Education Policy PhD
Doctor of philosophy in education policy.
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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
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Admissions Information
Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.
Doctor of Philosophy
- Points/Credits: 75
- Entry Terms: Fall
Application Deadlines
Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.
Application Requirements
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.
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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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PhD in Education Policy
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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)
June 3, 2024 | Noon-1 PM
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"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
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Eleanor Anderson
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Josh Bleiberg
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Michael Gunzenhauser
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Sean Patrick Kelly
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Maureen McClure
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Maureen K. Porter
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M. Najeeb Shafiq
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Keith Trahan
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Leigh Patel
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Mariko Yoshisato Cavey
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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
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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Doctor of Philosophy Educational Leadership and Policy Studies
Prepare for a career as a professor or researcher of educational leadership and policy while interrogating multiple aspects 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.
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Degree Details
Official degree title.
PhD in Educational Leadership and Policy Studies
What You'll Learn
In this doctorate, you will critically examine the conceptual, organizational, political, social, managerial, interpersonal, and technical dimensions of schools and other educational institutions. Research agendas of the faculty and students center on the nexus between theory and practice and explore critical issues facing educational leaders and policymakers today.
Alternate-Year Admissions
The Educational Leadership and Policy Studies PhD has an alternate year admissions process where 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
Prospective applicants should apply beginning September 2023 for Fall 2024 matriculation.
Funding for Full-Time PhD Students
NYU Steinhardt offers a competitive funding package for PhD students who study full time. Learn more about our funding opportunities .
Upcoming Information Session
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Advance your personal and professional journey – apply to join our community of students.
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PhD in Public Policy
In this section.
- Economics Track
- Judgment and Decision Making Track
- Politics and Institutions Track
- Science, Technology and Policy Studies Track
- Current Students
- Doctoral Student Handbook
- Dissertations & Job Placements
- PhD Student Life
- Faculty & Research
As an exceptional scholar, you want an exceptional graduate program.
The PhD in Public Policy (PPOL) program provides the advanced graduate training you need to successfully launch yourself into a research or related position in academia, government, a nongovernmental organization, or the private sector.
You will get the training you need to conduct analytical research, help shape and execute policy, and teach the next generation of educators, researchers, and practitioners. The program encourages scholarly research that empowers public policy practitioners like you to make informed decisions and be leaders in their fields.
Finding firm grounding for research in environmental economics
PPOL PhD alumnus Todd Gerarden’s fascination with bike mechanics mingled with his love of cycling and the outdoors; what emerged was a budding interest in energy and environmental policy. An undergraduate professor suggested he read Economics of the Environment, a collection of selected readings edited by HKS professor Robert N. Stavins . That suggestion changed the course of his career.
Todd Gerarden PPOL PhD 2018
The complete phd.
The PPOL admits students to one of four tracks: Economics ; Judgment and Decision Making ; Politics and Institutions ; and Science, Technology and Policy Studies .
PPOL graduates enter the workplace prepared to teach, carry out research, and make a profound impact in academia, while for others the degree leads to productive careers in think tanks, multinational organizations, NGOs, or the private sector.
"I've joined two research labs at HKS: Jennifer Lerner's and Julia Minson's. The brainstorming, feedback, and mutual pursuit of important research that comes from working in the labs is truly fulfilling."
Brad dewees ppol phd 2019, doctoral program admissions, funding your doctoral education.
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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:
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Teacher pay policy
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International organizations in policy mobilities
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U.S. rural education
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Charter schools
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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
Application checklist
View application checklist
College of Education and Human Development
Department of Organizational Leadership, Policy, and Development
Education policy and leadership PhD
This Education Policy and Leadership (EPL) doctoral program establishes foundational understandings of educational systems, leadership dynamics and the realities of power and politics in schools, as well as the role of research in educational innovation and improvement.
Doctoral students in Education Policy and Leadership gain the capacity to:
Conduct original research and provide expertise on how school systems work to serve all learners
Examine multiple dimensions of PK-12 educational systems, including their cultural and historical contexts, as well as policies and mandates that shape practice.
Build consensus among diverse stakeholders.
Help school systems and policymakers discover ways in which to support healthy and sustainable districts, design programs that enhance learning and development throughout the student lifecycle, and promote a deep understanding and connection between the education we receive and the individuals we become.
- Professor in educational leadership
- Research associate or fellow
- Director of research, curriculum, teaching and learning, or staff development
- Philanthropic of non-profit executive leader or education program officer
- Superintendent or assistant, associate, area, or deputy superintendent
- Chief of schools
- District administrator
Departmental core (16 credits)
Professional socialization seminar.
- OLPD 8011—Doctoral Research Seminar I (1 cr) [Take Fall term of first year]
Research courses
- OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
- Quantitative course (3 cr inside or outside of department; with approval of advisor)
- Qualitative course (3 cr inside or outside of department; with approval of advisor)
- Additional methods course (6 cr; with approval of advisor)
Program core (18 credits)
- OLPD 5001—Formal Organizations in Education (3 cr) [Take OLPD 5001 if offered – if not offered take alternatives OLPD 5011 or OLPD 5607] OR OLPD 5011—Leading Organizational Change: Theory and Practice (3 cr) OR OLPD 5607—Organization Development (3 cr)
- OLPD 5346—Politics of Education (3 cr)
- OLPD 8020—Leadership: From Theory to Reflective Practice (3 cr)
- OLPD 8104—Innovative Systems Thinking in Education and Culture (3 cr)
- OLPD 8302—Educational Policy Perspectives (3 cr)
- Electives (3 cr minimum; with approval by advisor)
Additional coursework (12 credits minimum)
Minimum of 12 credits required. These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the EPL track or for a minor. Courses not specifically listed should have advisor approval. Students who have successfully completed enrollment in the University of Minnesota's Principals Academy may use transfer credits to fulfill this requirement.
Thesis credits (24 credits)
All Ph.D. students are required to register for 24 semester thesis credits after completing the preliminary oral exam. The 24 credits must be taken over two or more terms.
- OLPD 8888—Thesis Credits: Doctoral
Total PhD credits required
46 credits of EPL coursework + 24 thesis credits = 70 total credits
How to apply
Admission deadline.
December 1 for a Fall semester start. Fall semester start only.
Applicants may only apply to one OLPD track.
Applications are not complete until ALL required materials and fees have been received. If anything is missing, your application may not be considered. It is strongly recommended to apply at least two weeks before any submission deadlines.
Applications are processed by the Graduate School. A decision for admission notice will be emailed to you once your application is carefully reviewed by the department's admission committee and your transcripts and any credentials (test reports, diploma copies, etc.) are authenticated by Graduate School officials.
Online application and instructions
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Admission Requirements
Degree: Master's degree or equivalent
GPA: Undergraduate 3.0; Graduate 3.5
Note: Applicants should not submit GRE scores, as they will not be considered in the review process.
TOEFL/IELTS Scores (Not required for U.S. students):
- TOEFL: Internet based = 79 or above (21 writing/19 reading)
- IELTS = 6.5
Experience (International educators only): 3 years experience in international education (preferred)
Tuition and funding
Tuition information: CEHD | OneStop
Financial aid: CEHD | OneStop
Readmission
If a graduate student in an OLPD program has become inactive they must follow the readmission procedures .
Whether you seek reactivation after accidentally being discontinued this term or want to return after a long absence these are the steps needed to re-apply.
- Complete the proper online readmission application . If you have been away from the program less than five years use the Express Readmission Application and email it to [email protected] . All others must submit the Online Application for Readmission
- Once received, the department will forward your application to the appropriate admissions committee. Readmission decisions are normally determined by the program’s admissions committee, not any one individual faculty member. Readmission is never guaranteed. Decisions for readmission are based on a review of previous progress toward degree completion, the proposed timeline for completion, the availability of faculty resources, and/or any additional application materials they may request from you. Individual programs/tracks reserve the right to readmit students under the current graduate program requirements, rules, and guidelines. They may also request an applicant to provide additional information prior to making a decision.
- Once the committee makes their recommendation, the department’s DGS will sign off on the decision and forward the result to the central Graduate Admissions Office for processing. Once processed, you will be notified of the decision.
Individual department programs and tracks reserve the right to require readmitted students to retake coursework if they deem it appropriate. Readmitted students are also required to abide by current time-to-degree policies as determined by the University, which may differ from the policy in place when they first started the degree program.
Individuals seeking readmission to the Ph.D., Ed.D., and M.A. program tracks in the former EDPA, WHRE, and WCFE majors can only reapply to the appropriate program track under the Organizational Leadership, Policy, and Development (OLPD) major name.
We’re here to help. Simply complete this form and a member of our department will be in touch.
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The Ph.D. in Education is an interdisciplinary doctoral program that combines advances in the social sciences, sciences, arts, and humanities with deep expertise in educational research, policy, and practice to train students for careers as academics, researchers, policymakers, and leaders who will improve educational outcomes in the United States and around the world. Ph.D. candidates will collaborate with faculty from across Harvard graduate and professional schools and conduct groundbreaking research — forging new fields of inquiry that will transform education practice and policy. Candidates for the Ph.D. in Education choose from among three concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; or Human Development, Learning and Teaching.
All Ph.D.s are granted through the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences.
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You are here
We offer programs at the doctoral and master's degree levels, as well as undergraduate minor and honors programs. Our cross-area specializations and joint-degree offerings with other Stanford schools leverage the university's vast intellectual resources to provide students with an integrated program of study.
Degree programs
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Doctoral programs
The GSE offers doctoral programs in which students engage in educational research that is both rigorous and relevant to educational policy and practice. Leading to a PhD degree in Education, these doctoral programs, as listed below, prepare students in a variety of approaches to the study of teaching and learning. These programs each belong to one of the three academic areas into which GSE's faculty and students are organized, with additional affiliations possible in two cross-area specializations.
Anthropology of Education
Developmental and psychological sciences, economics of education, education data science, educational linguistics, educational policy, elementary education, higher education, history of education, history/social science education, international comparative education, learning sciences and technology design, literacy, language, and english education, mathematics education, organizational studies, philosophy of education, race, inequality, and language in education, science, engineering and technology education, sociology of education, teacher education.
See all PhD programs and descriptions
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Master’s programs
The master's programs are full-time, intensive programs that integrate educational theory and practice. The small cohort sizes provide an intimate setting for academic inquiry.
Curriculum and Teacher Education (MA)
Education data science (ms), individually designed ma in education, international comparative education (ma)/international education policy analysis (ma), joint ma/jd in education and law, joint ma in education/mba, joint ma/mpp in education and public policy, learning design and technology (ms), policy, organization, and leadership studies (ma), stanford teacher education program (ma + credential).
Explore master's programs
Undergraduate programs
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Stanford GSE offers honors and minor programs for undergraduate students at Stanford who are interested in supplementing their major field(s) with courses and research in the field of education. These programs provide opportunities for learning in both broad-based and focused areas of student interest in educational research, theory, and practice.
Undergraduate minor in education
Undergraduate honors in education.
Learn more about undergraduate minor and honors
For more information, please see the Admissions FAQ page or contact the Office of Academic Affairs .
Professional programs
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Faculty from the GSE research centers develop and oversee in-person and online professional development opportunities reaching over 40,000 education professionals each year.
See professional learning opportunities
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Commencement 2024
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Farewell, Dean Long
Bridget Terry Long will depart her role as dean at the end of June, leaving a legacy of commitment, adaptability, and innovation in the field
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Phase Two: The Reach
Reach Every Reader on its impact and the project’s next phase
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The Human Element of Data and AI
Gahyun Callie Sung's journey to HGSE and the LIT Lab is reflected in her research into data and using AI to improve student outcomes
![phd in policy and education The front of Gutman Library proudly displays welcome to HGSE banners.](https://www.gse.harvard.edu/sites/default/files/styles/16x9__focal_point_scale_and_crop__lg/public/2023-06/gutmanwelcome.jpg?h=34bbd072&itok=GSP4-84m)
A Place to Thrive
Explore how you can connect, grow, deepen your work, and expand your horizons at the Harvard Graduate School of Education.
Degree Programs
Through a rich suite of courses and co-curricular experiences, along with the mentorship of exceptional faculty, a degree from Harvard Graduate School of Education prepares you to make a difference in education today.
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Residential Master’s in Education
Immersive campus experience for aspiring and established educators, leaders, and innovators, with five distinct programs to choose from and rich opportunities to personalize your study and deepen your interests.
Online Master's in Education Leadership
Part-time, career-embedded program, delivered online, for experienced educators looking to advance their leadership in higher education or pre-K–12.
Doctor of Education Leadership
Preparing transformative leaders to have the capacity to guide complex organizations, navigate political environments, and create systemic change in the field of education.
Doctor of Philosophy in Education
Training cutting-edge researchers who work across disciplines, generate knowledge, and translate discoveries into transformative policy and practice.
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Professional Development
For early childhood professionals.
Programs designed to support the learning and development of early childhood professionals working in diverse settings.
For K-12 Professionals
A robust portfolio of programs serving teachers, school leaders, district administrators, and other education professionals.
For Higher Education Professionals
Leadership and career development programs for college and university administrators.
Ideas and Impact
From world-class research to innovative ideas, our community of students, faculty, and alumni are transforming education today.
![phd in policy and education Brendon Chan with the Dalai Lama](https://www.gse.harvard.edu/sites/default/files/styles/16x9__image_scale_and_crop__sm/public/2024-05/brendon-chan-dalai-lama.jpg?itok=8do-o6LD)
Do We Need Happiness Teachers?
After a trip to meet with the Dalai Lama, an Ed.L.D. student says we do
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To Really Use Your Data, Think Outside Your School
New book extends Data Wise model to the system level
Faculty in the Media
With deep knowledge of the education field, HGSE faculty members influence current conversations in the media, giving educators and students a much-needed voice for positive change.
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"We have trained people to think that this is an add-on, or we have not trained them at all. If we don’t train them, then of course they’re going to think this is something that’s not important."
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Teaching, learning, and teacher education, doctor of philosophy (ph.d.), you are here, a doctoral program preparing education researchers, teacher educators, curriculum specialists, and instructional leaders..
The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers and teacher educators in universities and colleges. Focal areas include teaching and learning, research and practice in teacher education, mathematics education, science education, and the study of urban education and urban contexts.
What Sets Us Apart
About the program.
The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers in education. The program includes formal courses, mentored research, and informal seminars. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.
Fall: 3; Spring: 3
Culminating experience Dissertation
Coursework and research experiences address a range of practice-based and theoretical problems in schools and community settings from sociopolitical, cultural, philosophical, psychological, and historical perspectives. Taking an interdisciplinary stance, faculty and students explore issues of equity, social justice, and educational change in a range of formal and informal educational settings. You will build a program of study that includes courses in teaching and learning, social foundations, and research methods. Applicants interested in the focal area of literacy are encouraged to consider the doctoral program in Literacy Studies .
Field-based research and collaborative projects with practitioners in schools or other educational settings are key components of the program. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.
As a full-time Ph.D. student, you are expected to be in residence and participate in practicum activities, courses, and other academic experiences throughout the first two years, where you will be enrolled in 3 course units per semester. Coursework and experiences are arranged around three areas or strands, including specialization courses, research methods courses, and electives/professional experiences, as well as a set of core courses. For more information about courses and requirements, visit the Teaching, Learning, and Teacher Education Ph.D. program in the University Catalog .
Research Apprenticeship Course (RAC)
The RAC is part of the Professional Experiences strand and is designed to assist you in developing, conducting, and presenting your own original research. The course focuses on the research interests of the students and requires participation in the scheduling of activities, presentations, and directing part of the RAC agenda as it pertains to the collective needs of the group. Students from the different stages of the doctoral program will serve as mentors to one another, with faculty oversight. You will participate in the RAC beginning in the spring of your first year and continue participation until the completion of your dissertation.
Annual Self-Evaluation : Each year, doctoral students complete a Professional Self-Evaluation that is used as part of the ongoing evaluation and planning process. You are introduced to the evaluation form in the proseminar and will work on it in the spring Research Apprenticeship Course (RAC). The deadline for the Professional Self-evaluation falls in mid-autumn or mid-spring.
Qualifying Examination : The Qualifying Examination is taken by all doctoral students, most often at the end of the first year. Passing this exam is an important step in being admitted to program candidacy. In order to take the qualifying exam, you need to have completed the Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course.
Program Candidacy : You are assessed for program candidacy after successfully completing the Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course, and passing the Qualifying Examination. You must be in good academic standing to receive program candidacy.
Preliminary Examination : The Preliminary Examination is taken after you have completed all courses and before you begin work on your dissertation. Passing the Preliminary Exam allows you to be admitted to doctoral candidacy. You may submit a Preliminary Exam from the start of the fall semester through April 1. A description of the Preliminary Exam is available from the Division Coordinator.
Dissertation : To complete the Ph.D., you must design and undertake an original research study under the direction of your dissertation committee. Students should see Penn GSE and Penn-wide policies and speak with their advisor about the requirements of the dissertation.
Our Faculty
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Affiliated Faculty
Ryan S. Baker Professor Ph.D., Carnegie Mellon University
Bodong Chen Associate Professor Ph.D., University of Toronto
Matthew Duvall Lecturer Ph.D., Drexel University
L. Michael Golden Executive Director, Catalyst @ Penn GSE Ed.D., University of Pennsylvania
Zachary Herrmann Adjunct Assistant Professor Ed.L.D., Harvard University
Charlotte E. Jacobs Director, Independent School Teaching Residency Ph.D., University of Pennsylvania
Michael C. Johanek Senior Fellow Ed.D., Teachers College, Columbia University
Yasmin B. Kafai Lori and Michael Milken President’s Distinguished Professor Ed.D., Harvard University
Andrea M. Kane Professor of Practice, Education Leadership Ph.D., Northcentral University
Rand Quinn Associate Professor Ph.D., Stanford University
Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania
Susan A. Yoon Graduate School of Education Presidential Professor Ph.D., University of Toronto
![phd in policy and education A picture of Penn GSE alum Justice Toshiba Walker, a former high school biology teacher.](https://www.gse.upenn.edu/sites/default/files/styles/large_square/public/Walker-Justice-Toshiba_0.jpg?itok=Xf1DUIzM)
"Penn taught me, Penn GSE especially, that if you have the right combination of ingredients—commitment from the structure, mentors, and colleagues—then risk-taking, innovation, and progress will for sure ignite."
Justice Toshiba Walker
Our graduates.
Our graduates are prepared for research and academic careers in education, psychology, and related human services fields.
Alumni Careers
- Adjunct Professor, Moore College of Art and Design
- Assistant Professor of Special Education, Villanova University
- Assistant Professor, Montclair State University
- Assistant Professor, Utah State University
- Director, Out of School Time Resource Center
- Postdoctoral Fellow, Temple University
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]
Noemí Fernández Program Manager [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.
Related News & Research
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Dean Strunk Advocates for Student Teacher Stipend in the ‘Philadelphia Inquirer’
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As teacher shortages rise, experts share tailored solutions
![phd in policy and education Penn GSE Associate Professor Brooks Bowden leaning against a chalkboard](https://www.gse.upenn.edu/sites/default/files/styles/content_photo_panel/public/2024-03-15_Brooks-Economist-agg_YZ_photo-storycard.jpg?itok=Jm6bfDRp)
Brooks Bowden highlights consequences of lenient grading in "The Economist"
Penn counseling lab prepares counselors for future work with simulated sessions.
![phd in policy and education Mural depicting a child writing.](https://www.gse.upenn.edu/sites/default/files/styles/card_display/public/powell-mural.jpg?itok=pIjXtSDH)
Collaboratory for Teacher Education
The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.
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Core Practice Consortium
The Core Practice Consortium brings together teacher educators from across institutions, disciplines, and theoretical perspectives to grapple with questions about how better to prepare novice teachers.
![phd in policy and education TLL Students in a classroom](https://www.gse.upenn.edu/sites/default/files/2015-Kafai-23.jpeg)
Our Students
Current students in the Teaching, Learning, and Teacher Education program are researching a range of topics including mathematical practices, teacher education, maker-based project education, culturally responsive pedagogy, science education, and media making.
View Doctoral Student Profiles
You May Be Interested In
Related programs.
- Teaching, Learning, and Teacher Education Ed.D.
- Reading/Writing/Literacy Ph.D.
- Reading/Writing/Literacy Ed.D.
- Learning Sciences and Technologies M.S.Ed.
- Teaching, Learning, and Leadership M.S.Ed.
- Education, Culture, and Society Ph.D.
Related Topics
- News & Events
Graduate Students Receive Dissertation Fellowships
![phd in policy and education karla_forrest_webstory.jpg](https://sesp.northwestern.edu/images/karla_forrest_webstory.jpg)
Northwestern University School of Education and Social Policy graduate students Forrest Bruce (Ojibwe) and Karla Thomas have received highly competitive NAEd/Spencer Dissertation Fellowships to support their research and career development.
Bruce, who earned his bachelor’s degree from the School of Education and Social Policy in social policy in 2017, is a doctoral candidate in learning sciences who studies land-based education and the design of community-based learning environments that support Indigenous ways of knowing and being.
He worked in Chicago Public Schools’ American Indian Education for a year before joining the Indigenous STEAM research project, first as a research coordinator then later as a graduate student.
Thomas, who is pursuing a PhD in human development and social policy, researches parent, teacher, and community acts of resistance, defiance, and dream-building in the face of anti-Black and anti-LGBTQ education policy. Her ongoing collaborative research efforts explore the invisible ways Black parents and communities participate in the struggle for a just Black education through activism, political advocacy, and educating educators and communities on issues of race and racism.
A member of the Edward A. Bouchet Graduate Honor Society, Thomas also received the Multidisciplinary Program in Educational Science Fellowship, and is a member of the inaugural cohort of ARIS Scholars for Social Justice.
Thomas earned a master’s in business administration from the Kellogg School of Management and a master’s in human development and social policy from the School of Education and Social Policy. She received a bachelor’s degree in mechanical engineering from the University of Mississippi.
Bruce and Thomas were among the 35 young scholars who received the $27,500 award to research issues that can improve education. The fellowships support those whose dissertations show potential “for bringing fresh and constructive perspectives to the history, theory, analysis, or practice of formal or informal education anywhere in the world,” according to the National Academy of Education.
- Read more about Forrest Bruce’s dissertation.
- Read more about Karla Thomas’s dissertation.
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Thinking of Pursuing a PhD in Economics? Info on Graduate School and Beyond
Kasey Chatterji-Len and Anna Kovner
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Becoming a PhD economist can provide a fulfilling and financially secure career path. However, getting started in the field can be daunting if you don’t know much about the preparation you’ll need and the available job opportunities. If you’re wondering what it means to be an economics researcher or how to become one, please read on. We’ll review how to prepare for a career in economics research, what an economics PhD program entails, and what types of opportunities it might bring. Economic education is a core component of the Federal Reserve Bank of New York’s mission to serve the community. To empower would-be economists, this post provides information for students who seek a career in economics research. We hope this information will be helpful to students interested in economics, regardless of their background and economic situation. This information is most applicable to students applying to programs in the United States.
The Breadth of Economics Research
Academic disciplines conduct research in different ways, so it’s important to have a basic understanding of the types of questions economists ask and how they approach answering them. There are many definitions of economics, but a broadly useful one is the study of how people, organizations, and governments make decisions under different constraints, and how those decisions may affect their outcomes.
When answering these questions, economists seek to ground their analyses in models and to be quantitatively precise about the effects they assign to any given cause. The range of topics economists can study is wide, but the accepted approaches to answering questions are stricter. Some examples of what economists might ask:
- How do different public housing programs affect the children who live there?
- Does a certain type of law encourage businesses to innovate?
- How will a change in the interest rate affect inflation and unemployment rates?
- How much does affordable health insurance improve people’s health?
- How can poor countries eradicate poverty?
There are many different subfields within economics, including, but not limited to behavioral, econometrics, energy/environmental, development, financial, international, monetary, public, and urban economics. You can familiarize yourself with the latest work in economics by subscribing to working paper series, such as NBER’s New This Week or the New York Fed’s Staff Reports . To get an idea of the breadth of questions economists can answer, you could listen to Stephen Dubner’s “ Freakonomics Radio ” podcast. You may also want to explore the Journal of Economic Perspectives , the New York Fed’s Liberty Street Economics blog, VoxDev , or VoxEU .
What Is a PhD Program Like?
Economics PhD programs typically last five to seven years. Unlike masters programs, they are often fully funded with a stipend, though most require students to complete teaching assistant and/or research assistant (RA) work as part of their funding package. In the first two years, students take classes, many of which are mathematically demanding. The rest of the program can include additional classes but is primarily devoted to original research with the aim of producing publishable papers that will constitute the dissertation.
Faculty advisors are a central part of PhD programs, as students look to them for guidance during the research process. Economics PhD programs are offered within university economics departments, but there are similar programs in public policy and business schools. You can look at their websites to understand any differences in coursework and subsequent job placements.
What Can You Do with an Economics PhD?
Upon graduation, students can obtain jobs in a variety of industries. Many PhD students hope to become university professors. Governments and public policy-related institutions such as the Federal Reserve System, the U.S. federal government, the World Bank, and the International Monetary Fund (IMF) also hire economists to work on policy, lead programs, and conduct research. Finally, economics PhD graduates can also find employment at a variety of private sector companies, including banks, economic consulting firms, and big tech companies. The pay for these different positions can vary. According to the American Economics Association (AEA), the average starting salary for economics assistant professors in 2022-23 was approximately $140,000 at PhD granting institutions and $98,000 at BA granting institutions.
Programs often publish the placements of their PhD graduates, so you can look online to see specific employment outcomes. See, for example, the University of Maryland’s placements . Ultimately, economists are highly regarded as authorities on a variety of topics. Governments, nonprofits, philanthropic foundations, financial institutions, and non-financial businesses all look to economists to answer important questions about how to best achieve their goals. Thus, earning an economics Ph.D. can potentially help you to influence issues that are important to you.
Preparing for an Economics PhD Program
There are several components to an economics PhD program application: college transcripts, GRE scores, letters of recommendation, and personal statements. Please download the Appendix linked below to learn more about transcripts and letters of recommendation. The Appendix details ways in which you can select coursework, obtain research experience, and develop relationships to position yourself for success as a PhD applicant.
If you feel that you are too far along in your academic career to take enough of the classes described in the Appendix, this does not necessarily preclude you from pursuing an economics PhD. For example, it’s possible to take some of these classes through a master’s program, or through a pre-doctoral RA job. Some pre-doctoral RA jobs, such as the one here at the New York Fed , may enable you to take classes in preparation for graduate school. If you are concerned about your transcript, reach out to an economist at your university for advice; program standards for coursework and grades vary, and it’s a good idea to get more personalized advice.
Research Experience
If you’re interested in becoming an economics researcher and applying to PhD programs, it’s best to get research experience as soon as possible. Working as an RA is a great way to learn how to conduct research and get a better idea of whether it’s the right career path for you. Additionally, it can help you obtain a letter of recommendation for graduate school applications and improve your qualifications.
All types of academic research can be enriching, but it’s beneficial to gain experience working directly with an economist. To find a position, you can reach out to professors whose work you find interesting or find an RA program at your school. Typical RA tasks may involve data collection and cleaning, as well as running analyses and creating charts to represent results. This is where coding skills become crucial; having taken math, statistics, and econometrics courses will also enable you to take on more responsibilities.
You may also have the opportunity to conduct your own research, possibly under the supervision of a professor at your university. This research could be self-initiated or part of a course such as a thesis workshop. Self-directed research is a great opportunity to learn about all stages of the research process. It’s also an excellent opportunity to create a writing sample for graduate school applications. Ultimately, though, your motivation for conducting your own research project should be that you want to answer a question. One thing economists have in common is a love of answering questions using data and theory.
Research experience is also often obtained after completing an undergraduate or master’s degree. Taking on a full-time RA position before applying to PhD programs is very common and can make you a more competitive applicant. You may either get an RA job working for a professor or participate in a pre-doctoral RA program.
Research assistant programs are more structured than positions with individual professors or projects, which could be helpful. Universities, parts of the government, think tanks, research organizations, and the Federal Reserve System are all good places to look for research assistant programs. To help you decide which opportunities are most desirable, you may want to ask potential employers : Where do people in this program tend to go afterward? Will I be working directly with an economist? How much of my time will be spent on academic research work? Will I be able to take classes as part of this program? Considering whether an economist will be able to evaluate your performance is an important factor for recommendation letters. The ability to take classes, either through tuition reimbursement or waivers, can also be an important benefit.
The Research Analyst program here at the Federal Reserve Bank of New York is one example of these programs and you should check it out here . The Federal Reserve Board of Governors also has a large program, and many other regional Federal Reserve Banks have similar programs. In addition, the PREDOC website and the NBER post listings of RA opportunities. J-PAL and IPA also tend to recruit RAs for economic development projects. Another source of RA opportunities is the @econ_ra account on X.
Who Should Get a PhD in Economics?
A PhD may not be for everyone, but it is for anyone—people of all genders, religions, ethnicities, races, and national origins have PhDs in economics. Many economists majored in economics, but others majored in math, physics, or chemistry. Because economics is such an integral part of policymaking, it is important that economists come from a wide range of backgrounds so policy can be stronger and more effective. The inclusion of differing perspectives helps ensure that the contribution of economists to work in public policy, academia, and beyond effectively serves the broadest range of society.
- Coursework Appendix
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Kasey Chatterji-Len is a research analyst in the Federal Reserve Bank of New York’s Research and Statistics Group.
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Anna Kovner is the director of Financial Stability Policy Research in the Bank’s Research and Statistics Group.
How to cite this post: Kasey Chatterji-Len and Anna Kovner, “Thinking of Pursuing a PhD in Economics? Info on Graduate School and Beyond,” Federal Reserve Bank of New York Liberty Street Economics , May 31, 2024, https://libertystreeteconomics.newyorkfed.org/2024/05/thinking-of-pursuing-a-phd-in-economics-info-on-graduate-school-and-beyond/.
You may also be interested in: AEA: Resources for Students
PREDOC: Guidance for Undergraduates
RA Positions-Not at the NBER
Disclaimer The views expressed in this post are those of the author(s) and do not necessarily reflect the position of the Federal Reserve Bank of New York or the Federal Reserve System. Any errors or omissions are the responsibility of the author(s).
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I quit my Ph.D. program to be a wife and mother at 23. It's not what I expected for my post-college life, but I'm happier.
- After college, I ennrolled in a Ph.D. program I wasn't actually interested in.
- I eventually dropped out of the program so that I could focus on my husband and being a mother.
- I am now pregnant, and I'm so happy with my decision.
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In high school, I knew college would be an important step toward success and a career. Nonetheless, my deeper desires involved finding "the one" — friends-to-lovers style.
I had a full scholarship to the college of my dreams, but I quickly shifted focus from my studies to my personal development. I wanted to know more about myself than my classes.
And that's what I did. I created a podcast with my friends. I fell in love with my best friend and got my friends-to-lovers romance. We even got married in college. I also discovered my passion for mental health.
But by the end of my senior year, reality started to set in. I became so fearful of graduation because I had no job prospects or future plans. I suddenly realized I would become a stay-at-home wife , and that terrified me even more.
To avoid that, I desperately searched for a career and enrolled in a graduate program I wasn't interested in.
I quickly lost interest in my Ph.D. program
I was among a small number of students who were able to get into a Ph.D. program directly from undergrad.
Related stories
I was an academic in training, which meant having two part-time jobs, doing side research projects, and attending class. I saw my husband less, but he supported the sacrifice as long as I got what I wanted. I started working at 8 a.m. and finished around 7 p.m. I worked on the weekends, too.
The Pinterest-inspired home I hoped to have would have required my creativity and time, both of which are limited resources when you're running the career race. So, we kept the white walls, with no time to hang the framed pictures of our wedding day .
I started therapy during this time, and I was forced to address the fear and anxiety that had pushed me to jump head-first into a career I wasn't sure about. Toward the end of my first semester , I knew this career was not for me. I wasn't able to invest in my marriage. I wasn't able to write creatively on topics that mattered. I wasn't becoming who I wanted to be.
So, I left the program, prompting everyone in my life to wonder why I would leave a school that would earn me the highest degree you can get in academics.
I chose to be a wife and mother instead
After leaving my program, I felt relief, then sadness, and then relief again. Undergrad was about becoming myself, but graduate school showed me the realities of unbecoming — unbecoming a perfectionist, unbecoming a planner, and unbecoming a high-achiever . The pain of unbecoming had given me the freedom to change.
When I let go of grinding toward a career, I learned about my desire to be a mother. I wanted to share the beauties of the world with someone else, someone I created. Now, I'm pregnant .
When I let go of the negative connotations of being a stay-at-home wife, I realized my desire to make my home into a creative and comfortable space. So, I created it. When I let go of the fear of being a wife, I saw my husband as a compassionate, servant, and loving person who needed it in return. Now, I give love freely. When I let go of the fear of people seeing me as wasted potential, I found writing again. So, I write.
This is not what I expected for my post-graduation life , but my life is both better and different than my expectations.
In the year after graduation, I've learned that becoming's shadow is unbecoming. They exist together. The becoming is full of excitement and hope. The unbecoming is full of pain, truth, and even fear. But there's hope on the horizon.
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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 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 ...
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.
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 ...
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 ...
Completion Time 4+ years. Credits 72. The Johns Hopkins School of Education's full-time PhD program offers an individually tailored learning experience based on a student's interest in finding solutions to pressing education problems. Select applicants receive full tuition and a stipend. The program provides rigorous interdisciplinary ...
Credits 54. Johns Hopkins' newly redesigned, global online Doctor of Education is at the forefront of education doctoral programs with the most innovative, challenging, and student-centered program of its kind. Celebrating its 10th anniversary, the program continues to lead with the "EdD 2.0" offering, which is ideal for the busy ...
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 ...
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: ... ED.855.723 Education Policy Practicum*
The education policy PhD program provides students with foundational grounding in education policy analysis. Students learn frameworks and methods for evaluating how policies and systems produce educational opportunities and systemic inequities. Students gain a nuanced understanding of the education policy process including policy formulation ...
Gain the skills to design, evaluate, and scale the effective policies and practices critical to improving outcomes for learners — at the global, national, state, and local levels. The Education Policy and Analysis (EPA) Program will prepare you to lead and engage in education policy development, analysis, and change in organizations and ...
The Educational Leadership and Policy Studies PhD has an alternate year admissions process where 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.
The PhD in Public Policy (PPOL) program provides the advanced graduate training you need to successfully launch yourself into a research or related position in academia, government, a nongovernmental organization, or the private sector. You will get the training you need to conduct analytical research, help shape and execute policy, and teach ...
Program description. The PhD program in educational policy and evaluation prepares scholars to conduct rigorous, high-impact and transdisciplinary research on education policies that affect conditions in preK-20 and other educational environments. Doctoral students in the educational policy and evaluation program engage in systematic analyses ...
Spearhead Educational Policy Reform. Develop advanced educational research skills that support your career goals in academia or educational administration and policy analysis. The PhD in educational policy and leadership is a 69-credit plus dissertation program that can be completed either full or part time. You may receive credit for courses ...
The Human Development and Social Policy (HDSP) doctoral program is grounded in the study of relations between public policy and human development. Faculty and students conduct research on how public policy affects human development and well-being, how research on human development across the life span informs policy, and how people affect policy.
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 ...
Doctoral students in Education Policy and Leadership gain the capacity to: Conduct original research and provide expertise on how school systems work to serve all learners. Examine multiple dimensions of PK-12 educational systems, including their cultural and historical contexts, as well as policies and mandates that shape practice.
The Ph.D. in Education is an interdisciplinary doctoral program that combines advances in the social sciences, sciences, arts, and humanities with deep expertise in educational research, policy, and practice to train students for careers as academics, researchers, policymakers, and leaders who will improve educational outcomes in the United States and around the world.
These programs each belong to one of the three academic areas into which GSE's faculty and students are organized, with additional affiliations possible in two cross-area specializations. Anthropology of Education. Developmental and Psychological Sciences. Economics of Education. Education Data Science. Educational Linguistics. Educational Policy.
The mission of the Harvard Graduate School of Education is to prepare education leaders and innovators who will change the world by expanding opportunities and outcomes for learners everywhere. We're an institution committed to making the broadest impact possible, putting powerful ideas and evidence-based research into practice.
The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers in education. The program includes formal courses, mentored research, and informal seminars. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional ...
The creation and implementation of education policy is critical to advancing change in the field. This specialization is designed for school, district, and other educational leaders across the education spectrum, from preschool through higher education, who want to continue to enhance their leadership abilities and influence policy at the local, national, and institutional levels.
The PhD with a major in higher education administration offers advanced graduate study to those students aspiring to enhance their leadership knowledge and skill for service in their current positions, to establish knowledge and skill bases for a more responsible executive leadership appointment, to build the capacity and inclination for active participation in policy dialogue related to the ...
Graduate students Karla Thomas (left) and Forrest Bruce received fellowships to support their research. Northwestern University School of Education and Social Policy graduate students Forrest Bruce (Ojibwe) and Karla Thomas have received highly competitive NAEd/Spencer Dissertation Fellowships to support their research and career development. Bruce, who earned his bachelor's degree from the ...
Many PhD students hope to become university professors. Governments and public policy-related institutions such as the Federal Reserve System, the U.S. federal government, the World Bank, and the International Monetary Fund (IMF) also hire economists to work on policy, lead programs, and conduct research.
Graduate Medical Education reporting and feedback resources. Education Education sub-navigation. Pre-Med & Pre-Health Opportunities. Pre-Med & Pre-Health Guidance Center
A woman enrolled in a Ph.D. program because she felt forced to find a career. But she only wanted to build a home and a family with her husband.
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