phd in new education policy

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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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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.

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.

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.

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

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

Full-Time or Part-Time

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. 

"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

Take the Next Step

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

Minimum of 90 credits required

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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

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

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Search NYU Steinhardt

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 2025: no cohort

Entrance in Fall 2026:  December 1, 2025 application deadline

Entrance in Fall 2027:  no cohort

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 2025 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.

• Education Policy

Prepare for Your Future

The Education Policy program at Teachers College, Columbia University prepares graduate students to face policy challenges in education at every level in the United States and around the world.

View Career Outcomes

Welcome to the Education Policy program

The degree programs in Education Policy examine both formal and informal institutions of schooling and the political, legal, bureaucratic, organizational, economic, and social factors that affect both schools and the broader educational enterprise. Students address critical problems affecting education, develop a broad and inclusive view of the kinds of issues facing policymakers, and are encouraged to study and reflect on the processes by which research becomes linked to policy and practice. Our graduates embark on policy careers in government agencies, national school reform organizations, non-profit groups dedicated to advocacy, private research institutes, and higher education institutions.

Education Policy Virtual Information Session

Premiered on November 27, 2023. If you would like to get the transcript of the EPOL open house webinar 2023, please contact David Estrella at [email protected] at Admissions.

Degree Programs

M.a. in education policy.

Our 33-credit M.A. degree focuses on the preparation of policy analysts, policy advocates, and education researchers. Student become experts in a range of educational policy issues and gain tools for policy analysis.

Ed.M. in Education Policy

The advanced 60-credit Ed.M. is for students who have already acquired an M.A. with at least some coursework with education policy content. Graduate students focus on a policy area relevant to their interests.

Ph.D. in Education Policy

The campus-based Ph.D. degree in Education Policy prepares its graduates to build new knowledge, teach new leaders, and craft new policies. The program may be completed in 75 credits, of which up to 30 credits may be transferred from another graduate institution.

Congratulations Graduates 2024!

EPOL Course Highlights

EDPA 4086, Law and Education: Regulation, Religion, Free Speech, and Safety.

The purpose of the Federal Policy Institute is to examine three themes: the enduring values of American education, contemporary issues in national school reform efforts, and the role of the federal government.

EDPA 6542, Education Policy Foundations Seminar.

EDPA 6002, Quantitative Methods for Evaluating Education Policies and Programs.

Student & Alumni Profiles

B.A., Political Science, University of Rochester 2012

M.A.T, Childhood Education (1-6), Relay Graduate School of Education 2014

M.A., Sociology and Education, Teachers College, Columbia University 2022

Trevor Baisden is a Ph.D. student in Education Policy (K-12) at Teachers College, Columbia University and an associate at Columbia Law School’s Center for Public Research and Leadership, where he supports PK-12 policy and consulting projects. His research addresses the institutional and organizational dynamics of school change and continuous improvement, particularly in charter schools and schools serving sociodemographically diverse learners.

Trevor’s research interests have emerged from over a decade working in and with public schools across the country to improve outcomes and opportunities for historically educationally disenfranchised students and families. Since 2018, Trevor has led consulting engagements with more than 50 district and charter schools and youth-serving organizations in 12 states and Washington, D.C., working directly with system-level leaders to advance a wide range of school design, curriculum development, and instructional improvement projects.

Trevor began his career teaching at elementary and middle schools in Harlem and the South Bronx, where he led his students to achieve reading and math results in the top 3% of schools in the state. He later founded and led the History program at a citywide charter network, leading a team that provided curriculum, training, and instructional support to teachers and leaders across 15 middle schools.

B.A. in Government, Georgetown University. 

Working with Fe y Alegria schools in Peru and Partnership Schools in Harlem, the Bronx and Cleveland, Ohio changed the private school narrative for Ghipsel; the low-income non-public schools sparked Ghipsel’s interest in school choice. Ghipsel is focused on understanding the systems and processes that impact public funding for non-public schools and how these expand or constrict communities' education options.

Ghipsel spent over two and a half years observing classrooms, developing teacher and student workshops, and organizing school community events as part of Fe y Alegria, a non-profit school network in Peru advancing a larger popular education movement in Latin America. The rural communities of Quispicanchi, Peru posed a question for Ghipsel - where are the schools that would serve their community? The constraints on education access for students in Quispicanchi initiated Ghipsel’s commitment to working towards providing for all a quality education of their choice. 

Committed to supporting non-public schools, Ghipsel joined Partnership Schools, a network of independent Catholic schools in New York and Cleveland, Ohio. Ghipsel supported the network’s growth over the course of four years; first when Partnership Schools adopted its seventh school in New York, followed by its growth to a national network by adopting additional schools in Cleveland, Ohio. Ghipsel began to notice the impact of state policies in non-public school funding and how these in turn enable student’s educational opportunities.  Through her experience at Partnership Schools, Ghipsel used data to inform the network’s decision-making process and leaned into school leaders to understand the full story. 

Ghipsel is continuing her education as a Teachers College Education Policy master’s student, pursuing the intersection of non-public schools and how data informs policy and program processes impacting an individuals’ choice on a quality education.

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Admissions Information

Application requirements, fund your degree.

• Tuition & Fees
• Financial Aid
• Request Info

Box: Box 11

Teachers College, Columbia University Zankel 212

Contact Person: Imani Collins

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

Email: ic2683@tc.columbia.edu

Education Policy and Leadership (Ph.D.)

Examine education policy and problems through an interdisciplinary lens that incorporates economics, political science, sociology, and international and comparative education.

(formerly Leadership and Policy Studies, Ph.D.)

Quick Links

• Admissions Checklist
• Request More Information
• Request Information

About the Ph.D. in Education Policy and Leadership

The Ph.D. in education policy and leadership is designed for those who intend to build an academic career focused on studying education and policy as researchers, professors, and policy analysts, gaining the knowledge and methodological tools to conduct cutting-edge research on the pressing educational issues of the day.

Education Policy and Leadership Program Overview

At the heart of the Ph.D. program in education policy and leadership is the mentor-apprentice model, in which students work on research projects alongside a collection of esteemed faculty. As a doctoral student, you will be matched with an LPO faculty member whose research interests align with your own, and you will design an individualized program of study that reflects your specific interests and background. The program offers two concentrations: Educational Leadership and Policy and Higher Education Leadership and Policy.

Explore education policy, leadership and administration, and the right path for you.

• Get the Guide

Ph.D. Program Facts

Admissions Coordinator: Kashiri Favors Admission Term: Fall Credit Hours: 72 Application Deadline: December 1

Ph.D. Program Curriculum

Our program relies on a cohort-based model, in which students take most of their classes in the first two years together, allowing for a supportive, collaborative learning experience. All students take a 3-semester quantitative methodological sequence, at least one qualitative methods course, a course in causal research, and disciplinary courses in the history, politics, economics, and sociology of education. All students take a year-long practicum course in their first year that allows them to begin conducting quantitative research from the very beginning of their time in graduate school. In addition, students take seminar courses with department faculty in their areas of expertise and can take full advantage of the breadth of courses available throughout Peabody College and Vanderbilt University

• Application Process

Doctor of Philosophy in Education

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 School of Education will pause admission to the Doctor of Philosophy in Education (PhD) program for the 2025-26 academic year while we add several programmatic improvements. The next intake for admission to the PhD program will be for students who want to matriculate in the Fall 2026 semester. The online application will open in August 2025 to begin accepting submissions, and the application completion deadline will be December 16, 2025. Please complete our Request for Information Form to receive updates and announcements for the next admission period.

The program provides rigorous interdisciplinary training that develops students’ abilities to conduct evidence-based research on real-world educational challenges. Instruction and mentorship emphasizes the development and evaluation of policies and practices that address real-world educational problems.

Students benefit from a one-to-one apprenticeship model that pairs exceptional interdisciplinary candidates with nationally acclaimed faculty mentors, along with engaging coursework, sophisticated methodological training, and cohort-based learning.

Questions? Please reach out and we’ll be in touch soon.

Learn about our PhD students.

Upcoming Admissions Events

Have questions about our degree programs, the application, or financial aid and costs? Join us for an inside look at a graduate experience defined by innovation and driven by evidence-based research. Learn more about your area of interest or career path, meet some of our faculty, and connect to the Johns Hopkins School of Education community. Check out our admissions events and register for a virtual information session today.

International Teaching & Global Leadership Cohort Info Session

Education Policy Info Session

Doctor of Education Info Session

Core Faculty

Jennifer adams, phd.

Associate Professor Director, International Teaching and Global Leadership

Affiliation

Innovative Teaching & Leadership

International Teaching & Global Leadership

Robert Balfanz, PhD

Professor Co-Director, Center for Social Organization of Schools

Center for Social Organization of Schools, SOE Leadership

Education Policy & Politics, Research, Evaluation & Assessment, Social Context of Education

Ashley Rogers Berner, PhD

Associate Professor Director, Johns Hopkins Institute for Education Policy

Institute for Education Policy, SOE Leadership

Curriculum Studies, Education Policy & Politics, Research, Evaluation & Assessment

Rebecca Cruz, PhD

Assistant Professor

Center for Safe and Healthy Schools, Innovative Teaching & Leadership

Education Policy & Politics, Social Context of Education, Special Education

Marcia Davis, PhD

Associate Professor (Research) Co-Director, Center for Social Organization of Schools Director of Research, Baltimore Education Research Consortium

Learning & Instruction, Research, Evaluation & Assessment

Norma L. Day-Vines, PhD

Professor Associate Dean for Diversity and Faculty Development

SOE Leadership

Counseling & Human Development

Hunter Gehlbach, PhD

Professor Faculty Lead, PhD Program

Advanced Studies in Education

Learning & Instruction, Measurement & Research Methodologies

Odis Johnson, Jr., PhD

Bloomberg Distinguished Professor Executive Director, Johns Hopkins Center for Safe and Healthy Schools Director, Institute in Critical Quantitative, Computational, and Mixed Methodologies

Center for Safe and Healthy Schools, SOE Leadership

Education Policy & Politics, Measurement & Research Methodologies, Social Context of Education

Richard Lofton, PhD

Center for Safe and Healthy Schools

Education Policy & Politics, Social Context of Education

Douglas J. Mac Iver, PhD

Center for Social Organization of Schools

Curriculum Studies, Research, Evaluation & Assessment

Martha Abele Mac Iver, PhD

Associate Professor Associate Dean of Research

Research, Evaluation & Assessment

Olivia Marcucci, PhD

Advanced Studies in Education, Center for Safe and Healthy Schools

Social Context of Education

Ebony McGee, PhD

Counseling & Human Development, Postsecondary Education, Social Context of Education, Urban Education

Stephen Morgan, PhD

Bloomberg Distinguished Professor

Measurement & Research Methodologies, Social Context of Education

Jonathan Plucker, PhD

Research Professor Faculty Lead, Master of Science in Education Policy

Counseling & Educational Studies

Education Policy & Politics, Gifted Education, Learning & Instruction

Eric Rice, PhD

Social Context of Education, Urban Education

Joshua C. Schuschke, PhD

Educational Technology

Alexandra Shelton, PhD

Learning & Instruction, Special Education

Angela R. Watson, PhD

Assistant Research Professor

Institute for Education Policy

Education Policy & Politics

Program Overview

With its goal of pursuing big ideas and sharing knowledge to address real-world challenges, Johns Hopkins University takes pride in its founding mission as the U.S.’s first research university. The full-time Doctor of Philosophy (PhD) in Education at the Johns Hopkins School of Education embraces that tradition. We offer a world-class, research-focused program that prepares exceptional scholars to investigate and develop policies and practices that improve educational outcomes from pre-K through secondary school and beyond.

Students draw insights from different disciplines (e.g., educational psychology, learning sciences, sociology of education), synthesizing their knowledge to craft multidisciplinary, evidence-based approaches to address educational policies and practices — particularly those that can improve outcomes for historically underserved populations. Immersion in modern research methods — advanced statistical techniques, open science approaches, and data science — facilitates students’ capacities to argue for research-based educational reforms.

Students benefit from the mentorship of nationally acclaimed researchers in an apprenticeship model as well as collaborative learning opportunities from courses, research groups, and their cohort. Our graduates go on to careers in higher education as professors, policymakers, and influential scholars at research-intensive universities, institutes, and centers.

All PhD students at the School of Education are eligible for a fellowship for up to four years. The fellowship includes a yearly stipend and will cover tuition and fees. The fellowship also covers individual health, dental, and vision insurance. All PhD students must be registered full time and be in good academic standing every semester to continue to be eligible for their fellowship.

Through our PhD program, students acquire cutting-edge research skills that position them for tenure-track faculty positions in higher education, policymaking roles with state agencies or school systems, and leadership positions in educational research organizations.

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Education Policy Ph.D.

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The Michigan State University doctoral program in Education Policy prepares students to conduct research on current and enduring issues, and to connect with policymakers and educational professionals. The program was created by faculty members from multiple disciplines who shared a vision: that policy should be created with stakeholders through research that takes into account the real needs of teachers, administrators, students, families, and communities.

The Spartan difference

The Education Policy Ph.D. program at MSU is ranked in the nation’s top-10 and housed in one of the top schools of education. Students work closely with faculty who are leaders in their fields of expertise, and take classes in departments across the university that meet their interests. Students are encouraged to begin independent research as soon as their first year.

Opportunities to connect research to practice are abundant, from partnerships with state and local agencies to collaborative research projects around the globe. Wherever they work, MSU scholars share a particular commitment to meet the educational needs of historically disadvantaged and underserved students.

STUDENTS IN EACH COHORT

ACCEPTANCE RATE TO EDUCATION POLICY PH.D. PROGRAM

RANK ACCORDING TO 2024  U.S. NEWS AND WORLD REPORT

AREA COST OF LIVING BELOW THE NATIONAL AVERAGE

Benefits to our location

Michigan State University is located only minutes from the state Capitol and access to policymakers, the state Department of Education, and leading educational organizations centered in Lansing. Michigan represents a microcosm of U.S. education, with urban centers, remote rural districts, and wealthy suburbs. The MSU College of Education community includes offices and centers that create opportunities to conduct and disseminate education policy research, such as the  Education Policy Innovation Collaborative  (EPIC) and the  Office of K-12 Outreach .

Concentration Areas

ECONOMICS AND FINANCE OF EDUCATION

EDUCATIONAL POLITICS, URBAN EDUCATION AND POLICY ANALYSIS

SOCIAL ANALYSIS OF EDUCATION POLICY AND EDUCATIONAL REFORM

POLICY FOR TEACHING AND TEACHER EDUCATION

ASSESSMENT, EVALUATION AND QUANTITATIVE ANALYSIS

COMPARATIVE AND INTERNATIONAL PERSPECTIVES ON EDUCATION POLICY

Policy students may design an individual program of study that suits their specific scholarly and professional interests. These are the possible concentrations within the policy major.

Core values

1. A personalized approach to student growth and development 2. A commitment to a mission of service 3. Dedication to a well-rounded, cutting-edge approach to research 4. Guaranteed financial support throughout five years 5. Faculty at the forefront of research in their area of expertise

I was drawn to the program by the faculty and the projects they were doing. They do research in schools. And it was a good mix of people doing the research—qualitative and quantitative. DAVID REID Education Policy Ph.D. alumnus

Beyond our borders

A strength of Michigan State’s College of Education is its commitment to international work. Faculty and students are involved in policy-related research in countries in Africa, as well as in China, India, Indonesia, Mexico, Thailand and more.

• How corporal punishment is used in U.S. schools—and how to stop it
• Big Ideas Begin Here: MSU ranked #1 in the nation by U.S. News
• MSU report: Current state policies are failing Michigan’s rural schools and communities

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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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​​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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• International Applicants

PhD in Education: Educational Policy and Theory

Join our community.

School code

Entry Level Courses

Up to 30 credits in entry-level/advanced coursework in education or related fields. (NOTE: Often these credits are transferred in from previous graduate programs.)

Research Methods Courses

ED506 Concepts and Issues in Social Science Research

ED504 Quantitative Research Methods

ED507 Qualitative Research Methods

ED528 Using Quantitative Data Analysis Software (1 credit)

Program Core

ED439 Policy Analysis in Education

EDU413 Contemporary Issues in Education Policy

EDU576 Contemporary Issues in Higher Education

EDU492 Governance, Policy, and Administration of Higher Education

ED412 Sociology of Education

EDE451 Organizational Theory: Theoretical Traditions, Future Directions

EDE466 Educational Legal Theories and Policies

EDU490 Higher Education Law

EDU493 History of Higher Education

EDU411 Education Finance Issues in K-12 School Systems

EDU496 Fiscal Issues in Higher Education

EDU504 Economics of Education

ED461 The Politics of Education

Milestones and Dissertation Research

EDE560 Portfolio Review: Ed Leadership

EDE554 Comprehensive Exam Research: Educational Policy & Theory PhD

ED513 Research Writing: The Literature Review

ED505 Advanced Quantitative Research Methods

ED527 Advanced Qualitative Research Methods

ED523 Mixed Research Methods

Choose electives to help you develop content and research methods expertise to prepare for a dissertation on a topic addressing educational thought and policy (as needed to reach minimum of 90 credits total).

Contact admissions

(585) 275-3950

[email protected]

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Ready to apply?

Take a course before applying.

Public Policy - PhD

The doctoral field in public policy offers students mastery of the interdisciplinary concepts that form the basis of public policy analysis. With a focus on the preparation of students for careers in academic institutions, non-university research settings, government, and other institutional settings where public policy is made and influenced, the policy field promotes an understanding of the empirical, methodological, and theoretical issues that have framed and continue to frame policy analysis and research. Although students may choose to focus on a core area, such as urban poverty or housing, the overall objective is comprehensive exposure to the analytical methods and social science theory and research that frames public policy discourse.

Students in the public policy field must complete the modules in microeconomic analysis and in applied statistics and econometrics. While economics and political science have traditionally anchored the conceptual foundations of the policy process and rational models of policy activity, the field of public policy has witnessed an intellectual revolution among the social sciences that form the basis of research and policy analysis. Sociological, historical and anthropological methods and theories, for example, have begun to expand our conceptual approaches to public policy in different ways, particularly as questions about the role of decision-making, politics, and identity have become important considerations in the evaluation of policy action. Students will become familiar with how analytical methods and theories from these various disciplines and intellectual communities offer competing and/or complementary approaches to the rational model.

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Admission Steps

Higher education - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Additional Standards for Non-Native English Speakers

Additional standards for international applicants.

For the 2025-2026 academic year

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Priority deadline: December 2, 2024

Final submission deadline: June 16, 2025

International submission deadline: May 5, 2025

Priority deadline: Applications will be considered after the Priority deadline provided space is available.

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

Masters degree: This program requires a masters degree as well as the baccalaureate.

University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:

A cumulative 2.5 on a 4.0 scale for the baccalaureate degree.

A cumulative 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree.

An earned master’s degree or higher from a regionally accredited institution or the recognized equivalent from an international institution supersedes the minimum GPA requirement for the baccalaureate.

A cumulative GPA of 3.0 on a 4.0 scale for all graduate coursework completed for applicants who have not earned a master’s degree or higher.

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

Other Required Materials

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

Three (3) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Personal statement instructions.

The Higher Education Department understands equity, diversity, and social justice as essential and fundamental concerns in the study, practice, and leadership of post-secondary education.  Please provide a personal statement of academic and professional goals (1-2 pages, double-spaced).  Include in your statement: (1) Research interests and professional objectives in the study of higher education. (2) Any personal, educational, and employment experiences that have shaped your research and professional interests in the study of higher education. (3) Expectations for how the PhD in Higher Education at the University of Denver specifically will support your research interests and professional objectives.  Note: if there is a specific faculty member with whom you would like to work, based on your research interests, please mention and discuss in this statement.

Diversity Statement Instructions

Please provide a statement of equity, diversity, and social justice (1-2 pages, double-spaced). Include in your statement: (1) Your thoughts on the roles and opportunities for equity, diversity, and social justice in postsecondary institutions and/or higher education policy. (2) Any personal, academic, and/or professional experiences that have shaped your understanding and commitment to equity, diversity, and social justice in higher education.

Résumé Instructions

The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional requirements for this program:

Virtual interview may be required.

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Financial Aid Information

Start your application.

Your submitted materials will be reviewed once all materials and application fees have been received.

Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.

Application Fee: $65.00 Application Fee

International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.

Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.

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Information for Prospective Ph.D. Students

Application deadlines, the appliation for fall 2025 will be available in september 2024. application deadline is december 1 2024..

PhD Admissions Open House Want a PhD in English? Why NYU? New York University, Department of English

Friday, October 20, 2023 at 11:00AM EST https://nyu.zoom.us/j/91310527661  (approximately 1 hour)

2022 Open House:  Zoom Recording 

Are you considering a PhD in English? Come meet faculty and graduate students from the NYU Department of English, who will share their experiences about the structure and culture of the program. You will get a quick overview of what a degree here entails, including the university’s new Advanced Certificate in Public Humanities. We hope to highlight what we (and New York City’s landscape of civic and arts institutions and archives) can offer you as you prepare for a future in teaching, research, and writing. 

APPLICATION REQUIREMENTS 

Your application to the PhD program should consist of the following components:

• The Online Application .
• A Curriculum Vitae (CV) or resume.  This should provide an overview of your academic and, if applicable, professional experience.
• A Statement of Academic Purpose.  The work of the faculty of the Department of English at NYU is characterized by a wide variety of interdisciplinary approaches, encompassing literary history, theory, and criticism, as well as careful reflection on the methods of literary study. We are especially interested in graduate students who will be comfortable bridging historical periods in their reading and writing, and who are curious about a wide variety of approaches to literary studies. The admissions committee requires from all applicants a statement of academic purpose, which will be judged as a piece of writing. It will use this statement to evaluate how well your aspirations and interests suit those of the Department of English at NYU. This statement of academic purpose should be succinct (no more than 1200 words) and address most, if not all, of the following questions: What kinds (genres, styles, forms, etc.) of literature most engage you? What, for you, is the purpose of reading literature critically? Are there particular kinds of criticism/theoretical approaches/methods of literary study that you would like to work within or learn more about? How have your intellectual and scholarly interests been shaped by your time outside and beyond the college classroom? In the light of the description above, do you have a particular reason for wishing to work within the Department of English at New York University?
• A Writing Sample  of academic literary criticism is required. It should demonstrate your strongest work in that mode and should not exceed 20-25 double-spaced pages, including any bibliography or notes.
• Three Letters of Recommendation . It is important to have strong letters of recommendation that come from professors and instructors who know you and are familiar with the your academic work. Applicants who have been out of school for several years should make every effort to reconnect with former teachers to ensure that their letters of recommendation address their academic preparation and abilities and their readiness to pursue the degree for which they are applying.  http://gsas.nyu.edu/admissions/gsas-application-resource-center/faqs/letters-of-recommendation.html
• Transcript . An official, electronic copy of your transcript.For further Admissions information, please visit http://gsas.nyu.edu/admissions/gsas-application-resource-center/faqs/academic-transcripts.html  
• TOEFL or IELTS:  TOEFL or the IELTS is required of all applicants who are not native English speakers or who do not have a bachelor's or master's degree from an institution where the language of instruction is English.  http://gsas.nyu.edu/admissions/gsas-application-resource-center/faqs/testing-requirements.html

All accepted Ph.D. students in English receive up to five years of funding through the Graduate School’s MacCracken program. In 2024-2025 students will receive a $35,000 stipend for nine months, plus a full tuition scholarship, registration and services fees, and full coverage of NYU student health insurance for an individual under the comprehensive plan. The MacCracken award includes a one-time $1,000 Dean's Supplementary Fellowship Grant. This grant is intended to provide support for start-up research and educational expenses such as books, academic supplies, and computer equipment. In addition, the Department of English offers a one-time $3,000 Supplementary Grant that may be used at the student's discretion and a $7,000 summer stipend during your first and second years of study and $3,000 summer stipend for your third year of study. While teaching is not required as a condition of the MacCracken award, the English Department still sees teaching as crucial to the professional development of its doctoral candidates. We therefore expect that our Ph.D. students will teach for four semesters starting after the second year of study, typically scheduled across the third through fifth years. Students who participate fully in the department's teaching program will receive in excess of $22,000 in adjunct-instructor compensation for their four semesters of teaching service, over and above the fellowship stipend payments they will receive during the term of the MacCracken award.

The English Ph.D. program is designed to be completed within the five-year term for which the MacCracken award ensures full funding. However, students can arrange to set aside as much as half of the fellowship stipend they receive during each semester in which they teach, to be drawn on at later points in the period of their enrollment. Thus if they follow the Department’s recommendation and teach for a total of four semesters during the MacCracken term, they can guarantee themselves an additional year of full funding in case they require a sixth year of matriculation in order to secure employment and complete the degree.

Teaching opportunities primarily include serving as a recitation leader in general education courses in the undergraduate college, and in departmental undergraduate survey courses. Students who follow the department's teaching protocol will be assigned to a range of different courses over their four semesters of service, and will thereby achieve the breadth of literacy-historical knowledge appropriate to doctorate holders in the discipline. Students who forgo teaching may be required to demonstrate the breadth of their literary-historical knowledge through other means.

If your question is not answered, please contact the director of graduate admissions, Jenny Mann. 

Open House for Newly Admitted Doctoral Students

Students who are admitted to the Ph.D. program are invited to attend our annual Open House for Newly Admitted Doctoral Students, which this year will take place on (dates to be determined). Admitted students will be asked to arrive in New York City the afternoon of (TBA), when there will be an informal cocktail party with English Department faculty and current students. Scheduled events on (TBA) will allow admitted students the opportunity to interact with faculty as well as current graduate students and other admitted, prospective students, attend classes and tour the campus.

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Getting to Know Visiting Scholar Satoshi Takahashi

Takahashi is an Associate Professor of Education Policy and Law at the University of Osaka, Japan. His research focuses on the right to meaningful educational opportunities for all kids and adequate working conditions for school teachers. Facing the gross shortage of teachers due to their detrimental working conditions and inadequate school funding, he embarked on litigation in Japan, based on the issue of teachers working overtime without pay. Approaching the issues, he modeled the school finance litigation in the U.S., initiated by Center for Educational Equity executive director Michael A. Rebell, to improve the school finance systems and education policy in each state.

This interview has been edited for length and clarity. 

Could you tell us a little about yourself and how you got involved in education policy and law?

Takahashi : Actually, when I was a student, I wanted to be an elementary school teacher, and I even took a course on student teaching in elementary schools. However, I found that teachers had a huge workload, and students faced severe learning conditions. There were 40 students in a classroom with just one teacher. The detrimental working and learning conditions, along with the intense pressure students felt to compete with each other—because Japan is one of the most highly competitive countries for getting into high school or college—made me reconsider. Additionally, I noticed huge gaps between urban cities and rural areas in terms of educational opportunities. These issues made me think about national education policy and school funding. After graduating from college, I decided to attend graduate school to study education law. That was the starting point of my journey into education law and policy.

What interested you most about education law and policy? 

Takahashi : Before I came to Teachers College, I was researching teachers' workloads and the legal mechanisms behind their long working hours. Public school teachers in Japan are exempt from the general labor law, called the Labor Standards Act, which limits all workers to eight hours a day and 40 hours a week. Unlike in the United States, Japanese public school teachers work beyond these limits without overtime pay due to a special act. I got involved in litigation that claimed overtime pay for teachers. Although the plaintiff didn’t prevail in the lower court decision, the court also established a legal framework stating that if an employer doesn't take any action to correct excessive overtime, it could be deemed illegal, holding the employer liable. We are now preparing for the next litigation to secure more funding for teachers, which is not just about working conditions but also about obtaining enough public funding for students, similar to what Center for Educational Equity does.

What led you to come to the Center for Educational Equity at Teachers College as a visiting scholar? 

Takahashi : I was really stimulated by Professor Rebell’s concept of comprehensive educational opportunities. This concept insists on wrapping all educational programs around students, especially those with disabilities, special needs, or from disadvantaged backgrounds. Poverty is a growing issue in Japan, and there are many students who are chronically absent from school—over 200,000 students are out of school. Many researchers focus on how to support these special needs outside of the public education system, but Professor Rebell argues that public education should cover all needs. This includes providing meals, dental care, and nursing within schools. This concept of comprehensive education is very important and needed in Japan. The Campaign for Fiscal Equity (CFE) case in New York State, which resulted in the state government providing more funding based on student needs, showed me how litigation could compel the government to allocate more funds to public education. This is what led me to CEE to learn from their practices.

What challenges have you encountered in your research, and how have you addressed them?

Takahashi : That's a good question but difficult to answer because I have not yet overcome my difficulties. My English is clumsy, making it challenging to communicate, especially in writing. Besides language skills, it is also difficult to connect the issues in Japan with those in the United States due to different backgrounds. I need to find common ground between the two. To address this, I spend a lot of time reading books and articles to bridge both issues. It’s time-consuming and sometimes painful, but necessary.

What were some of the key differences you noticed between education policy in Japan and the United States?

Takahashi : One of the biggest differences is the role of the courts. In Japan, almost all education policies are made by the executive and legislative branches without court involvement or stakeholder input. Policies, including those related to teachers' working conditions, are developed without consulting teachers, parents, or students. In contrast, in the United States, court litigation, like the CFE case, involves extensive public engagement and input from various stakeholders. The judicial branch plays an active role in policymaking, which is a significant difference from Japan.

What have you enjoyed most about your research? 

Takahashi : The most enjoyable aspect of my research is seeing how it relates to social movements. Researching law and policy to improve society and realize students' human rights is my biggest motivation. At the Center for Educational Equity, I appreciate how their work connects with social movements and citizen activism. Interacting with people who share the common goal of addressing societal issues, such as racial disparities and economic inequalities in education, is gratifying. This international exchange of ideas and experiences enriches my research and reinforces the global struggle for educational equity.

Drawing from your extensive experience with a range of experts and research findings, what unique perspective or insight have you developed through your work at CEE?

Takahashi : My research interest lies in the public engagement process of the CFE case, focusing on the practical aspects of litigation. While many researchers concentrate on court decisions and their implementation, I am interested in how litigators organize plaintiffs and frame their claims. Analyzing unpublished documents and primary resources at CEE provides a unique perspective on the public engagement process, contributing originality to my research in school finance litigation.

What practical applications or implications do you foresee for your research?

Takahashi : The primary goal of my research is to transfer its findings to Japan. The practices observed in the CFE case and the work of Professor Rebell and CEE are vital for Japan, where court involvement in education policy is minimal. I aim to activate the courts in Japan to influence education policy, using the knowledge gained at CEE. Within ten years, I hope to initiate school finance litigation in Japan, drawing from the insights and practical aspects of the CFE case. The daily conversations and exchanges at CEE are crucial for understanding the practical implementation of school finance litigation.

New Ph.D. programs welcome students this fall

Rit now offers doctoral programs in cognitive science and physics.

Scott Hamilton

RIT is beginning two new doctoral programs in cognitive science and physics. Both programs offer diverse research opportunities, including soft matter physics research.

Sophia Caruana was seeking an interdisciplinary doctoral program where she could pursue her interests in data ethics, AI, and human-centered computing. Kaitlin Boedigheimer was interested in exploring possible research opportunities in soft-matter physics. 

Both of them found their niche within two of RIT’s newest Ph.D. programs: cognitive science and physics.

The cognitive science Ph.D. program is jointly delivered by faculty experts from six colleges within the university: College of Liberal Arts ; College of Science ; Golisano College of Computing and Information Sciences ; Kate Gleason College of Engineering ; College of Engineering Technology ; and National Technical Institute for the Deaf . The physics Ph.D . is offered by the College of Science .

An interdisciplinary approach to cognitive science

RIT’s cognitive science Ph.D. program provides an interdisciplinary study of the human mind that combines insights from psychology, computer science, linguistics, neuroscience, augmented reality, and philosophy. Students will gain the skills and abilities needed to analyze data, grasp complex concepts, and interpret and communicate concepts for a wider audience.

Matt Dye , professor and director of the cognitive science program and NTID’s Sensory, Perceptual, and Cognitive Ecology (SPACE) Center , explains that the joint offering between the six colleges is a unique asset for graduate students.

“Cognitive science itself is inherently interdisciplinary. It requires this kind of marriage of liberal arts, engineering, and technical thinking,” said Dye. “One of the advantages we have at RIT is that students can learn from experts from across six different colleges, so they can acquire a range of skills and abilities that they might not get at other universities.”

The multidisciplinary approach means students from all undergraduate backgrounds can apply for the program, provided it matches their academic and career interests. Four students were accepted into the program this year.

Sophia Caruana said she has a deep interest in interdisciplinary research and education, which made RIT’s cognitive science doctoral program a perfect fit for her. Here, she presents a previous research project, “How faculty and students at Nazareth University perceive and use chat bots.”

Caruana, from Rochester, N.Y., graduated this past May from Nazareth University with a bachelor’s degree in ethical data science and minors in psychology, philosophy, and math. When she made the decision to pursue her Ph.D., she wanted to find an interdisciplinary program that would work well with her current expertise.

In 2023, she met with Professor Cecilia Alm , who would become her Ph.D. faculty advisor at RIT, to learn more about Alm’s Computational Linguistics and Speech Processing (CLASP) lab . That meeting was the final push Caruana needed to apply to RIT.

“Professor Alm explained that my role in her lab as a cognitive science student would focus on using biologically-inspired systems to model human emotions with artificial intelligence. The questions surrounding that are really intriguing, and something I was already thinking about with my own research,” said Caruana. “I think the work in the CLASP lab is going to be monumental for ethical, human-centered AI, and I knew I wanted to be a part of it.”

Steadily growing opportunities in physics

Boedigheimer earned her bachelor’s degree in physics from University of Minnesota – Twin Cities and her master’s degree in physics from University of Minnesota – Duluth. But she realized there were more job opportunities in her field for Ph.D’s. Once she heard about RIT Professor Shima Parsa ’s soft matter research at a colloquium, her interest in RIT was piqued. After she visited the campus in March, she was convinced.

Kaitlin Boedigheimer believes she’ll have better job prospects with a Ph.D. in physics. She will be researching the filtration methods of nanoplastics to expand her interest in soft matter physics.

“The state-of-the-art technology here really impressed me,” said Boedigheimer.

She is one of seven students in the first class of physics Ph.D. students at RIT. The program offers a wide array of research areas including atomic/molecular/optical physics, multi-messenger astrophysics, photonics and the next quantum revolution, and physics for sustainable/renewable energy. Boedigheimer will be focusing on the filtration methods of nanoplastics, working closely with Parsa.

The new physics program had nearly 120 applicants in its first year. The recently announced National Science Foundation Research Traineeship Program (NRT) gives RIT the resources to grow the program by a few students each year in the future.

“Since the NRT is a highly prestigious fellowship, this allows us to actively recruit the very best and brightest graduate students into our new Ph.D. program,” said Seth Hubbard , program director and professor in the School of Physics and Astronomy.

These two new programs bring RIT’s total doctoral programs to 15. RIT’s other programs include astrophysical sciences and technology , biomedical and chemical engineering , business administration , color science , computing and information sciences electrical and computer engineering , imaging science , mechanical and industrial engineering , microsystems engineering , and sustainability .

RIT’s priority in building doctoral research programs is integral to the university’s future. These programs attract top-tier faculty who generate research funding and support teams of graduate student researchers. In turn, the faculty and research opportunities recruit Ph.D. students to the university.

More information is available on the cognitive science doctoral program website , or by emailing Matt Dye at [email protected] .

Go to the physics Ph.D. program website for more information.

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University raises stipend minimum again for PhD students

Dear Purdue graduate students,

We write to provide you an update on our continued efforts to support and invest in your education and efforts to drive our university forward. In the Office of the Vice Provost for Graduate Students and Postdoctoral Scholars, not only do daily support functions continue, but new programs and additional resources are also deployed.

Beginning with Fall semester, on August 12, 2024, the new minimum stipend will increase to $28,000 for FY appointments.

As this universitywide minimum applies to both TAs and RAs, a university fund will be available for faculty whose current funded projects do not permit rebudgeting to apply for potential bridge funds.

This latest investment, when combined with the previously announced investment over the last two years, will have raised the minimum stipend by about 35%, bringing the university increase in graduate student support to $22 million.

Even with this new minimum, we expect around 80% of graduate students will receive stipends above that amount. We are also engaging with each college for a careful review to achieve competitive stipend levels for their respective disciplines.

The university will also be supporting a new Presidential Excellence PhD Award to assist with recruiting top students. These awards will be a $10,000 supplement on top of a base stipend over a period of four years. Recipients of the award are expected to maintain satisfactory academic and research progress as defined by their academic unit and research advisor and to participate in professional development and mentoring activities organized for award recipients. Each year 100 new awards will be offered. Colleges’ allocations will be proportional to their PhD student enrollment.

In total, the university now invests $229 million in graduate student stipends and fellowships. 

We are also pleased to announce the anticipated launch in January of a training module for graduate students on freedom of expression and free inquiry. More information, including frequently asked questions, will be posted to the Human Resources and Vice Provost for Graduate Students and Postdoctoral Scholars websites.

Again, we thank you for your contributions to excellence at scale at Purdue University.

Patrick Wolfe Provost and Executive Vice President for Academic Affairs and Diversity

Eric L. Barker Jeannie and Jim Chaney Dean of Pharmacy and Professor Associate Provost for Graduate Programs (acting)

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Most community college students plan to get 4-year degrees. Few actually do

Dylan Peers McCoy

[WFYI] Community college transfer numbers 

Ever since he was a kid, Tyre’k Swanigan dreamed of going to Indiana University. But after he graduated from high school, he decided to start at community college. He figured he could keep his full-time job and transfer to IU later to earn his bachelor’s degree.

At first, Swanigan, now 23, did well. Then, he said he heard from an IU recruiter that some of his community college credits might not count toward his degree.

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“I was like, why am I wasting my time at a two-year community college when I know that I need at least a bachelor’s to do anything that I want to do?” said Swanigan, who wants to work in a leadership role at a school.

Swanigan eventually withdrew from the community college. And he’s not alone.

Community college is often touted as an affordable start for students who want to earn bachelor’s degrees. Yet only 13% of community college students actually go on to earn degrees from four-year institutions within eight years, according to data released by the U.S. Department of Education in 2023. Indiana has one of the lowest community college transfer success rates in the nation.

“It's ridiculous,” said Swanigan, who attended Ivy Tech Community College in Indianapolis. “It pisses me off honestly, because I was at Ivy Tech, right? And this is me. Like, this number — I’m a part of that.”

With their open enrollment policies and low tuition, community colleges offer crucial access to higher education. They educate 41% of all U.S. undergraduates, according to the Community College Research Center . And when those students enroll, 83% plan to transfer to four-year schools, according to the Center for Community College Student Engagement.

But that transfer process can be fraught with challenges, including structural barriers that force students to spend time and money taking extra classes.

“Most students leave empty-handed,” said Huriya Jabbar, a professor of education policy at the University of Southern California. “There are bureaucratic hurdles. There are really opaque transfer policies. There's not enough information about … which courses will transfer.”

How the deck is stacked against transfer students

Jabbar co-wrote a book, which will be published in September, about community college transfer students . Her research focused on Texas, where policies vary by institution and major.

“When a student enters community college, they need to know not just what major — area of study — but which university they plan to transfer to,” Jabbar said, “because what they do at the community college to transfer will vary.”

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College advisers are supposed to help students prepare to transfer, making sure they have the right credits for the degree they’re pursuing, and facilitating a smooth transition to a four-year school. But in Texas, Jabbar found that these advisers had large caseloads, which limited their ability to help students. Advisers also struggled to keep up with changes in degree requirements at different institutions, Jabbar said. Sometimes they gave students information that was outdated or wrong.

According to Jabbar, one common problem transfer students face is being forced to take extra classes. That happens when four-year schools don’t give students credit for all the classes they took in community college, or the courses are counted as electives instead of major requirements.

When students lose credits, it’s time-consuming and expensive, said Lorenzo Baber, director of the University of Illinois Urbana-Champaign Office of Community College Research and Leadership.

“That's money,” he said. “That's a couple thousand dollars, which matters.”

Two-thirds of community college students take classes part time . And they often juggle jobs, caregiving and other obligations that can disrupt their education.

Because of that, Baber said, improving transfer success is not just up to higher education institutions. It requires investments in social supports ranging from child care to broadband access to health care. Someone might be forced to leave school, for example, to provide for a sick family member who has limited health care access.

“You could have the best designed programs,” Baber said, “but that gets rendered meaningless if somebody needs to stop out because they need to take a job to pay the bills of their household.”

A transfer policy that could help

Research suggests statewide policies to make transferring easier can help students earn bachelor's degrees and avoid taking unnecessary classes .

In Indiana, where Tyre’k Swanigan lives, community colleges and universities are trying to improve.

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About a decade ago, Indiana lawmakers required public colleges and universities to create transfer pathways for students who complete associate degrees. If an Indiana student earns an associate degree in nursing, for example, they can transfer to a public, four-year university without losing credits, said Mary Jane Michalak, a vice president at Ivy Tech Community College, where Swanigan started.

"Whenever possible we direct students into those pathways,” Michalak said, “because by state law then those credits are supposed to transfer seamlessly as long as it's within the same program."

Other states have created similar transfer policies. In 2010, California created a special associate degree that’s supposed to make it easier for students to transfer. In 2021-22, almost half of the community college students who transferred to four-year colleges in California had those diplomas .

Some Indiana universities and community colleges have partnered up to help make transferring easier for students, an approach that institutions in other states have used . This year, Ivy Tech announced a new dual admission agreement with Indiana University Indianapolis .

But Indiana doesn’t yet know if the state’s efforts to improve transfer success are working. That’s because the federal data published in 2023 — which found that only about 7% of Indiana community college students earn four-year degrees — follows students for eight years. The people it tracked started back in 2014, the year before the state's new transfer pathways kicked in.

Tyre’k Swanigan started college in 2019, and even with the state changes, it hasn’t been easy.

Swanigan almost went back to school this summer. But tuition was expensive. He started a new job. And he was pulling himself out of a difficult relationship.

“The longer I wait and life happens and issues come up,” Swanigan said, “the harder it is to get back into school.”

Five years after Swanigan started college, he’s still determined to earn his bachelor’s degree — eventually.