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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.
Consortium For Policy Research In Education
The Consortium for Policy Research in Education (CPRE) is a joint effort of seven graduate schools of education. Its research focuses on school reform, governance, policy, and finance.
Center on Standards, Alignment, Instruction, and Learning
The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-ready standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation.
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
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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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- 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
Doctorate in Education Policy & Leadership (EdD)
You are here: american university school of education admissions doctorate in educational policy and leadership.
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202-885-8201
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Prepare to advance your career and join a network of American University faculty, students, and alumni who are transforming education in the United States.
American University’s School of Education believes education shouldn’t just focus on what students learn—it should provide students with an opportunity to reach their full potential and be a force for positive social change. Education should give students hope. Antiquated policies and structures have made hope hard to find in modern education, and the United States needs a new approach to education leadership and policy to bring hope and action to its schools.
The Online Doctorate in Education Policy and Leadership (EdD) is a response to this need, empowering leaders in education who have the practical experience and theoretical knowledge to effect widespread, progressive change in education. Whether they pursue opportunities in educational instruction, organizational leadership, or policymaking, EdD graduates will be better prepared to change education, for every student.
The Cohort Experience
Peer learning and a sustained learning network are essential hallmarks of the Online EdD program. As a result, students will progress through the program as part of a cohort, taking the same courses, and accomplishing program milestones together. We intentionally build a diverse cohort of students to contribute to the dynamic learning environment in the program. Learning will occur through robust dialogue, shared learning experiences, and presenting current professional work and doctoral research.
Frequently Asked Questions
How long does it take to complete.
Typically the program can be completed in less than three years.
Who is the online EdD in Education Policy and Leadership program intended for?
This program is designed for working PK-12 leaders who want to connect policy to practice and gain the practical knowledge and skills to transform their organizations and education systems.
What are the pillars of this program?
Graduates of the Online EdD program will be equipped with the skills every education leader needs to be effective, including strategic budgeting, collaborative inquiry, talent management, partnership building, learning science, and program evaluation. We strive to hone students’ knowledge and develop their skills and beliefs in the following four domains:
Systems Change
Personal leadership, social justice and antiracism, policy and research.
These domains serve as the backbone of our program and live out in each course, module, and residency experience that our students engage in. After completing their coursework and their Problem of Practice dissertation, students will have the policy, leadership, and research skills necessary to serve in senior positions in school district central offices, independent schools, nonprofit organizations, government agencies, advocacy organizations, and more.
May I continue to work full-time while completing the program?
Full-time work while taking the program is normal. Students will participate in a residency enabling them to interface with peers and faculty, so they need to visit Washington, DC for three (3) required residencies in terms 1, 4, and 6 from Thursdays through Sundays, encapsulated in the EDU-798 course.
When are applications due?
Applications are due each December for placement in the cohort the following fall.
Is this program part of CPED?
The Online EdD program at American University is proudly part of The Carnegie Project on the Education Doctorate (CPED). The vision of the CPED is to inspire all schools of education to apply the CPED framework to the preparation of educational leaders to become well-equipped scholarly practitioners who provide stewardship of the profession and meet the educational challenges of the 21st century.
Have questions? Send us an email at [email protected] or call us at (202) 885-3720.
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