furthermore, students will analyze the political, social, economic and legal dynamics that affect policy development and implementation.

The program may be completed in 75 credits, of which up to 30 credits may be transferred from another graduate institution. In addition to study in education policy, the program requires extensive preparation in quantitative and qualitative research methods and in one of the cognate social sciences offered by the University, for example, Political Science, Sociology, Economics, or Law. For information, please contact Gosia Kolb at  [email protected] .

Doctoral Student Profiles

Career Outcomes

Study Guides & Worksheets

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Three (3) Letters of Recommendation, one (1) of which should be academic
• GRE General Test
• Two (2) Academic Writing Samples

Application Guidelines and Required Documents

The faculty members of the Education Policy Program collectively make admissions decisions for our Program. We are committed to a holistic review of applicants’ materials and to creating a diverse and inclusive doctoral cohort and learning community. In the application materials, the Statement of Purpose is particularly important. We strongly recommend that applicants describe their intellectual and applied interests in education policy and why they believe our program is a good fit for them given their background, past experiences, and future plans. It is helpful to mention particular specialization areas they’re interested in and/or faculty members they would like to work with. Applicants are also encouraged to describe any personal circumstances that have impacted their prior education and their plans for the future. Doctoral study culminates in a research dissertation, and while applicants are not expected to enter our program with a fully conceived research plan, it would be helpful to know about prior research experience and current general thinking about an eventual topic area. While we ask for GRE scores, they are not the decisive factor and we do not have any particular cut-off point for admission. Regarding letters of recommendation, we ask for three letters, at least one (1) of which should be from a professor or another academic source who can speak to the applicant’s academic interests and strengths.

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

In the rapidly changing and increasingly complex world of education, a crucial need exists for better knowledge about how policies can support early childhood education, elementary and secondary education, and higher education while advancing the goals of efficiency, excellence, and equity. The school-year Ph.D. degree in Education Policy responds to these knowledge demands by focusing on the scholarly study of education policy. This degree program provides the opportunity to develop expertise in many interconnected subject areas as preparation for careers in academic research and teaching or in applied policy development and research. 

The degree program may be completed in a minimum of 75 points, Up to 30 points of eligible coursework  may be transferred from another accredited graduate institution. In addition to study in education policy, the degree program requires extensive preparation in quantitative and qualitative research methods and in one or more of the social science disciplines, including economics, history, law, political science, and sociology. Students must complete a doctoral certification process and a research dissertation.

• View Other Degrees

Box: Box 11

Teachers College, Columbia University Zankel 212

Contact Person: Malgorzata Kolb

Phone: (212) 678-3751 Fax: (212) 678-3589

Email: kolb@tc.columbia.edu

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Education policy, doctor of philosophy (ph.d.), you are here, an individualized doctoral program and an apprenticeship that prepares you for advanced empirical education policy research..

The goal of the Education Policy doctoral program is to produce the next generation of education policy scholars and researchers by providing students with deep content knowledge, disciplinary grounding, and training in the use of rigorous, cutting-edge methods. We study early childhood education, K-12, and beyond, in the United States and around the world. Our program has a proven record of preparing students for a variety of research careers, such as professors at top tier-universities and policy researchers at premier research firms, non-profit research organizations, and government agencies.

What Sets Us Apart

About the program.

The Education Policy Ph.D. program equips graduates with the knowledge and methodological tools to use, understand, and conduct research on the pressing educational issues of the day.  Your program of study will be matched to your specific interests in education policy on the local, state, national, or international levels. 

Fall: 4 courses; Spring: 4 courses

Research apprenticeship 20 hours per week

Culminating experience Comprehensive examination and doctoral dissertation 

At the heart of the Education Policy Ph.D. program is the research apprenticeship. You will be paired with Education Policy faculty members whose research interests align with your own, and work alongside them in the research process. You will learn to design, conduct, and communicate the results of empirical research, including presenting papers at scholarly conferences and submitting articles to scholarly journals for publication.

In addition to an  individualized program of study,  our students are required to write a significant qualifying paper and complete a dissertation on an issue in education. 

Transfer Courses

Course units of graduate coursework taken prior to matriculation into the Ph.D. degree program, if approved by both your faculty advisor and the Education Policy Chair, may be substituted for one or more of the above required courses. However, students are still required to complete 16 course units while at Penn GSE.

Program Length

Our Ph.D. program is designed to be completed in four years—two years of full-time coursework and two years to complete exams and dissertation. The University’s maximum time limit for completion is ten years after matriculation.

Preliminary Examination/Doctoral Dissertation

At the end of the coursework, students complete a preliminary examination (also known as the qualifying paper or comprehensive examination) covering relevant areas of education policy. Successful passage bestows doctoral candidacy, at which point students appoint a dissertation committee, orally defend their dissertation proposal, and write and defend their dissertation.

Our program offers a balance of flexibility and rigor. We want our students to be able to tailor their courses to their own interests and expertise while ensuring that they develop methodological and content-area expertise. One of the strengths of our program is that students can take courses in nationally ranked departments across the University of Pennsylvania. Many of our students take courses at the Wharton School, the School of Social Policy and Practice, and in departments including Sociology and Political Science. Advisors work closely with students to design their course of study.

For information on courses and requirements, visit the  Education Policy Ph.D. program in the University Catalog .

Our Faculty

The Education Policy faculty study everything from big data in early childhood education to assessment evaluation to the teacher workforce. In addition to the standing faculty in Education Policy, our program is enriched by the scholarship of faculty members from the Literacy, Culture, and International Education, Human Development and Quantitative Methods, and Teaching, Learning, and Leadership divisions. 

Affiliated Faculty

Sigal Ben-Porath MRMJJ Presidential Professor Ph.D., Tel Aviv University

Wendy Chan Assistant Professor Ph.D., Northwestern University

Dennis P. Culhane Professor, Penn Social Policy & Practice Ph.D., Boston College

John MacDonald Professor of Criminology and Sociology, Penn Arts & Sciences Ph.D., University of Maryland

Laura W. Perna Vice Provost for Faculty Ph.D., University of Michigan

Daniel A. Wagner UNESCO Chair in Learning and Literacy Ph.D., University of Michigan

Sharon Wolf Associate Professor Ph.D., New York University

Jonathan Zimmerman Judy and Howard Berkowitz Professor in Education Ph.D., Johns Hopkins University

"I went to Penn GSE because I wanted to understand the education research that drove policy changes, and I wanted to make that research applicable to teachers."

Wendy Castillo

Our graduates.

Our graduates are equipped with the knowledge and methodological tools to use, understand, and conduct research on the pressing educational issues of the day. We have a proven record of preparing students for a variety of research careers, such as professors at top-tier universities and policy researchers at premier research firms, nonprofit research organizations, and government agencies. Some alumni have also gone on to lead schools, districts, and other organizations.

Alumni Careers

Recent job placements.

• Assistant Professor, University of Wisconsin-Madison
• Assistant Professor, St. Louis University
• Assistant Professor, University of Maryland, College Park
• Postdoctoral Scholar, University of Pennsylvania
• Postdoctoral Scholar, University of North Carolina at Chapel Hill
• Lecturer, Princeton University
• Senior Analyst, Abt Associates
• Research Associate, MDRC
• Analyst, Congressional Research Office

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Nakia Gard Program Manager (215) 573-8075 [email protected]

Noel Lipki Program Coordinator (215) 746-2923 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Consortium For Policy Research In Education

The Consortium for Policy Research in Education (CPRE) is a joint effort of seven graduate schools of education. Its research focuses on school reform, governance, policy, and finance.

Center on Standards, Alignment, Instruction, and Learning

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-ready standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation.

Penn Early Childhood and Family Research Center

The Penn Early Childhood and Family Research Center aims to advance the use of science in a context of public trust to address problems affecting the well-being of young children and families facing systemic injustice and disadvantage.

Our Students

Our doctoral students engage in research alongside Education Policy throughout the course of their degree. Learn more about our students and their research.

You May Be Interested In

Related programs.

• Education Policy M.S.Ed. 
• Education, Culture, and Society Ph.D. 
• Higher Education Ph.D. 
• Quantitative Methods M.Phil.Ed.
• Quantitative Methods Ph.D.
• Statistics, Measurement, Assessment, and Research Technology M.S.Ed.

Related Topics

Education PhD

The Berkeley School of Education (BSE) prepares leaders in education practice, policy, and research. BSE faculty members support a vision of public education that promotes equity and social justice by empowering practitioners to meet the highest standards of engagement and enrichment in classrooms, schools, communities, and districts. Through this commitment, the Berkeley School of Education supports cutting-edge research and positive social transformation in education. The faculty and students at the Berkeley School of Education develop projects and strategies in interdisciplinary scholarship and field studies that positively impact educational outcomes at the state, national, and international levels.

The Berkeley School of Education offers Doctor of Philosophy (PhD), Master's of Arts (MA), and credential degree programs as well as an Education major and minor for undergraduate students.

PhD and Master's Programs at the Berkeley School of Education

Students collaborate in dynamic learning environment that develops expertise in areas including:

Critical Studies of Race, Class, and Gender

Learning Sciences and Human Development

Policy, Politics, and Leadership

Social Research Methodologies

Leadership and Excellence in K-12

Students develop professional leadership skills and explore new opportunities in pedagogy, curricula, and policy. Innovations in teaching and leadership in the classroom prepare students for influential administrative roles - e.g. for principals, district and system-wide administrators, and policy influencers.

Learn more about the Berkeley School of Education's Professional Programs .

Additional Programs

Graduate Group in Science and Mathematics Education (SESAME) SESAME is the Berkeley School of Education's interdisciplinary graduate program for students who seek advanced expertise in a scientific discipline. SESAME students earn a doctoral degree by researching the educational theories and research methodologies in science, technology, engineering and mathematics (STEM) education.

Intersection of Sport and Education In the Intersection of Sport and Education program students research facets of institutionalized sports that complements and conflict with the educational missions of American secondary and post-secondary schools.

School Psychology The Berkeley School of Education's School Psychology program brings together psychology professionals, teachers, and educational leaders to clarify and resolve problems regarding the educational and mental health needs of children in classrooms.

Special Education (Joint Doctoral Program with San Francisco State University) The Special Education Joint Doctoral program prepares leaders in research, teaching, administration, and supervision to address the professional needs facing children, youth, and adults with disabilities. By combining the resources of both Berkeley and SFSU, students pursue theoretical interests and applied practices in a broad spectrum of specializations within Special Education.

Leaders for Equity and Democracy (LEAD) Berkeleys educational doctorate (EdD) is a three year program that engages passionate, equity-conscious leaders who apply practice, theory, and research design to develop excellence and integrity in education. Using guiding principles, operational efficiencies, and professional networks, LEAD doctoral students influence all-encompassing change and innovation in education.

Contact Info

[email protected]

2121 Berkeley Way

Berkeley, CA 94720

At a Glance

Department(s)

Admit Term(s)

Application Deadline

December 4, 2023

Degree Type(s)

Doctoral / PhD

Degree Awarded

GRE Requirements

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The PhD in education is awarded by the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences.

Students will work with faculty in the Harvard Graduate School of Education and the Faculty of Arts and Sciences.

Candidates for the PhD in education will be affiliated with one of three concentrations: culture, institutions, and society (CIS); education policy and program evaluation (EPPE); or human development, learning, and teaching (HDLT).

All entering PhD students (“G1s”) are assigned an academic advisor based on interests and goals discussed in the admissions application. The advisor must be a  current  HGSE faculty member who is a member of the Faculty of the Whole. The relationship between the faculty advisor and student is integral for scholarly progress and professional development. Like any professional relationship, the advisor-student relationship takes time to develop and is unique in nature, matching the styles and needs of both individuals.

Academic Residence

Completion of a minimum of two years of full-time study in residence is required to receive the PhD from Harvard Griffin GSAS. The academic residence requirement can be reduced by as much as one term (four four-credit courses) if the candidate's department grants academic credit for prior work done at HGSE within three years of starting the PhD (see Credit for Completed Graduate Work ).

Satisfactory Progress

The PhD in Education Steering Committee monitors each student’s progress year by year. The PhD in education degree is governed by a series of benchmarks that define what is considered evidence that the student is making “satisfactory, adequate and timely progress.” During the period between admission and submission of the dissertation, the PhD Steering Committee conducts annual reviews to ensure each candidate is meeting relevant benchmarks and academic milestones.

Program of Study

The first two years.

PhD in education students must complete a minimum of 64 credits/16 courses toward the degree, along with other academic and research-related requirements including:

• PhD Proseminar in Education (Year 1 fall; 1 course)
• Concentration Core Seminar (Year 1 spring; 1 course)
• Foundational Quantitative Methods Courses (2 courses)
• Foundational Qualitative Methods Course (1 course)
• Additional Qualitative Methods Course (1 course)
• Concentration Electives (3 courses)
• General Electives (5 courses)
• Research apprenticeship (each year)
• Reading Time (written comprehensive exam preparation; Year 2 spring, 1 course)
• Written Comprehensive Examination (Year 2 spring)
• Research Colloquia (Years 1 and 2; 1 course per year)
• Any outstanding coursework
• Oral Comprehensive Examination
• Research apprenticeship
• Teaching Fellow appointment(s) (four “slots” required at HGSE, typically fulfilled in Years 3 and 4)
• Research Colloquium presentation (Year 3, 4, 5, or 6)

Years Four-Six

• Dissertation Proposal (to be completed by the end of Year 4)
• Dissertation Committee Meeting (Year 4 or 5)
• Dissertation and Dissertation Defense (Year 4, 5, or 6)

Master of Arts (AM)

Candidates for the PhD in education degree may apply eight courses/32 credits of their doctoral program toward an AM in passing from Harvard Griffin GSAS. PhD in education students may apply for a master’s only after they have completed at least 16 courses (64 credits) since enrolling in the PhD program.

Students who wish to receive the AM in passing must file with the Harvard Griffin GSAS Registrar’s Office. While the department does not admit candidates for a terminal AM degree, students who have met all the course requirements may petition to be awarded the AM in education. Students must have a B+ average to receive a master’s-in-passing.

To enhance students’ teaching skills and to promote consolidation of their own learning, all PhD in education students are required to complete four Teaching Fellowship (TF) “slots” at HGSE over the course of their time in the program. Most students will fulfill this requirement in Year 3 or Year 4, though students must fulfill the requirement before receiving Harvard Griffin GSAS dissertation completion funding .  

Please note that this requirement is applicable to all PhD in education students—regardless of amount/level of teaching experience—and MUST be met with HGSE courses. TF slots from the Faculty of Arts and Sciences (FAS), Harvard Griffin GSAS, and/or other Harvard schools do not count toward this requirement, though are certainly encouraged in terms of professional development.

TF “slots” at HGSE represent one and a half days per week (on average) of salaried academic work over the course of a term, or the equivalent amount of time when spread over a longer period (e.g., yearlong) or condensed into a shorter more intensive period (e.g., January Term). A TF “slot” can be fulfilled in the following ways:

• A single course “slot” for a traditional term-long class (equates to one “slot”)
• A single course “slot” spread across a year-long class (equates to one “slot”)
• A double “slot” for a course with a particularly heavy TF workload (equates to two “slots”)
• A January term “slot” (equates to one “slot”)

Other Requirements

Research colloquia.

The HGSE Research Colloquia Series brings together faculty and doctoral students in a community of learning to foster disciplinary, as well as interdisciplinary, dialogue. These meetings include presentations by Harvard faculty, faculty and researchers from outside of Harvard, and other Harvard doctoral students. They meet weekly, at the same day and time. Each colloquium addresses topics salient to its participants and includes presentations of work-in-progress in addition to completed work in topic areas in education, such as leadership in education, global contexts in education, early childhood education, education access and equity, civic learning and engagement, or teaching and instructional effectiveness. 

First- and second-year PhD in education students are required to register (and earn two credits per year) for the colloquium related to their academic concentration. Participation is strongly encouraged in later years as well. PhD in education students are required to present their work in the colloquium once during their program, typically between Year 3 and graduation.

Research Apprenticeship

All PhD in education students are expected to engage in research starting in their first year and continuing throughout their doctoral studies. The research apprenticeship provides students an opportunity to develop their research skills, and may take several forms, including:

• independent research work under the guidance of a faculty member, either as a paid research assistant (RA) or for independent study credit
• research work with a faculty member (and often other doctoral students) as part of a research project
• active participation in a research group or lab, often led by the primary academic advisor or by a small group of collaborating faculty.

Students are strongly encouraged, as part of their research apprenticeship work, to collaborate with faculty and other doctoral students in order to jointly author scholarly papers.

Grade Requirements

Students must maintain a cumulative grade average of B+ or better in each year of graduate work. At no time may a student register for a term if they have more than one Incomplete. Where the primary field requires either that all courses be passed at or above a certain grade or that the student’s average grade be higher than B+, the student will be required to meet that requirement for courses in the field.

No more than one Incomplete may be carried forward at any time by a PhD student in education. The work of the incomplete course must be made up before the end of the term following that in which the course was taken. In applying for an Incomplete, students must have signed permission from the instructor and, in some cases, the director of graduate studies, or the course in question may not count toward the program requirements. If students do not complete work by the deadline, the course will not count toward the program requirements, unless there are documented extenuating circumstances.

Comprehensive Examinations

All PhD in education students take the Written Comprehensive Exam at the end of Year 2. In Year 3, students take the Oral Comprehensive Exam with their faculty advisor and committee members. Once the student has passed the oral exam, they are approved to move forward to the dissertation proposal stage.

Dissertation Proposal

The Dissertation Proposal (DP) is a document generated prior to the dissertation to introduce and summarize a student’s research goals and proposed methods of investigation. It is a blueprint for the research to follow. The purpose of the dissertation proposal is to articulate for committee readers that there is a research question worth pursuing and that the study is well designed to address it. Every DP includes a literature review leading to an explicit research question and a detailed plan for investigating the question through original research. The DP should convince readers that the study is both likely to enrich the field in general and feasible in nature. As noted above, all PhD students are required to obtain DP approval by the end of their fourth year.

Dissertation Committee Meeting

The Dissertation Committee must hold at least one meeting (the Dissertation Committee Meeting, or DCM) to discuss and support the student’s progression toward completing the dissertation proposal as well as the dissertation. Each student should determine, in consultation with their advisor, when holding the DCM would be the most useful for advancing the dissertation work. For some students, the DCM will occur early in the dissertation process and involve discussion and/or approval of the DP. For other students, the DP can be approved by committee members without holding a committee meeting, allowing the DCM to be held after data collection has commenced (e.g., in order to talk about progress and potential challenges in the dissertation study). Regardless of timing, all DCMs should include the following elements:

• provide faculty readers the opportunity to question and offer suggestions about the dissertation proposal, data collection, analysis, and writing plans
• anticipate and/or discuss emergent issues in the early progress of the proposed work
• establish a framework and timetable for reading and submitting dissertation drafts to faculty readers.

At the DCM, members of the Dissertation Committee should come to an understanding about the future progress of the dissertation, resolve any emergent issues, and agree upon what will be included in the final dissertation in order for it to be considered complete.

Dissertation

The dissertation is the cornerstone of a PhD, presenting the student’s independent research and supporting their candidacy for earning the doctoral degree. For purposes of this program, a dissertation is a scholarly inquiry into some aspect of education based on original empirical research; it addresses a particular question and contributes significantly to knowledge and/or concepts in the field of education.

Dissertation Defense

The Dissertation Defense is, in many ways, a doctoral student’s crowning academic achievement––the presentation and defense of one’s own ideas and scholarship in a public forum. The Dissertation Defense promotes intellectual discourse and emphasizes the importance of disseminating educational research with the goal of having an impact on practice and/or policy. The Dissertation Defense is 75 to 90 minutes—beginning with a 20- to 30‐minute presentation by the student, followed by a 45‐minute question and answer session led by the dissertation committee. At the conclusion of these public aspects of the Dissertation Defense, the student’s Dissertation Committee will deliberate and vote in private before having the student return and learn the rating, along with suggestions for steps to finalize the dissertation. The dissertation committee must submit original signatures on the PhD in Education Dissertation cover sheet and the Dissertation and Defense rating sheet. In the event a committee member is participating remotely, please consult with the Doctoral Programs Office on how best to obtain all original signatures.

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Education, PhD

School of education.

The overarching goal of the School of Education’s PhD in Education program is to develop scholars who will have advanced research skills for improving education practice, with specific emphases on policy analysis and education improvement. The program strives to prepare candidates that are equipped to:

• meet the myriad challenges associated with systemic education change;
• apply exceptional content area expertise contextualized within a comprehensive multidisciplinary frame of reference;
• successfully bridge the theory and research to evidence-based practice gap;
• be actively involved in public policy development and evaluation;
• conduct research on complex databases linking educational practices to student outcomes, or lead laboratory- or school-based research programs that inform efforts to improve educational practices and student outcomes; and
• develop national models of educational practice that guide curriculum development and educator preparation.

For Program updates and more information, please visit  https://education.jhu.edu/academics/phd/

Admission Requirements

At minimum, applicants to the PhD program should hold a master’s degree from an accredited college or university. Previous degrees must document outstanding academic achievement in an area of study closely associated with the objectives of the program. Applicants must submit the online admission application form, application fee, and official transcripts from all post-secondary institutions attended. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants are required to earn superior scores on the Graduate Record Examination (GRE) (taken within the past five years), present acceptable TOEFL or IELTS scores (if an international student), and demonstrate potential to become top scholars. Additionally, applicants are required to submit a curriculum vitae, a personal statement (outlining professional plans, goals, and expectations related to the PhD program), dispositions survey, and three letters of reference affirming the applicant’s qualifications for advanced graduate study and potential for professional development in the field. Selected applicants who meet the entrance requirements will be invited to interview with the doctoral admissions committee.

Program Requirements

Program structure and requirements.

Program requirements include earning a minimum of 72 graduate credits taken at the doctoral level at Johns Hopkins University. While the program will be tailored to the specific learning needs of each student, it includes the following coursework components:

• ED.855.725 Research Landscape*
• ED.883.812 Data Workflow*
• ED.883.601  Basic and Inferential Statistics*
• *indicates a required course
• ED.855.815 Science of Learning*
• ED.855.764 Schools in Society*
• ED.855.835 Socio-Cultural Perspectives*
• ED.855.723 Education Policy Practicum*
• ED.855.855  Research Proseminar^
• ED.855.854 Practice Proseminar
• ED.855.852 Research Practicum^
• ED.883.723 Hierarchical Linear Models^
• ED.883.711  Qualitative Research Methodology^
• ED.855.853 Savvy Surveys^
• ED.855.704 Economics of Education
• ED.855.701 Introduction to Causal Inference^
• ED.855.702 Casual Inference When Regression Fails^
• ED.855.840 Doctoral Research
• ^indicates a research elective
• Dissertation Research (18 credit hours)

In addition to successfully completing all the coursework requirements, candidates must also satisfy the following program benchmarks:

• Research progress
• Written and oral comprehensive examinations
• Dissertation proposal oral examination
• Graduate Board oral examination
• Final dissertation exam

Each student will receive an annual written evaluation from the School of Education’s Doctoral Studies Committee detailing their progress in meeting the required benchmarks at the end of each spring semester.

All School of Education PhD students will devote at least four years to full-time study and research as a resident student. This period of time will provide opportunity for full engagement and participation in the academic community and allow students to develop and demonstrate the scholarly capabilities required of the degree. The typical program of study is eight semesters, with six semesters devoted to coursework and research/teaching intensive experiences and two semesters devoted primarily to independent dissertation research. Students will typically enroll in 12 hours per semester for the first three years of their program and 9 hours per semester during the fourth year of their program, for a total of 90 credit hours. All students are expected to maintain enrollment as full-time graduate students over the course of the program. With the approval of their major adviser and director of the PhD program, students may transfer up to 12 credit hours of previously completed graduate-level coursework to substitute for selected required courses in the program.

Typically, each year four-to-eight PhD students will be admitted each year to begin classes in the fall semester. The majority of required courses will be delivered on the Baltimore Homewood campus in a face-to-face format, although students may (with approval) enroll in selected elective courses in divisions throughout the university.

Students must complete qualifying exams after completing two years of study. The successful completion of the written documents and oral defense of those documents allows the student to proceed to the dissertation proposal.

Dissertation

The program is designed as an apprenticeship model leading to a traditional research dissertation. The expectation is that students will be developing the skills and background knowledge throughout the program required to pursue a traditional research dissertation. Although the dissertation is not part of the formal coursework, the program is designed to put a student on track to develop an area of expertise as the foundation for an independent research project directed by the adviser. Students are expected to complete and defend a dissertation proposal by the end of the third year of study and use the final year of the program to complete and defend the dissertation. The dissertation is expected to demonstrate mastery of the relevant literature and scholarship in the collection and interpretation of data. The work should be appropriate for publication in high impact journals in the student’s area of expertise. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Note: Full tuition assistance and annual stipends are available to support selected outstanding candidates . For more information about the PhD program, please visit https://education.jhu.edu/academics/phd/ .

Learning Outcomes

Program goals.

Graduates will be prepared to fill faculty and research scientist positions at research-intensive universities or secure positions at research institutes and centers that conduct and manage large-scale education-based evaluations. Upon successful program completion we expect that graduates will:

• Be prepared for employment in research/faculty positions at top-tier research institutions.
• Contribute to the interdisciplinary public discourse on education improvement.
• Engage in and promote evidence-based practices through the application of rigorous methodology.
• Link education research to policy and practice.
• Provide leadership in the field by developing an independent line of ethical and culturally responsive research.
• Contribute to development of the next generation of scholars.
• Be able to influence school policy and reform.

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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Academic Services team:

Stanford Graduate School of Education

482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109

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Education Policy

The educational experiences of young people are shaped by education and social policy decisions made at the national, state, local, and school-building levels. Moreover, these policy choices impact not only the educational opportunities available to young people, but also the distribution of cognitive and other skills in the labor force. A thorough understanding of current education policy debates and their consequences requires knowledge of the structure and history of the education system, the politics of education policy-making, the relationships among educational systems and other social policies, the distribution of resources—including teachers—within an educational system, and methods of policy analysis and evaluation. The concentration in education policy prepares students to participate both in the analysis of education policy and in broader political debates about the aims and structure of the educational systems. Students completing this concentration have employment opportunities with local, state, federal, and international education agencies and organizations. 

Requirements

Core courses and electives will be selected from the list below as appropriate for the goals of individual students.    All MPP students in the concentration will take two gateway courses in Education Policy; two courses in Foundations of Education; and one course in Organizational Studies and Education; and at least two additional elective courses.    Coterm students will take one gateway course and enough foundation or organizational elective courses to satisfy the unit requirements.  Note that this is not an exhaustive list; students may select other courses for their concentration with the approval of their faculty advisor and Program Director. 

Affiliated Faculty

Eric Bettinger

Martin Carnoy

Eric Hanushek

Caroline Hoxby

William Koski

Walter W. Powell

sean reardon

Christine Min Wotipka

Gateway courses, foundations of education electives, organizational studies and education electives.

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School of Education

• Doctoral Programs

Ph.D. in History, Philosophy, and Policy in Education – Specialization in Education Policy Studies

History, philosophy, and policy in education.

Help shape the future of education.

• What can we do to boost school access and graduation rates to address racial and other inequities, and how can we balance school choice with the benefits of public education?
• How do we best evaluate student and teacher performance, and how do we reform schools to improve such performance?
• How can education law best be used to advance social justice and balance freedom of speech with the instructional mission of public schools?
• How can schools best accommodate cultural differences and help shape the global, democratic citizens of the future?

These are just a few of the questions and challenges that education policymakers face in the 21st century.

In this Ph.D. program, you will learn how to research a range of educational problems and challenges, with a focus on justice and equality of opportunity, from kindergarten through graduate school, and from the United States to Indonesia.

Application Deadlines

Admission requirements.

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

Note: If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement
• Resume (required from international students only)
• Two letters of recommendation
• Minimum 79 TOEFL score or minimum 6.5 IELTS score (international students only)

Learn more about how to apply

Program Requirements

• Ph.D. in History, Philosophy, and Policy in Education – Specialization in Education Policy Studies Program Requirements

Per credit hour

*Does not include fees, which will vary depending on the number of credits enrolled. Find more information and calculate your expected costs at Student Central .

• Learn about the variety of fellowships and assistantships available to graduate students.
• Visit Student Central for information about financial assistance.
• Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
• Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.
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Our faculty

• History, Philosophy, and Policy in Education Student Portal

Serafín Coronel-Molina

Janet Decker

Associate professor.

Patricia Kubow

Professor, international and comparative education program chair.

Robert Kunzman

Professor, armstrong chair for teacher education 2015.

Chad Lochmiller

Associate professor, educational leadership and policy studies department chair.

Christopher Lubienski

Professor; director, center for evaluation and education policy (ceep).

Sylvia Martinez

Frank Perrone

Assistant professor.

Andrea Walton

Quentin Wheeler-Bell

Associate professor of philosophy of education.

Christopher Lubienski Professor clubiens@iu.edu (812) 856-8389

David Rutkowski Associate Professor drutkows@iu.edu (812) 856-8384

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How to apply phd, educational leadership and policy studies.

Prepare for a career as a professor or researcher of educational leadership and policy. In this doctoral program, you will critically examine the conceptual, organizational, political, social, managerial, interpersonal, and technical dimensions of schools and other educational institutions. The curriculum emphasizes critical analysis of contemporary problems of practice in collaborative study environments with professors, school leaders, and doctoral students.

An  EdD program  is also available. 

Official Degree Title

Application Deadline

Admissions Information

Program Information

Admissions Timeline

The Program in Educational Leadership has adopted an alternate-year admissions process. Candidates will be admitted  every other year  on the following timeline:

Entrance in Fall 2024:  December 1, 2023 application deadline

Entrance in Fall 2025: no cohort

Entrance in Fall 2026:  December 1, 2025 application deadline

Candidates will begin their studies in the Fall of even-numbered years, with the deadline for application being the previous December 1 (odd-numbered year).

How to Apply

These instructions and requirements are for all applicants. If you are not a citizen or a permanent resident of the United States, please read the  special instructions for international applicants .

Your application will require the following items. The following are acceptable document types for uploads: .pdf, .jpeg, .jpg, .gif, .tiff, .png, .doc, .docx, and bitmap.

1. Prepare Your Application

You are required to upload a copy of your most recent résumé or curriculum vitae as part of your application.

Statement of Purpose

You are required to upload a typed, double-spaced, two- to three-page statement explaining your purpose in undertaking graduate study in this particular program as part of your application. This is your opportunity to introduce yourself and to inform the admissions committee about your goals, interests, and career plans as they relate to your intended academic pursuits.

Letters of Recommendation

Submit  three  letters of recommendation. Be sure to request them well in advance of the deadline. Read  detailed instructions .

Transcripts

Upload one official copy of transcripts from every postsecondary school you have attended or are attending. Make sure to request them in advance of the deadline.

If you completed or are completing a degree at an institution outside of the US or Canada, you are required to provide a WES or ECE evaluation. Please review our requirements for translation and a course-by-course evaluation of your transcripts.

See  detailed instructions on submitting transcripts .

Not required.

Although the GRE is typically required for this program, for the 2024 admissions cycle GRE scores will not be required. For more information see  testing requirements .

Proficiency in English

See  testing requirements .

Application

Start your application now

After you fill in and upload the required information, you can submit your completed application.  Your application must be completed, dated, electronically signed, and submitted by 11:59 p.m. EST of the stated deadline.

Application Fee

You will be prompted to pay a $75 application fee, payable by major credit card only. After submitting your payment, you will see your application status change from “saved” to “submitted.” Please print this screen for your records, as it confirms that your application has been successfully sent to our school. If you have problems submitting your payment, please contact the Office of Graduate Admissions. Learn more about our  fee waiver policy .

Mailing Additional Items

If any application materials need to be mailed to our office, mail the materials to NYU Steinhardt, Office of Graduate Admissions, 82 Washington Square East, 3rd Floor New York, NY 10003-6680.  Please do not mail your materials in binders or folders. Any mailed materials must be  received by, not postmarked by, the stated deadline . Only completed applications will be considered and reviewed by the Admissions Committee. Due to high volume, we are unable to confirm receipt of mailed materials.

3. Receive Your Admission Decision

You will be notified about your decision by email. Typically, decisions will start going out in late March or early April for fall enrollment. You may learn of your decision before or after this timeline.

Application Policies

Application deadlines are "in-office" deadlines, not postmark deadlines.  It is your responsibility to ensure that all materials are in the Office of Graduate Admissions by the appropriate deadline, and we reserve the right to return any application that arrives after the deadline. Only completed applications will be considered. Should a deadline fall on a weekend, the in-office deadline will be the next business day. We advise you to apply early.

Please check the online system to confirm that you have successfully submitted your application.  Due to the volume of applications and related materials received, the Office of Graduate Admissions will only contact you if your application was successfully submitted and is deemed incomplete because of missing required materials. Otherwise, you will hear from us when the admissions committee has made its decision.

Deferral policy:  NYU Steinhardt does not allow deferrals. Applicants who wish to be considered for a future semester must reapply by submitting a new application with all supporting materials, including letters of recommendations, by the application deadline.

Berkeley School of Education

Ma and phd programs, about our ma and phd.

Earning a Master’s of Arts degree (MA) or doctorate (PhD) from Berkeley’s School of Education often leads to a career as an educational scholar and researcher in schools, colleges, and universities; non-profits and think tanks; and corporations.

In your application, we encourage you to describe your research interests as well as your desire to study with particular faculty in their application materials. If you wish to study educational topics outside those framed in the list below, we still encourage you to apply to earn your MA or PhD because we want innovative thinkers among us.

During the first semester, all students build a plan of study in consultation with their advisor(s). This plan is revisited, updated, and revised yearly thereafter.

What Doctoral Students Can Expect

During the first two years of study, the Berkeley PhD in Education introduces you to research on current issues in education, theories of learning, human development, and inequality, educational policy, and research methods. Students proceed through the program during the first two years in a cohort, taking core courses together.

The degree program’s structure ensures that you have a broad understanding of important topics in education and that you begin developing the research expertise needed to carry out independent research projects. You will also begin to take elective courses within and outside the BSE in your expected areas of expertise.

By the third and fourth years of study, you are expected to develop greater expertise in your research specialties in close consultation with your faculty advisors. You also take advanced seminars; engage in independent studies and research apprenticeships; and complete an oral exam.

The concluding part of your doctoral studies is preparation of your dissertation proposal and the research and writing of your dissertation.

What Master's Students Can Expect

As a Master’s student, you join the Berkeley community for one academic year, affiliating with a cluster of specialization. MA students often complete courses and their Masters projects during the summer. You are required to complete 24 semester units, which equals seven to eight classes, depending on how many units are awarded for each class.

You will have access to your faculty advisors, an MA Coordinator, and Student Services staff within the School of Education.

Learn more about the core requirements for earning a Master's in Education .

Our faculty’s interests span a range of critical topics and issues that are crucial for the attainment of educational equity and greater impact in schools and communities. The broad clusters of our faculty’s expertise are listed below. Click on any of the titles to see faculty who are engaged in this research.

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• School Improvement

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​​The education and social policy doctoral program is a collaborative initiative being offered by the Joseph R. Biden, Jr. School of Public Policy and Administration and the College of ​Education and Human​ Development. Learn more about the program and applicati​on information .

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The Ohio State University

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Educational Policy, Doctor of Philosophy in Educational Studies

The doctoral program in Educational Policy gives you opportunities to work with faculty in ongoing research while you develop your own program of inquiry. We introduce you to a broad range of theoretical perspectives, and encourage you to develop expertise in qualitative, quantitative, and mixed methods of research.

You learn to study how policy develops, how political narratives differ from implemented programs, how policies produce (or reduce) inequality and injustice, who profits or suffers from them, how oppressed groups experience them, and how policy is resisted. Students have studied education policy in the US and overseas (e.g., Korea, Pakistan), tracked how policies move over local, national, and international levels, and traced their evolution over time.

Research Areas

The aim of Educational Policy is to foster originality and relevance in the study of a fast-changing global educational landscape. Our students study a range of topics affecting primary schools to universities, including:

Teacher pay policy

International organizations in policy mobilities

U.S. rural education

Charter schools

Virtual education

Career Paths

Students are prepared to work in a range of settings in educational policy spaces including legislative service centers, departments of education, K-12 school systems or education service centers. Others seeks employment at think tanks such as the Learning Policy Institute and Research for Change. 

Degree Requirements 

Prerequisites

Master's degree

Minimum Program hours

60 post-Master’s degree

Deadline to apply

Program start

Autumn Semester 

View Ph.D. Program Specializing in Educational Policy Curriculum Sheet

Additional Application Requirements

Academic Writing Sample

Special Statement of Intent

• What motivates you to pursue a degree in Educational Policy from OSU?
• How will a degree in Educational Policy support your professional goals or career aspirations?
• What areas of research in Educational Policy are you most interested in exploring? How might your research inform important local, national, and/or international policy conversations related to racial and gender equity, democratic education, education and power, global policy networks, decolonial approaches to education, or other areas of critical inquiry in educational policy?

Apply to Ohio State

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College of Education

Phd policy studies in urban education: education, leadership & policy.

Ranked #16 in Education Administration by US News and World Report

The Department of Educational Policy Studies (EDPS) offers two doctoral programs focused on educational leadership and policy in urban environments—the Education, Leadership, and Policy (ELP) concentration of the PhD Policy Studies in Urban Education program, and the EdD Urban Education Leadership program. The EdD program prepares and develops principals and school leaders.  The ELP concentration prepares and develops students who are interested in pursuing careers in educational research on leadership and policy. Graduates of the PhD in ELP have taken positions as faculty and researchers at colleges of universities, educational research organizations, and as policy analysts and consultants.

The PhD concentration in ELP is specifically dedicated to the study of policy creation and implementation in urban educational contexts, the role of leadership in promoting equity and improving schools, and the study of school leader preparation for urban schools. This PhD concentration supports students’ research from a range of perspectives, including policy formation and implementation, organizational and leadership theories, and improving equity in schools. ELP also focuses on helping students learn how to use and combine a range of different methods to conduct research, including quantitative, qualitative, historical, and legal methods.

ELP presents unique opportunities for students to learn about policy and leadership specifically in urban settings. Because of its location in the heart of Chicago and affiliation with a nationally-recognized principal preparation program whose graduates are administrators leading dozens of schools and district offices, ELP students have access to urban research sites of significant interest in Chicago and in the region. ELP faculty co-founded, and are all affiliates of, the Center for Urban Educational Leadership, which researches the best ways to prepare leaders for high-need urban schools, advocates for quality models of principal preparation at local, state, and national policy levels, and serves as a hub for information dissemination to other researchers and the public on advancements in school leader development. In addition, ELP faculty work closely with the Research on Urban Education Policy Initiative, which helps education policy stakeholders, including policymakers, the media, and the public, better understand urban education policy by providing timely analysis and recommendations that are grounded in the best available evidence. ELP faculty also have a strong commitment to securing externally funded research, which provides strong research assistantship opportunities for students.

ELP faculty members have a deep commitment to working with doctoral students as advisors and mentors. Faculty members have a strong record of helping ELP students connect with prestigious national opportunities and leading scholars in the field around their research interests. For example, several ELP students have been named UCEA Barbara L. Jackson Scholars as part of a program to develop future faculty of color for the field of educational leadership policy, and have participated in the UCEA David L. Clark National Research Seminar in Educational Administration and Policy, which brings together emerging educational administration and policy scholars with established researchers. ELP students’ dissertations have also earned national awards and recognition.

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• Book icon 2023-2024 UIC Graduate Catalog

Overall: 100 semester hours of graduate work beyond the bachelor’s degree or 68 semester hours beyond the master’s degree

College Doctoral Core and Research Methodology Core: 24 credit hours Educational Policy Studies Core: 8 hours Education, Leadership, and Policy Concentration Required Courses: 12 hours Education, Leadership, and Policy Concentration Electives: 12 hours Dissertation: 12 hours

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Commonly asked questions about the PhD Policy Studies in Urban Education program.

How long does the program take?

The program can be completed in as a little as three years for a full-time student, although most full-time students complete the program in four to five years. Most part-time students in the program will find that it will take six to seven years to complete.

Is transfer of course credit allowed?

Transfer of course credit is not automatic and requires approval of program faculty. The UIC Graduate College permits no more than 25 percent of the hours to be transferred into the degree. The PhD Policy Studies in Urban Education program will only transfer between 12 and 16 credit hours of relevant coursework if approved by the program coordinator. For more information about credit transfer procedures, please consult the UIC Graduate Catalog .

Can I hold a job while in the program?

Yes, many students in the program do work in the education field during the day, as teachers, principals, or leaders in education-related organizations.  Evening course meeting times help to reduce conflicts between work and academic schedules.

When do the courses meet?

College of Education courses typically meet once a week in the evenings (5 p.m.–8 p.m.) Monday through Thursday. In the summer, they typically meet twice per week in the evenings (4:30 p.m. – 8:30 p.m.)

Is the GRE required?

No, the GRE is not required.

Is a master's degree required to apply for this program?

Students are welcome from a variety of academic backgrounds. A master’s degree, specifically one that is education-related, is not a requirement, but it is often helpful. Applicants with a bachelor’s degree would need to take an additional 32 credit hours for a total of 100 credits, to earn their PhD. Experience working in the field prior to enrolling may be beneficial to students.

What can I do with a degree in PhD Policy Studies in Urban Education?

This program will prepare you to be a researcher who can analyze and examine education policy, and study how to develop school leaders. Graduates take careers as professors, policy, teaching and consulting.

Can I afford the degree?

UIC makes every effort to help students pay for the cost of going to college. Our College  Financial Aid page  can help answer your questions.

Review the  UIC tuition and fee schedule  and find out more about  billing and payment options .

The University of Illinois at Chicago offers six basic types of financial aid for graduate students: fellowships, assistantships, tuition-and-selected-fee waivers, traineeships, loans, and employment. Applicants for these types of aid must be admitted to a graduate degree program or have a completed application pending. Eligibility for loans is determined by the Office of Student Financial Aid. Applicants for loans should go directly to the Office of Student Financial Aid. Applications for fellowships, assistantships, and tuition/fee waivers are available in the department office, the Graduate College Office, and on the Graduate College website. In the administration of these programs and in selecting students for participation in them, the University of Illinois at Chicago adheres to the Nondiscrimination Statement on the  Office for Access and Equity website .

Can I get housing on campus?

Yes. It is best to apply as soon as you know you want to live on campus, because applications are prioritized by date of application. Visit  campus housing  to find out more and submit your application.

What student support does the College of Education provide?

The UIC College of Education is committed to the success of its students. If you have concerns or questions you can stop by the Office of Student Services, or make an appointment to see a faculty advisor. The College encourages a good working relationship between students and their advisors. You can also find support from your professors and fellow students. UIC offers many  support programs  and opportunities that encourage academic success. Your program advisor can help you connect to UIC resources.

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Sanford’s Graduate Programs Ranked in Top 10% of U.S.

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Duke University’s Sanford School of Public Policy is among the nation’s top graduate schools in public policy analysis, according to U.S. News and World Report’s latest list of “ Best Graduate Schools .”

Sanford ranks in the top 10 percent of all public affairs schools/programs in the United States, according to the ranking.

Sanford ranks #6 in its core specialty, public policy analysis. The school has the top-ranked Master of Public Policy (MPP) program in the southern United States for public policy analysis, which is considered the key indicator of quality MPP programs among schools of public policy.

Student Experience: Public Policy Analysis

Jordan Wilson  is a second-year master of public policy student. Prior to pursuing a graduate degree at Sanford, Jordan worked in the mayor of San Francisco's office.

Sanford also has top 10 rankings in Environmental Policy and Management and Health Policy and Management, which are available as MPP concentrations. Sanford ranks #3 in Environmental Policy and Management and #5 in Health Policy and Management. In addition, the school ranks #12 in Social Policy.

Student Experience: 3 Stories

Health Policy: Reylan Cook, Food & Farming

Environment Policy: Ian Hitchcock, COP28

Social Policy: Ana Phakin, Early Childhood

In all, Sanford offers seven MPP concentrations. Concentrations not included in the U.S. News ranking include education policy, international development, national security/foreign policy and technology policy.

Sanford offers the Master of Public Policy (MPP) degree, the Master of International Development Policy (MIDP) degree, an executive Master of National Security Policy degree, and a number of dual degrees. In January 2024, the school announced its new executive hybrid Master of Public Affairs program. Working with the Nicholas School for the Environment, Sanford also jointly offers the international Master of Environmental Policy (iMEP) degree.

Every Sanford program has a global perspective, faculty with high research productivity, and a strong alumni network around the world. Students in the MPP program have seven available concentrations or can choose a generalist public policy analysis program that maximizes Duke’s interdisciplinary, experiential education.

Sanford Dean Judith Kelley said Sanford’s professional and graduate programs are important to provide critical skills and training to address global challenges.

“Duke is a leader in public policy scholarship and education, a tradition that has continued for more than 50 years of Duke’s 100 years. Our purpose is clear—to make a difference every single day. Guided by our mission to enhance lives and communities, our programs shape students into leaders committed to civic engagement and public service. Our master’s programs are prime examples of policy action and analysis,” Kelley said.

Ken Rogerson, director of graduate studies of the MPP program, said Sanford’s rankings demonstrate the quality of our faculty and students.  

“Sanford is an excellent choice for those wanting to advance policy and thus make a difference in their communities and in the wider world on issues that matter. Sanford offers a world-class education, flexibility and a supportive, diverse community – just a few of the many highlights. We always welcome interest from those looking to join our close community and learn about our graduate programs,” said Ken Rogerson.

The U.S. News rankings reflect the opinions of deans, directors and department chairs at 272 schools of public affairs and administration nationwide. The survey was distributed in fall 2023 and early 2024. The survey response rate was 65%. For specialty areas such as public policy analysis, the academics were asked to nominate up to 15 programs for excellence. The lists of schools, individuals surveyed, and names of specialty areas evaluated were provided by the Network of Schools of Public Policy, Affairs, and Administration (NASPAA), and by the Association for Public Policy Analysis and Management (APPAM).

More Information

View the  U.S. News & World Report rankings  or learn more about the top-ranked Sanford programs. Learn more and apply to the Duke Sanford  MPP program ,  MIDP program ,  MNSP program , MPA program , or  iMEP  program to be part of a future class.

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More Human, More Tech: Takeaways from Midwest Change Conference

Here are three of my key takeaways related to using technology enable greater humanity and using humanity to drive greater impact through technology.

Treat AI as a tool (not a weapon) and a colleague (not a competitor).

Technology and Digital Transformation is a “Top Change on Horizon” according to Prosci research. No surprise there. More novel was how Prosci’s Tim Creasey and several other presenters shared specific ways artificial intelligence (AI), among other technologies, is enabling change managers to work with and through people. As Creasey shared, “AI is not an oracle you ask questions to, it’s an intern you give instructions to. The better the instructions, the better the work.” And in their session, Stephanie Douglas, Ph.D. & Dr. James E. Sutton III from Embry-Riddle Aeronautical University talked about how AI can enhance our understanding and application of what people think and feel. In other words, AI is a great tool for sentiment analysis – let's get data from real people and have our AI colleague help us get to the crux of what those people need and want, thereby facilitating more informed decision-making. 

Co-create deeper connection and psychological safety by aligning technology with culture.

During the closing panel, Michelle Yanahan from ChangeFit 360 spoke of the importance of psychological safety and people’s need to know, do, and feel. Most often we focus our attention, and thus our tools and technologies, on the first two (knowing and doing). Psychological safety depends on having the space to feel and having our feelings understood. As with the sentiment analysis example above, technology is among several important tools for greater understanding and informed action. Yanahan also spoke of opportunities for co-creation across change management work, understanding as well as normalizing change resistance, and enabling people not just to buy in but drive change work forward. Yanahan’s fellow panelist Cameron Cammarata from Northwestern Mutual spoke about integrating tools and systems for connecting people, making connections and processes easier and better. From knowledge management to project management and many systems in between, we know that if we can deeply understand and align our culture, our humans, and our systems, we can drive both greater performance and greater satisfaction. 

Make change easier to chew on, swallow, and digest.

Panelist Hilary Lee from Centric Consulting stoked our appetites by encouraging us to enable a change culture through small moves. Changes that are “appetizer, tapas, or nugget-sized" can help us build change into our daily work without making our colleagues feel overstuffed or like the organization’s eyes are bigger than its stomach. Taking this philosophy to the people requires thoughtful use of technology that is responsive to the places and ways people are already working. As MSLOC alum Mark Henry, from Do Even Better, shared in his presentation, “When Change Management Adapts Like the Sales Team,” we must use multiple communication modes well to reach people, just like the best salespeople do. Henry advises to “write to be one-click forwarded,” bringing together these ideas of both finding people where they are and making it easy for them to consume and share.

I appreciated hearing each of these leaders and practitioners share specific examples of bringing technology to people, and people to technology, in real and complex ways that work. In our MSLOC courses and communities, we embrace this necessary complexity and work to equip ourselves and each other to integrate these skills and practices. Today's successful change managers must be ready to serve as knowledge managers, facilitators, leadership developers, coaches, designers, learning designers, project managers, and more. Doing so requires their deep understanding of how people work and the acuity with tools that make that work possible.

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Graduate Medical Education

About the university of california.

The University was chartered in 1960 as the state's only Land Grant institution. The UC system as a whole continued to expand, to discover, and to promote and pioneer research in the years that followed. From a mere 10 faculty members and 38 students, UC has grown to ten campuses, an enrollment of more than 220,000 students, and employment of approximately 170,000 faculty, staff, and academics statewide.

UC San Diego Health Graduate Medical Education

UC San Diego Health provides a supportive and challenging educational environment, within which, residents of diverse backgrounds can prepare themselves for careers characterized by commitment to excellence in service to others through patient care, research, teaching, and lifelong learning. Faculty members offer residents state-of-the-art knowledge, demonstrate the latest developments in patient care, model compassionate and ethical care, and provide guidance and supervision to ensure patient health and safety. 

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