education phd in usa

Doctor of Philosophy in Education

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

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

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

Curriculum Information

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

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

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

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

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

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

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

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

Culture, Institutions, and Society (CIS) Concentration

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

Education Policy and Program Evaluation (EPPE) Concentration

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

Human Development, Learning and Teaching (HDLT) Concentration

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

Program Faculty

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

Jarvis R. Givens

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

Paul L. Harris

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

Meira Levinson

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

Luke W. Miratrix

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

Eric Taylor

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

Paola Uccelli

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

View Ph.D. Faculty

Dissertations.

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

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

Student Directory

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

Doctor of Philosophy in Education Student Directory

Introduce Yourself

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

Program Highlights

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

Reshaping Teacher Licensure: Lessons from the Pandemic

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

Lost in Translation

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

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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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Teaching, learning, and teacher education, doctor of philosophy (ph.d.), you are here, a doctoral program preparing education researchers, teacher educators, curriculum specialists, and instructional leaders..

The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers and teacher educators in universities and colleges. Focal areas include teaching and learning, research and practice in teacher education, mathematics education, science education, and the study of urban education and urban contexts. 

What Sets Us Apart

About the program.

The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers in education. The program includes formal courses, mentored research, and informal seminars.  The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.

Fall: 3; Spring: 3

Culminating experience Dissertation

Coursework and research experiences address a range of practice-based and theoretical problems in schools and community settings from sociopolitical, cultural, philosophical, psychological, and historical perspectives. Taking an interdisciplinary stance, faculty and students explore issues of equity, social justice, and educational change in a range of formal and informal educational settings. You will build a program of study that includes courses in teaching and learning, social foundations, and research methods.  Applicants interested in the focal area of literacy are encouraged to consider the doctoral program in Literacy Studies .

Field-based research and collaborative projects with practitioners in schools or other educational settings are key components of the program. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.

As a full-time Ph.D. student, you are expected to be in residence and participate in practicum activities, courses, and other academic experiences throughout the first two years, where you will be enrolled in 3 course units per semester. Coursework and experiences are arranged around three areas or strands, including specialization courses, research methods courses, and electives/professional experiences, as well as a set of core courses. For more information about courses and requirements, visit the  Teaching, Learning, and Teacher Education Ph.D. program in the University Catalog .

Research Apprenticeship Course (RAC)

The RAC is part of the Professional Experiences strand and is designed to assist you in developing, conducting, and presenting your own original research. The course focuses on the research interests of the students and requires participation in the scheduling of activities, presentations, and directing part of the RAC agenda as it pertains to the collective needs of the group. Students from the different stages of the doctoral program will serve as mentors to one another, with faculty oversight. You will participate in the RAC beginning in the spring of your first year and continue participation until the completion of your dissertation.

Annual Self-Evaluation : Each year, doctoral students complete a Professional Self-Evaluation that is used as part of the ongoing evaluation and planning process. You are introduced to the evaluation form in the proseminar and will work on it in the spring Research Apprenticeship Course (RAC). The deadline for the Professional Self-evaluation falls in mid-autumn or mid-spring.

Qualifying Examination : The Qualifying Examination is taken by all doctoral students, most often at the end of the first year. Passing this exam is an important step in being admitted to program candidacy. In order to take the qualifying exam, you need to have completed the Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course.

Program Candidacy : You are assessed for program candidacy after successfully completing the  Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course, and passing the Qualifying Examination. You must be in good academic standing to receive program candidacy.

Preliminary Examination : The Preliminary Examination is taken after you have completed all courses and before you begin work on your dissertation. Passing the Preliminary Exam allows you to be admitted to doctoral candidacy. You may submit a Preliminary Exam from the start of the fall semester through April 1. A description of the Preliminary Exam is available from the Division Coordinator. 

Dissertation : To complete the Ph.D., you must design and undertake an original research study under the direction of your dissertation committee. Students should see Penn GSE and Penn-wide policies and speak with their advisor about the requirements of the dissertation.

Our Faculty

Affiliated Faculty

Ryan S. Baker Professor Ph.D., Carnegie Mellon University

Bodong Chen Associate Professor Ph.D., University of Toronto

Matthew Duvall Lecturer Ph.D., Drexel University

L. Michael Golden Executive Director, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Zachary Herrmann Adjunct Assistant Professor Ed.L.D., Harvard University

Charlotte E. Jacobs Director, Independent School Teaching Residency Ph.D., University of Pennsylvania

Michael C. Johanek Senior Fellow Ed.D., Teachers College, Columbia University

Yasmin B. Kafai Lori and Michael Milken President’s Distinguished Professor Ed.D., Harvard University

Andrea M. Kane Professor of Practice, Education Leadership Ph.D., Northcentral University

Rand Quinn Associate Professor Ph.D., Stanford University

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Susan A. Yoon Graduate School of Education Presidential Professor Ph.D., University of Toronto

"Penn taught me, Penn GSE especially, that if you have the right combination of ingredients—commitment from the structure, mentors, and colleagues—then risk-taking, innovation, and progress will for sure ignite."

Justice Toshiba Walker

Our graduates.

Our graduates are prepared for research and academic careers in education, psychology, and related human services fields.

Alumni Careers

• Adjunct Professor, Moore College of Art and Design
• Assistant Professor of Special Education, Villanova University
• Assistant Professor, Montclair State University
• Assistant Professor, Utah State University
• Director, Out of School Time Resource Center
• Postdoctoral Fellow, Temple University

Admissions & Financial Aid

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

Contact us if you have any questions about the program.

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

Noemí Fernández Program Manager [email protected]

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

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

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Collaboratory for Teacher Education

The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.

Core Practice Consortium

The Core Practice Consortium brings together teacher educators from across institutions, disciplines, and theoretical perspectives to grapple with questions about how better to prepare novice teachers. 

Our Students

Current students in the Teaching, Learning, and Teacher Education program are researching a range of topics including mathematical practices, teacher education, maker-based project education, culturally responsive pedagogy, science education, and media making. 

View Doctoral Student Profiles

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• Education, Culture, and Society Ph.D.

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PhD in Education

Welcome to the graduate group in education phd program.

Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice.  Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center.

Designed to foster scholarly engagement and impact the practice of education, students may select from 5 areas of emphasis:

• Language, Literacy and Culture
• Learning and Mind Sciences
• Science and Agricultural Education
• School Organization and Educational Policy

Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.

To learn more about applying to our program, visit Admissions & Financial Aid – PhD Program . You are also welcome to attend one of our virtual Ph.D. Information Sessions listed below. You will need to register for the event to receive the Zoom link to attend. 

Thursday, November 9, 3:30-4:30pm (PST) ( Registration Link )

  Wednesday, November 29, 5:30-6:30pm (PST) ( Registration Link )

PhD Student Antoinette Banks Wins $1 Million Black Ambition Prize

Award is for parent-facing app that uses predictive AI to optimize IEP plans

Kaozong Mouavangsou

MA ’16, PhD ’22

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PhD in Education Policy

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

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

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

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Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

5 years on average

Enrollment Term

Application Deadline

Admissions Requirements

No GRE Exam required

Program Overview

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

Flexible Curriculum

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

Specialization Option

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

• Comparative and International Education ARCO

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

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

Minimum of 90 credits required

Education Policy Core (6 credits)

Students are required to complete both courses:

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

Research Methods (21 credits)

A total of 21 credits is required.

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

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

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

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

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

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

Program Electives (18 credits)

Social context

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

Education Policy 

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

Higher Education

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

Special Courses

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

Area of Concentration (ARCO) Option (18 credits)

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

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

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

General Electives (9 credits)

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

Supporting Field (9 credits)

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

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

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

Other Required Courses (27 credits)

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

Degree Requirements

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

Prerequisites

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

Take the Next Step

Upcoming Info Sessions

General Info Session (Virtual)

June 3, 2024 | Noon-1 PM

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

Career Pathways

Popular pathways include the following:

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

Program Faculty

Program Coordinator

Hayley R. Weddle

Eleanor Anderson

Josh Bleiberg

Michael Gunzenhauser

Sean Patrick Kelly

Maureen McClure

Maureen K. Porter

M. Najeeb Shafiq

Keith Trahan

Leigh Patel

Mariko Yoshisato Cavey

Program News

PhD Student David Smith Receives NAEd/Spencer Dissertation Fellowship

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

Prof. Maureen Porter Receives Outstanding International Educator Award

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

Two Faculty Members Named 2022 AERA Outstanding Reviewers

Two Faculty Members Named 2022 AERA Outstanding Reviewers - Read more

2022 Educational Leadership Series Will Explore Global Freedom Work

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

Five Questions with Alumna Yidan Wang of the World Bank Group

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

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• Ph.D. in Education

Ph.D. in Education: Transforming Education in a Diverse Society

The Ph.D. in Education is designed for students with some professional experience in teaching and learning settings as well as in research.  Our mission is to teach students to wield the tools of research to change disparities in educational experiences and student outcomes.

Our Ph.D. in Education is designed for students who want to pursue research and careers in academia, the non-profit sector, or governmental agencies with a focus on how to improve educational practices and policies to achieve social equity and progress. We look for students with both research experiences and professional experience in teaching, leadership, and learning, who want to build their capacities to undertake independent scholarly research. 

As part of the evolution of education research, the field of education will require Ph.D. graduates who are prepared to collaborate with policymakers, educators, families, and communities to transform current education practice and policy. Our Ph.D. program will provide a fresh approach to training much needed and innovative researchers. Rather than training traditional faculty members solely to generate knowledge by documenting outcomes and processes in education, human development, and well-being, we will cultivate future faculty and researchers to serve and partner with communities through their research in order to accelerate the improvement of education in regional, national, and international settings.

With a focus on equity, equality, and justice, our program is designed to support the development of interdisciplinary, rigorous researchers who can improve educational structures, practices, and policies, as well as the use of educational approaches for community well-being, particularly in low resource settings and for socially marginalized youth. The program will explicitly articulate the links between university faculty, students, families, education practitioners, community members and programs, policy-makers, and educational and community stakeholders. 

In addition to developing a solid theoretical and methodological foundation, students in the program have opportunities to deepen and extend their learning through elective coursework within EDS and cognate coursework in other UCSD departments, and through research apprenticeships with EDS faculty,   in order to deepen their knowledge of varied disciplines, theories, and epistemologies. 

Students will also have the opportunity to engage in interdisciplinary experiences by engaging in research across UC San Diego divisions, departments, and research units. Education Studies is a partner with Critical Gender Studies (CGS) allowing PhD students to apply for a   Graduate Specialization in CGS . Additionally, students interested in cognitive science development may apply to join the   Interdisciplinary PhD program in Cognitive Science   and Education Studies.

EDS Ph.D. Student Kirk Rogers, Receives Ford Fellowship

Eds ph.d. students anita caduff and rebecca levine, each received a friends of the international center fellowship, want to learn more, program features.

The program features include:

• Competitive Funding
• A commitment to promoting equity and social justice
• A focus on designing solutions for pressing problems in education
• A multi-disciplinary approach to training educational researchers, focusing on close collaboration with educators, policymakers, and the community
• On-campus, full-time course of study
• Interdisciplinary approach
• Focus on collaborative inquiry
• Intensive research internships working with well-renowned faculty
• Rigorous training in quantitative and qualitative research methods
• Training to generate and communicate research that transforms practices in local settings and makes an impact nationally and globally
• The use of technology as a tool for teaching, scholarship, and supporting change in diverse communities

Admissions Information

Our application for Fall 2025 will open on September 4, 2024.

A completed Ph.D. application will include the following components:

1) Application Form 

Fill out the application form online.

2) Statement of Purpose

Your Statement of Purpose  must  address the following:  (1) research interests, (2) relevant professional experiences, (3)  experiences with teaching and learning, (4) experience in diverse communities; (5) how your professional and research goals contribute to diversity. 

3) Recommendation Letters

Three letters of recommendation need to be submitted via the online recommendation form available within the application.  You may find it useful to consider in advance whom you will ask to serve as recommenders, so that you may contact these individuals and confirm their willingness. We suggest selecting recommenders who can comment on your ability to be successful in a rigorous Ph.D. program which focuses on transforming education in a diverse society. The letters might include a recommender’s knowledge and assessment of your academic preparation, your professional experiences in educational practice, and your research interests and experiences.

An applicant must submit a professional resume. The Ph.D. in Education is designed for students with some professional experience in teaching and learning settings as well as in research. 

5) Writing Sample

An applicant must submit a publication or a sample of academic writing.

6) Transcripts

For application review purposes (only), scan and upload copies of transcripts for all institutions attended post-high school.  In the online application, you will be prompted to upload a PDF of your scanned documents. Please upload both the front and back sides of the transcript, even if the back side is blank. Uploaded transcripts should be recent and include the following: your name, the institution name, dates of attendance, grades/marks received, credits, and grading legend.  If no transcript is available, please upload a statement explaining the circumstances.

*Do not mail hard copies until provisionally admitted.

Upon provisional admission UC San Diego:  Official transcripts from all institutions attended after high school will be required to finalize your admission and must be submitted to the Graduate Admissions office. Official records including transcripts, evaluations, mark sheets, diplomas, certificates, translations, and study abroad work must be delivered in a sealed envelope from the administering institution or service. Documents will not be accepted if opened or sealed by the student. Certified electronic transcripts sent directly to Graduate Admissions from the issuing institution care also accepted.  Electronic transcripts should be sent to  [email protected] .

Applicants with academic work in progress who expect to complete a degree program before the intended date of enrollment at UC San Diego, must provide evidence of degree conferral and a final academic transcript as soon as they are available.

By the time enrollment begins, successful applicants  must hold a bachelor's degree or the equivalent from an accredited institution in the United States or from a recognized university-level academic institution abroad. Completed coursework for both domestic and international applicants must demonstrate the equivalent of at least a B average in the United States .

7) GRE Scores

The  GRE exam  (general exam) will not be required for Applications for Fall 2023. If you do take the exam our program code is R4836. If you have already taken the test and did not have your scores sent to UC San Diego, contact ETS to have your scores sent to us electronically. The test scores are valid for 5 years.

8) Additional Educational Experiences (Required by EDS)

To be considered for admission into the Ph.D. in Education Program, please respond to a minimum of three out of the seven areas included within the application. This part of the application is not optional for EDS.

9) Application Fee 

The application fee is $120 for US citizens or permanent residents; $140 for international applicants. The non-refundable fee is payable by credit card through the online application. You may also pay by check, following the instructions in the online application. If you choose to pay by check, please note that your application will not be processed until your check has been received.

The UCSD Education Studies PhD program uses a structured holistic review process with a rubric-based evaluation. Each application is reviewed in its entirety and rated on academic preparation, potential for scholarship, and potential for contributing to equity and diversity in formal and information learning contexts. While we do not have a minimum GRE score,  we encourage students to take the test seriously, to practice and do your best. You may choose to address low scores in your statement of purpose. Successful applicants must hold a bachelor's degree or the equivalent from an accredited institution in the United States or from a recognized university-level academic institution abroad and at least a B average (3.0 GPA) or its equivalent by the time they enroll. Some exceptional applicants with lower GPAs may be recommended for admission. You may choose to address low grades in Education related courses or GPA in your statement of purpose.

* Former UC San Diego graduate students should contact Amber Rieder to complete the necessary re-admission process. 

Graduate Funding

Admitted EDS PhD students are guaranteed 5 years financial support, which includes half-time student academic employment, and full tuition & fees during the academci year.

If admitted to the program a detailed funding letter outlining the funding package will be provided.

For further questions about funding please contact the Graduate Coordinator, Amber Rieder, [email protected].

Financ ial Support FAQs

Faculty use a wide array of research methodologies and discipline-based theoretical tools for analyzing and addressing topics. Our faculty have expertise in quantitative methods and qualitative methods of research, with many using mixed methods research approaches. Faculty research projects range from large-scale, multi-site quantitative analyses to in-depth qualitative studies of schools, classrooms, and communities. Faculty also have expertise in historical research, theory development, and design-based approaches to research.

View a list of Ph.D. Faculty and Research Topic Areas

Program of Study

2024-2025 ph.d. proposed course schedule, 2023-2024 ph.d. course schedule, 2022-2023 ph.d. course schedule, 22021-2022 ph.d. course schedule, 2020-2021 ph.d. course schedule, 2019-2020 ph.d. course schedule , 2018-2019 ph.d. course schedule , degree benchmarks.

Our signature pedagogy is problem immersion -- we ask students to read research and learn theories and methodologies in the service of understanding existing real-world education situations and contexts.  During the first two years of the program, students will take required courses in foundational areas and in rigorous research methods. Students will also take  Research Apprenticeship Courses (RAC)  in which students are immersed in faculty research with faculty supporting students’ development as researchers. At the end of the first year, and with faculty guidance, students will choose their particular area of focus and select elective courses in education and in other departments accordingly. Students will continue their research immersion experiences and take courses as part of an interdisciplinary cognate strand.

Between the end of year 2 and no later than Spring quarter of year 3 students will submit their  Qualifying Exam Research Review Paper . The written Research Review is designed to assess the student's ability to work in a scholarly and professional way with substantive knowledge in their area of interest. To successfully meet the research review benchmark, a student must submit a scholarly review of research manuscript of publishable quality. The manuscript should demonstrate the student’s knowledge of theory and research in a particular topic area related to transforming education in a diverse society.

After successfully passing the Qualifying Exam, students will present their dissertation proposal between year three and four. Information on this process can begin with the  Dissertation Proposal and Committee document . During the fourth and fifth years students will work with their dissertation advisor and other faculty committee members to complete their dissertation research and writing.

Student Handbooks

• Ph.D. Cohort 8 Handbook 2023-2024
• Ph.D. Cohort 7 Handbook 2022-2023
• Ph.D. Cohort 6 Handbook 2021-2022
• Ph.D. Cohort 5 Handbook 2020-2021
• Ph.D. Cohort 4 Handbook 2019-2020
• Ph.D. Cohort 3 Handbook 2018-2019
• Ph.D. Cohort 2 Handbook 2017-2018

PhD Program Committees

PhD Program Catalog Description

EDS PhD Approach to Mentoring and Advising

Information on SPSS

EDS Instructional Assistant (IA) Handbook

Financial Support

• EDS Funding Opportunities
• UC San Diego Graduate Division
• IA Expectations for EDS PhD Students

Basic Needs Support

• Triton Food Pantry
• Financial Programs including Emergency Loans and Grants
• Basic Needs Amenities in Central Campus
• Off Campus Housing 

• Ed.D in Educational Leadership
• PhD and EdD Comparison
• PhD Students
• PhD Faculty

 Slides from our Fall P.h.D. Information Session     

Education Policy PhD

Doctor of philosophy in education policy.

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

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

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

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

Doctoral Student Profiles

Career Outcomes

Study Guides & Worksheets

Admissions Information

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

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Application guidelines and required documents.

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

Requirements from the TC Catalog (AY 2023-2024)

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

View Full Catalog Listing

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

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

• View Other Degrees

Box: Box 11

Teachers College, Columbia University Zankel 212

Contact Person: Malgorzata Kolb

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

Email: kolb@tc.columbia.edu

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Ph.d. in education.

The Ph.D. Program in the School of Education seeks to prepare scholars whose research will address critical problems in education, develop our understanding of teaching and learning in diverse contexts, and lead to improved outcomes for all learners. There is no more important goal, nationally and globally, than educating all children and youth so that they may develop to their fullest potential. However, much remains to be discovered about how best to achieve this goal, given variation in learners, contexts, and opportunities.

Our mission, to prepare the educational researchers of tomorrow, is accomplished through the implementation of a rigorous doctoral program that emphasizes high quality educational research utilizing varied methodological approaches. The program is grounded in interdisciplinary perspectives, including those from anthropological, sociological, psychological, and cognitive science traditions.

The Ph.D. program prepares students to assume leadership roles in both academic and non-academic settings. The program requires a shared first year core that provides the foundation needed to frame and begin investigating important research questions. Specializations within the program build on this foundation and offer students the opportunity to pursue individualized programs of study that capitalize on faculty expertise both within the School of Education and across the University. By engaging in ongoing research and producing evidence of their accomplishments through apprenticeship activities, graduates are well positioned to contribute to solving significant educational problems throughout their careers.

Program Coordinator: Dr. Teomara Rutherford

Areas of Specialization

The Learning Sciences is an interdisciplinary specialization area that focuses on the systematic study of learning and teaching, human development, and educational technology as well as the application of research to design educational innovations and interventions.

The focus of the Literacy specialization is on literacy development and instruction with particular attention to students with learning problems, including problems due to disability and to background.

The specialization area of Mathematics Education focuses on examining issues of teaching and learning mathematics. A distinctive feature of this specialization area is the integration of research experiences, including teaching mathematics content and methods courses for prospective K-8 teachers.

Grounded in the scientist/practitioner model, the school psychology program provides students with a strong foundation in psychological theory and research.

The Sociocultural and Community-Based Approaches (SCA) specialization emphasizes the development of expertise in conducting high-quality research on significant issues in sociocultural and community-centered approaches to education.

Ph.D. in Education Program Requirements

Students generally complete the degree in 4-5 years of full-time study. A minimum of 55 credit hours is required to complete the Ph.D. program. Most students will take far more than this minimum in order to complete apprenticeship and specialization requirements or maintain full time status. While some courses may be offered online, this program in general is not offered in an online-only format.

• Core Content Courses: Doctoral Core coursework includes two proseminars (EDUC 805, EDUC 806) that students take in the first two semesters of their program.
• Research Methods Core Courses: Students take two core research methods courses (EDUC 850 and 856) while taking their core content courses. They also choose primarily a qualitative (EDUC 852, 858, 859) or quantitative (EDUC 812, 865, 874) set of three courses to fulfill the methodology core requirement. In some cases, and with the approval of their advisor, students may fulfill the methodology core by choosing courses from both tracks.
• Specialization Area Courses: All students are accepted into one of 4 specialization areas. These areas vary in how specialized knowledge and skills are acquired, but each requires between two and four specialization courses. All students will take at least two additional specialization core courses from one or more areas outside of their primary area. Students must choose courses carefully to ensure that this requirement is met, recognizing that most courses are offered every other year (some may be offered less frequently depending on enrollments). Students may draw courses from Learning Sciences , Literacy , Mathematics Education , Sociocultural and Community-Based Approaches or from our degree programs in Educational Statistics and Research Methods or School Psychology . (Students admitted in Fall 2019 or earlier to the Ph.D. in Education program may view the School Psychology specialization page .)
• Colloquium Series: Research colloquia expose students to some of the foremost thinkers and researchers in the field of education. Guest scholars are invited to share their research findings with doctoral students and faculty in a setting that encourages collegiality and familiarizes students with a number of scholarly presentation styles and content areas. A one-credit course (EDUC 840) is offered each semester in conjunction with the colloquium series and students must complete a minimum of 4 credits of colloquium.

Students may view the schedule of courses online.

First Year Assessment

All students in the program are required to successfully pass the First Year Assessment, which serves as the qualifying exam for the program. This assessment occurs during finals week of the spring semester of the first year. Students are provided a research article and write a critique of the article using skills learned during their first-year coursework.

Scholarly Apprenticeship

Scholarly Apprenticeship Requirements consist of the following activities and requirements: participation in an annual College of Education and Human Development Research Forum; submission of a publication to a peer-reviewed journal; presentation at a national conference in the student’s area of expertise; and supervised university teaching experience.

Individual Program Plan

By the beginning of the third semester of enrollment, students will write an Individual Program Plan (IPP) that must be approved by the student’s advisor. The IPP will include a listing of the courses the student plans to take to fulfill research methods core and specialization area requirements, and it will outline a timeline of research the student intends to undertake. (Current students can find the Individual Program Plan form on Graduate Resources and Forms .)

University policy requires Ph.D. students to complete one year in residence (one continuous academic year—9 credit hours per semester). Students in this cohort-based program are encouraged to complete the residency requirement during their first year in the program.

Dissertation Proposal

A written proposal that is defended before one’s advisory committee.

Dissertation and Defense

An original work of scholarship, meeting School, University and professional requirements, plus an oral defense of the work. Nine hours of dissertation credit (EDUC 969) are required of all Ph.D. students.

Program Policy Document

Students may download the program policy document for complete information about this degree and the Student Handbook .

Advisor and Assistantship Assignment FAQ

Students may download the Advisor and Assistantship FAQ document for more information about PhD student advising and funding.

Admission Information

To apply to the Ph.D. in Education program, complete the steps of the UD online graduate application process. Additional information about the graduate application process can be found on our “How to Apply” page. For information about graduate tuition, visit UD’s graduate tuition page for CEHD programs.

Application Requirements

Some application items specific to the Ph.D. in Education program include:

• Transcripts of all previous academic work at the undergraduate and graduate (if applicable) level. Please note that the Mathematics Education Ph.D. specialization requires the applicant to hold a master’s degree in mathematics or a related field. Applicants may upload unofficial copies of their transcripts and if admitted, all transcripts will be verified by the Office of Graduate and Professional Education. Applicants who previously attended the University of Delaware still need to upload an unofficial transcript, but do not need to provide official transcripts for verification. Please do not send any transcripts to the School of Education.
• GRE scores are required. Students typically are expected to have minimum scores of 150 on the verbal and quantitative sections and a 4.0 on the analytic writing section. Most admitted students have far higher than the minimum scores. The GRE is optional for Fall 2025 applicants. Please see the note at the top of this section.
• Three letters of recommendation are required. Applicants should select recommenders who can comment on their potential to succeed in doctoral work.
• Applicants should introduce themselves and discuss educational and career goals related to the Ph.D. in Education program and how this program is a good match for their interests. Applicants should identify their area of specialization and potential research interest.
• While there are no requirements set by the School of Education, personal statements are generally 2-5 pages in length.
• A resume is required.
• No writing samples or supplemental documents are required.
• International applicants must submit scores from either the TOEFL, IELTS, or iTEP Academic Plus. Scores more than two years old cannot be validated or considered official. Required minimum scores for the TOEFL are 100 (internet-based test -iBT), 600 (paper-based test), or 250 (computer-based test). For the IELTS, the minimum score is 7.0. For the iTEP Academic Plus, the minimum score is 4.5.

Application Deadline

The deadline for all applications to the Ph.D. in Education program is December 1  for study beginning the following fall term. In general, it is not possible to take required core courses before becoming admitted. The required core courses are generally restricted to students already admitted into the program.

Cost and Financial Support

Our full-time Ph.D. in Education students receive financial support for four years through a variety of sources, including assistantships and tuition scholarships. Students with assistantships receive 100% tuition scholarship and a 9-month stipend, plus health insurance. Merit-based supplemental funding is available. For more information about this financial support, visit CEHD’s graduate tuition page .

Graduate student assistants work 20 hours a week, engaged closely with their faculty mentors in research and teaching activities. Prospective students can learn more about PhD assistantship experiences through our PhD student spotlights and our PhD student directory .

We also have conference travel funding available through the SOE and the UD Graduate College.

How to Apply

Applications for all graduate programs at the University of Delaware are done online through the Office of Graduate and Professional Education. To apply to the Ph.D. in Education program, complete the steps of the UD online graduate application process . For information about graduate tuition, visit UD’s graduate tuition page for CEHD programs.

Student Spotlight

“Working closely with professors in the program and being actively involved in ongoing research has allowed me to make substantial progress toward my career goals. I have received awards recognizing my effort… Not only do the faculty provide me a nurturing and supportive environment for research, but they also encourage my own personal growth. The amount of support and flexibility I have received as a Ph.D. student within CEHD has been invaluable.”

Featured Research

From fractions struggle to fractions success

For many elementary and middle school children, fractions are the scariest topic in their mathematics classroom. How can a fraction represent something larger than the number one? How can three-fifths be smaller than three-fourths when five is bigger than four? Without these foundational skills in fractions, students struggle in later mathematics courses, such as algebra, and begin to lose interest in math. They believe that math is simply “not for them” and turn away from career paths in science, technology…

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Spencer grant to improve assessment of students’ writing skills

Over the past three years, Joshua Wilson, assistant professor in the University of Delaware’s School of Education (SOE), has studied how computer software could be used to evaluate and improve student writing, and his research continues to…

CADRE Fellow will broaden instructional math research

Jenifer Hummer, a doctoral student in the University of Delaware School of Education, has been awarded one of 10 highly competitive Community for Advancing Discovery in Research in Education (CADRE) Fellowships, funded by the National Science…

NSF grants support community-based computer science programs to expand participation

Teach kids how to program a toylike robot or a computer game and suddenly computer science looks like great fun. Coding – the letters and numbers that govern the robot’s every motion – is worth learning. The concepts and math behind all of…

Applying To Graduate School: Tips For Getting Started

Applying for Ph.D. programs is exciting but can also be overwhelming and stressful. How do you even begin the process? From narrowing down different programs to working on application materials, deciding which doctoral program is right for you takes some time. Some of our Ph.D. students share their best advice on applying to graduate school.

Student Outcomes

Jessica Rodrigues

Jessica pursued her Ph.D. in Education (specializing in Learning Sciences and Education, Measurement & Statistics) because of the opportunity to learn from and work with leaders in the field: “I knew I would receive the training required to advance my research skills and to be competitive on the job market.”

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Educational Studies

Why study educational studies.

The Doctor of Philosophy (Ph.D.) in Educational Studies is geared toward the rigorous preparation of educational researchers who have the knowledge and skills needed to design, conduct, and disseminate high-quality scholarship, and who have a strong foundation in one or more high-demand areas of specialization. The Ph.D. degree emphasizes the scholarly pursuit of the theoretical underpinning and methodological advancement of educational research. Courses provide critical training in the intellectual pursuit of advanced knowledge in educational, social, and behavioral sciences. A distinguishing feature of the program includes research apprenticeships with graduate faculty in the School of Education. Through faculty mentoring, students author and/or co-author publications and presentations at national and international conferences. Working for a Ph.D. degree prepares the graduate for academic and administrative positions in educational institutions and social service agencies. 

Drawing upon multiple theoretical perspectives and research paradigms, the program represents the breadth of knowledge that leads to deeper understanding in the following areas of concentration:

• Curriculum Studies and Teacher Education
• Developmental and Learning Sciences
• Educational and Community-Based Action Research
• Educational Policy and Higher Education
• Instructional Design and Technology
• Quantitative and Mixed Methods Research Methodologies
• Second Language Studies
• Special Education

See the kinds of research our doctoral students are engaged in:  Doctoral Student Research.

Admission Requirements

Minimum admission criteria for all areas of concentration are consistent; however, additional concentration level criteria may be applied. The program is selective. There will be limits on the number of students a faculty member can mentor at one time.

Degrees.  Earned Bachelor’s degree or Master’s degree in areas of concentration or closely related area from an accredited college or university. Students with bachelor’s or master’s degrees in unrelated areas, but with clear evidence of experiences and/or credentials appropriate to the degree and a specific area of concentration may be accepted. 

Minimum Grade Point Average (GPA).  Successful applicants must have at least a cumulative GPAs of 3.0 (on a 4.0 scale) from their undergraduate coursework and 3.2 (on a 4.0 scale) from previous graduate work.

Graduate Record Examination (GRE).   Graduate Record Examination (GRE) is optional. It can be submitted as part of the holistic review of your application, but is not required.

Applicants : The program will be using the university's holistic review process for all areas of the PhD. The holistic review involves written responses to selected questions. The questions do not require specific content background or knowledge, but assess preparedness for the writing, analysis, and critical thinking required of a doctoral degree. An admissions committee reviews each application using pre-determined criteria. Applicants should expect a follow up interview with an admissions committee member to complete their application.

Speakers of English as Second Language.  If an applicant’s first language is not English, he or she must take the Test of English as a Foreign Language (TOEFL) or another comparable test unless he/she has previous degrees from higher education institutions in the United States. The recommended test scores are: 92-93 for Internet-based TOEFL; 237 for Computer-based TOEFL; 580 Paper-based TOEFL; 6.5 for IELTS; and 62-63 for PTE. The test must be taken within two years prior to application to the program.

Letters of Recommendation.  Applicants must have a minimum of three current letters of recommendation that address their academic background and accomplishments submitted by college or university faculty, graduate advisors or other individuals who can address applicants’ accomplishments or potential as educational researchers.

Goal and Research Interests Statement.   A typewritten statement about research interests and academic and professional goals should be submitted that includes brief narratives about: a) previous research and academic and professional experiences; b) immediate and long-range aspirations; and c) how the Educational Studies Program will help you to meet your goals. When applying to the doctoral program, the applicant should explain specifically which area of concentration he or she would like to study. Those who are undecided about their area of concentration are strongly encouraged to indicate potential interest in one of the areas of concentration. More specific goal statement requirements will be established.

Curriculum Vitae/Resume .  A copy of a curriculum vitae or resume that indicates the applicant’s name, address, phone number, e-mail address, colleges attended with degrees and dates, employment history, professional experiences, any publications, or conference presentations, and names of references who will be sending letters.

Application Deadlines

Prospective students should complete the online application for the EDST Ph.D. degree by  December 1st  , at which time they will select a concentration from among the options available. Please note that incomplete applications will not be processed or reviewed. It is the applicant’s responsibility to ensure that all required materials and support documents are successfully submitted. Applicants will be notified of acceptance or rejection by  February 15th .

Graduates typically become university faculty members, higher education administrators, school leaders, or educational researchers.

Upon admittance to the program, each student is assigned a mentor with Graduate Faculty Status based on fit of research interests. Candidates should initiate contact with their assigned mentor as soon as possible once the admission letter is received. During the first semester of study, the student and mentor will meet to begin working on the process of planning the program of study. It is the student’s responsibility to confer regularly with his or her mentor and make sure the mentor has approved the course choices throughout the graduate program. During the first year of their study, students should actively get to know faculty members’ research and teaching so as to select a committee to advise their studies.

Doctoral students may elect to add graduate certificates to their area of concentration.  Options include:

• Adult/International TESL
• Assessment and Evaluation
• Autism Spectrum Disorders
• Jewish Education
• Post Secondary Literacy Instruction
• Teacher Leader
• TESOL (Teaching English to Speakers of Other Languages)

Other graduate certificates may be available.  Please contact your Faculty Advisor .

Full and part-time graduate students in Educational Studies may apply for financial aid.

Minimum Required GPA: To be eligible for graduation, the student must maintain a minimum of 3.25 grade point average.

Maintaining Active Status: In order to maintain active status in the graduate program, the student must register for at least 1 graduate credit in any semester during every academic year. If a student fails to maintain active status, he or she must complete a Graduate College Petition for Reinstatement . This request must be received in the Office of Research and Advanced Studies no later than three weeks prior to graduation in order for the candidate to be certified for graduation in that semester. Students who have not been enrolled in classes for more than three years are not eligible for reinstatement and must reapply for readmission to the University. Reapplication does not change the candidate’s original entry date. Time to degree will be calculated from his or her first entry date. To reapply, the candidate must submit a completed Application for Readmission to Graduate College Form .

Graduation: Students must formally apply for graduation in accordance with established Graduate College Graduation Deadlines . Complete information can be found at Graduate College Graduation . Students must maintain active status (i.e., enrolled for at least one credit hour) during the year they plan to graduate and all NG, N, I, UP, SP and F grades must be removed for degree courses.

• Guide: Educational Studies PhD Curriculum Fall 2024 (CSTE-Curr Studies & Teacher Ed)
• Guide: Educational Studies PhD Curriculum Fall 2024 (SPED- Special Education)
• Guide: Educational Studies PhD Curriculum Fall 2024 (DLS-Developmental & Learning Sciences)
• Guide: Educational Studies PhD Curriculum Fall 2024 (EPHE- Ed Policy & Higher Ed)
• Guide: Educational Studies PhD Curriculum Fall 2024 (ECAR-Edu & Comm Based Action Research)
• Guide: Educational Studies PhD Curriculum Fall 2024 (QMMR-Quant & Mixed Meth Research)
• Guide: Educational Studies PhD Curriculum Fall 2024 (IDT-Instructional Design & Tech)
• Guide: Educational Studies PhD Curriculum Fall 2024 (SLS-Second Language Studies)
• Guide: Educational Studies PhD Curriculum Fall 2024 (LTCY-Literacy)

Early Admission

General Admission

Prospective students will complete the on-line application for the EDST Ph.D. degree by  December 1st , at which time they will select a concentration from among the options available. Please note that incomplete applications will not be processed or reviewed. It is the applicant’s responsibility to ensure that all required materials and support documents are successfully submitted. The Ph.D. Council will conduct an initial review of the applications in all concentrations; however, the interviews and final admission decisions will reside with the faculty for each area of concentration. A minimum of two faculty affiliated with a concentration must review each application. One round of admissions will be conducted in the Spring semester of each year for Fall semester entry into the program the following academic year.  

Contact Information

Find related programs in the following interest areas:.

Program Code: 18DOC-EDST-PHD

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Top 10 PhD in Education Programs

Karla Ibarra is a content writer at Scholarships 360. She has worked as an English teacher and writing tutor. As a writing tutor, she has experience editing scholarships and college application essays. Karla graduated from Texas A&M University with a degree in Communication and a minor in English.

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Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

Earning a PhD in any field is both time intensive and expensive. While the required time to earn a PhD is a given, paying for one is not! Fully funded PhD programs offer students a chance to focus on their studies without worrying about going into debt long (sometimes decades) after graduation. With the average cost of a PhD at nearly $82,000 , potential PhD students should do everything possible to secure a spot in fully funded programs. Keep reading to learn about some of the top fully funded PhD programs in education! 

Related: Top scholarships for teachers

First, exactly what is a “Doctorate of Philosophy” degree?

A PhD, which is the abbreviated form of “doctorate of philosophy,” is among the highest level degrees one can earn in the United States. Students earn a  PhD after the completion of a lengthy research and writing project known as a “dissertation.” While most students earn PhDs in the humanities or social sciences, they can earn a PhD in a variety of fields. 

Further reading: What is a PhD?

How we chose the fully funded PhD in Education programs on this list

All of the programs on the following list have stellar reputations in the education space. It is not surprising that the most reputable programs offer plentiful resources that are invaluable to PhD students. PhD students are able to fully focus on their studies in well stocked and up-to-date libraries. Students have access to the most distinguished education professors in their respective specialty fields. Upon graduation, students will have strong connections to help launch their own careers. 

All of the fully funded programs included offer full tuition coverage. Most offer living stipends and health insurance as well. Make sure that you read the details of exactly what to expect from each program. Students may be required to contribute to their education by becoming a graduate assistant or working in some capacity at the school they are enrolled in. 

Let’s take a look at some of the top fully-funded PhD in Education programs, which are in no particular order. 

Columbia University Teachers College PhD program in Education Policy 

Columbia University Teachers College PhD program in Education provides students with rigorous academic training and research opportunities. The program offers a range of specializations, including curriculum and teaching, educational leadership, higher education, international and comparative education, psychology in education, and special education.  

• Location: New York City, New York
• Focus of study : Curriculum and teaching, education policy and social analysis, health education, and cognitive studies in education.
• What is included : Tuition coverage for the first, second, and third year

Harvard University PhD in Education

Harvard University offers a PhD program in Education through the Harvard Graduate School of Education (HGSE). The program offers students specializations in three concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching.  

• Location: Cambridge, Massachusetts
• Focus of study : Human development, instructional practice, institutions and society, learning and teaching, and policy analysis and evaluation
• What is included : Full financial support for tuition, health insurance fees, and basic living expenses for a minimum of five years

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Stanford phd program in education.

The Stanford Graduate School of Education PhD program in Education prepares scholars to advance knowledge about learning and education, with a focus on improving educational outcomes for all students. Academic areas students can focus on include curriculum studies and teacher education (CTE), developmental and psychological sciences (DAPS), social sciences, humanities, and interdisciplinary policy studies in education (SHIPS), and other cross-area specializations. 

• Location: Stanford, California
• Focus of study : Educational leadership, education policy analysis, learning and teaching, and quantitative and qualitative research methods
• What is included : Full tuition aid, fellowship stipend, and assistantship salary

University of Illinois at Urbana-Champaign PhD program in Education

The University of Illinois at Urbana-Champaign offers a Ph.D. program in education that provides students with a strong foundation in educational theory, research methodologies, and practical applications. Students may specialize in a variety of different areas of study. These include educational policy, leadership and administration, curriculum and instruction, educational psychology, and human development. 

• Location: Champaign, Illinois 
• Focus of study : Curriculum and instruction, educational policy, educational psychology, higher education, learning sciences, and special education
• What is included : Full tuition waiver, a partial fee waiver, and a stipend in the first five years of enrollment

University of Michigan PhD program in Educational Studies  

The University of Michigan offers a Ph.D. program in Education through its School of Education. Students have the opportunity to specialize in diverse fields such as educational psychology, curriculum and instruction, educational leadership, and policy. Additionally, the University of Michigan provides a vibrant intellectual community and a wide range of resources, including libraries, research centers, and partnerships with local schools and educational organizations. 

• Location: Ann Arbor, Michigan
• Focus of study : Cross-specialization concentration, educational foundations and policy, educational policy, leadership, and innovation, learning technologies, literacy, language, and culture, mathematics education, science education, and teaching and teacher education
• What is included : Full tuition waiver, health insurance, and a generous stipend package 

University of Pennsylvania Graduate School of Education PhD program in Education

The University of Pennsylvania offers an interdisciplinary and prestigious Doctor of Philosophy (PhD) program in Education housed within the renowned Graduate School of Education (GSE). Students can choose one of the five programs available: 1) educational linguistics 2) human development & quantitative methods 3) literacy, culture, and international education 4) policy, organizations, leadership, and systems and 5) teaching, learning, and leadership. The GSE also has numerous research centers and institutes, providing opportunities for collaboration and engagement with experts. 

• Location: Philadelphia, Pennsylvania
• Focus of study : Educational technology, language and literacy, higher education, policy analysis, teacher education, and urban education
• What is included : A full scholarship, a stipend, and student health insurance for the first four years of study

Vanderbilt University Ph.D. program in Learning, Teaching, and Diversity

Vanderbilt University offers a Ph.D. program in Learning, Teaching, and Diversity through its Peabody College. The program aims to place a strong emphasis on research and provides students with numerous opportunities for professional development and networking. The program offers four areas of specialization: language, literacy, and culture; justice and diversity in education; mathematics and science education; and learning and design. 

• Location: Nashville, Tennessee
• Focus of study : higher education, learning and instruction, language and literacy, educational policy, and more
• What is included : Full tuition support, health insurance, and graduate assistantships that cover living expenses

The University of Texas at Austin College of Education PhD

Within the College of Education at UT Austin , the Curriculum and Instruction department includes a variety of PhD programs to choose from like bilingual education, cultural studies in education, early childhood education, language and literacy studies, learning technologies, social studies education, and more. Other departments in the college of education include: Curriculum and Instruction; Educational Leadership and Policy; Educational Psychology; Kinesiology and Health Education; and Special Education.

• Location: Austin, Texas
• Focus of study : Bilingual/Bicultural Education; Cultural Studies in Education; Early Childhood Education, Language and Literacy Studies; Learning Technologies; Physical Education Teacher Education; Social Studies Education; STEM Education; and Urban Teachers Program
• What is included : Full tuition waiver, a stipend for living expenses, and health insurance for up to five years

New York University Steinhardt

The Steinhardt School of Culture, Education, and Human Development at New York University offers many PhD programs in the field of education. Popular concentrations include learning sciences, literacy education, educational psychology, policy studies, and teaching and learning. A PhD in education from New York University offers students a variety of specializations with the added bonus of a fully funded program.  

• Focus of study : Bilingual Education; Childhood Education; Early Childhood Education; Education and Jewish Studies; Educational Communication and Technology; and more
• What is included : Tuition coverage for required course work, an annual stipend, and health insurance through the fifth year 

Washington University in St. Louis, PhD in Education

Washington University in St. Louis offers a Ph.D. in Education through its Graduate School of Arts & Sciences. PhD students may choose from two major strands of study; educational policy studies and educational psychology. Students in the Educational Policy Studies concentration focus on analysis of educational policy, address systemic inequities, and study qualitative, quantitative projects. The Educational Psychology program helps students in their focus on psychological research and theories relating to learning and motivation. 

• Location: St. Louis, Missouri
• Focus of study : Educational Policy Studies and Educational Psychology
• What is included : Full tuition remission and a monthly stipend five to six years

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Frequently asked questions about fully funded PhD programs in education

How do i know which phd program in education is right for me.

• If you had to pick one, what would be your main professional goal?
• What’s the reputation of the faculty?
• What research options are available?
• What environment is right for me?

Does a fully funded PhD in education include housing?

Is there an age limit for earning a phd in education, can i earn an online fully funded phd program in education, scholarships360 recommended.

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55 PhD Degrees in Education in USA for 2024

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PhD Degrees in Education

Those who pursue education as a career will undergo courses that are designed to train future educators. Fortunately, there is a wide variety of courses designed for students who wish to supplement any teaching credentials. These courses are offered at various institutions across the globe.

The USA remains the world’s most popular destination for international students. Universities in the US dominate the world rankings and the country also offers a wide variety of exciting study locations. State university systems are partially subsidized by state governments, and may have many campuses spread around the state, with hundreds of thousands of students.

Requirements for the PhD program often involve the student having already obtained a Master’s degree. Additionally, a thesis or dissertation primarily consisting of original academic research must be submitted. In some countries, this work may even need to be defended in front of a panel.

• PhD in USA – A Guide for 2020/21
• Finding a PhD

A PhD in USA takes approximately 5 – 6 years of full-time study and can cost between $12,000 – $45,000 per academic year. PhD programs in USA differ from that in the UK and Europe in that students must first take taught classes, coursework and exams before starting their research project.

Why Do a PhD in USA?

The United States has long had some of the most distinguished universities and advanced PhD programmes in the world. Combined with curriculum flexibility, rigorous teaching methods, vast funding opportunities, breathtaking campuses and significant career prospects, it’s no wonder that it is one of the most sought-after study destinations for research students.

In addition to comprehensive training standards, here are a few other reasons why a student may choose to undertake their PhD in the United States:

• Longer learning timeframes – A PhD in the US lasts longer than a PhD in the UK or Europe. This allows students to more confidently transition from undergraduate to postgraduate studies; more commonly referred to as ‘graduate studies’ in the US. This gives you the opportunity to learn more about your subject, research methods and academic writing in general before starting your research project.
• World-class universities – It’s no secret that some of the most well-known higher education institutions that continue to dominate global rankings are based in the United States. Although many factors go into determining whether a position is right for you, a PhD at a high-ranking American university will undeniably have many benefits, from excellent learning standards to access to innovative equipment and deep expertise.
• International network – The US has long been a popular choice among PhD students around the world. As such, the US hosts a diverse and multicultural learning environment in which many research students will quickly feel at home.
• Opportunities – With over 4,000 universities in the US, we can safely say you will have plenty of opportunities to find the ideal combination of project, supervisor and university that works for you.

Universities in USA

Universities in the United States can be divided into two types: public universities and private universities.

Public universities are financed by the state in which they are based. Because of this, public universities charge less for students from within the state and more for students from outside the state, including international students.

Private universities are not financed by their state, but by private donors, research funds and tuition fees. For this reason, private universities generally charge higher tuition fees than public universities and require all students to pay the same amount, regardless of whether they come from out-of-state or abroad.

According to the Times Higher Education World University Rankings 2021 , eight of the top ten universities in the world are located in the United States. These are:

Method of Study

The main difference between a PhD in the US and a PhD in Europe lies in the program structure. Whereas a European PhD essentially consists of a single phase lasting three to four years , an American PhD consists of three different phases, each with its own time frame.

• Phase One – The first phase lasts approximately two years and focuses on building a basic foundation for the doctoral student. This phase consists largely of taught components such as lectures, tutorials and laboratory sessions, in which the student learns more about theoretical concepts and research methods within their discipline.
• Phase Two – The second phase can be considered an assessment phase, which runs both periodically alongside and at the end of the first phase. Here, students complete coursework and take exams on the basis of the material they have covered of which they must pass in order to proceed to the third phase.
• Phase Three – The third phase lasts approximately three years and resembles the European PhD structure. During this period, the student undertakes an independent research project, including forming a research design, conducting experiments, writing a thesis (more commonly referred to in the USA as a dissertation) and sitting a viva exam.

Teaching Requirements

Besides structure, a key difference between a PhD program in the US and in Europe is the focus on teaching requirements. In the US, doctoral students are expected to lecture, lead tutorials, host laboratory sessions, mark coursework and provide office hours for undergraduate students. Although students studying in European will likely contribute to these at some point during their study, this would normally be on a voluntary basis and involve less time commitment.

Research Flexibility

Another difference is project flexibility. In Europe, students typically apply to a PhD project predetermined by a supervisor, and although there may be some scope to adapt the project, depending on the funding provider , it will usually be limited to how the project is carried out rather than what it is about. In the US, however, a student applies to become a doctoral candidate within a department rather than applying for a particular research project. This is because students are expected to decide on their thesis topic (also commonly referred to as a dissertation research topic) near the end of their first phase after they have developed a better understanding of their subject and know where their interests lie. Therefore, research students in the US generally have more flexibility and influence in the direction of their research than students in the United Kingdom or Europe.

PhD Admission Requirements in USA

PhD admission into US universities can be highly competitive, both because of the limited number of positions and the large number of annual applicants.

The eligibility requirements for a doctoral program in the USA can generally be divided into four sections:

• Grade Point Average (GPA) – in the US, a scoring system known as Grade Point Average is used to measure academic ability. A student’s GPA is calculated as a weighted score of the subjects they study during their undergraduate degree; an equivalent score is calculated by universities for international applicants. Although universities rarely set minimum GPA requirements for doctoral study, it’s worth being aware that a GPA of 3.0 is equivalent to a UK second class honours (2:1); the typical entry requirement for UK universities.
• Graduate Records Exam (GRE) – most universities will require you to take a series of examinations known as Graduate Records Exams, which are used to determine your suitability for graduate study. GREs will assess your analytical, reasoning and critical thinking skills as well as your depth of your subject.
• Student aptitude – in addition to academic ability, US universities also look for characteristics of a strong researcher. These include traits such as engaging in the subject in your own time, e.g. by attending talks and conferences, demonstrating a high degree of independence and enthusiasm, and a general passion for your subject.
• English Language Proficiency – international students whose first language is not English must sit language exams such as IELTS or TOELF to demonstrate their English language proficiency.

International students will also require a F1 student visa in order to study in the US, however, you would typically apply for this after you have secured a place into a doctorate program.

How to Apply for PhD in USA

When applying for a PhD position at a graduate school, the application process will differ between universities, however, they will all typically ask for the following:

• Academic CV – a short document summarising your educational background and current level of experience .
• Personal statement – a document which outlines why you believe you are suitable for PhD study and your passion for the subject.
• Academic transcripts – a complete breakdown of the modules and their respective marks you have taken as part of your previous/current degree.
• GRE scores – a transcript of your Graduate Records Exam results.
• Research statement – a condensed version of a research proposal outlining your general research interests, if required.
• Recommendation letters – references from several academic referees who endorse your qualities as a person, your abilities as a student and your potential as a doctoral researcher.

Application Deadlines and Fees

Since PhD programs in the United States have taught components, they commence at the same time as all other taught degrees, and therefore share the same application deadlines and start dates. This corresponds to an application period that typically begins in August and ends in February. Admission decisions are typically made in April, with successful students starting in August/September.

When you apply to a graduate school, you will be expected to pay a fee for each doctorate application to cover the school’s administrative costs for processing your application. The fee varies from university to university, but typically ranges from $50 to $100 .

Funding your PhD in USA

It’s very common for a PhD student to receive financial aid in the form of a PhD scholarship; in fact, this will be the case for the vast majority of students in the US.

PhD funding can be ‘fully funded’ covering the student’s graduate program tuition fees, accommodation and living costs, or ‘partially funded’ covering the student’s tuition fee only in part or full.

Besides funding, a graduate student can take on an assistantship, such as a graduate teaching assistant or research assistant, in which they take on a part-time salaried position at the university alongside their studies.

Due to the international and collaborate nature of American universities, there are also a number of international scholarships available, such as the Fulbright Scholarship and the AAUW International Fellowship .

PhD Duration in USA

In the US, a PhD takes approximately 5 – 6 years to complete if studying full-time, and 8 – 10 years if studying part-time.

If you already have a Master’s degree, your first phase can be shortened by one year at the discretion of the university.

Cost of a PhD in USA

The cost of a PhD program in the US can vary considerably depending on the type of university, i.e. whether it’s a public or private university, the doctoral course, i.e. whether it’s in a STEM subject such as computer science, engineering or a non-STEM subject, and whether you are a home or international student.

In general, however, the typical annual tuition fee for a PhD in the US is between $12,000 and $45,000 per academic year.

As with any doctoral degree, additional costs may include travel for collaborations, bench fees, accommodation and living expenses.

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30 Fully Funded Ph.D. Programs

These fully funded Ph.D. programs are in fields like business, computer science, education and nursing.

(Getty Images) |

Many Ph.D. programs are fully funded.

Students interested in graduate research in various fields, from public health and English to computer science and engineering, have numerous options for Ph.D. programs that offer full funding. These programs typically provide waived tuition and fees and an annual stipend. Some also offer health insurance and other benefits. Gaining admittance into these small cohorts can be highly competitive, and the programs can be time-consuming . Here are 30 fully funded Ph.D. programs at U.S. colleges and universities. Keep in mind this is not a comprehensive list – there are others out there.

• Ph.D. in anthropology at the University of Chicago

Anthropology Ph.D. students at the University of Chicago can receive funding for up to eight years of study, assuming they are in good standing at the university. During that time, they will receive a full-tuition scholarship plus health insurance and a living stipend – which equated to $33,000 for the 2022-2023 school year – and can apply for external fellowships.

Ph.D. in biological sciences in public health at Harvard University (MA)

Harvard University's T.H. Chan School of Public Health in Boston offers a Ph.D. in biological sciences in public health that aims to provide students with expertise in disease prevention and treatment. This program includes tuition, a stipend and health insurance for five years as long as the student maintains satisfactory academic progress. International students receive the same benefits. Current research in the school's laboratories involves diseases like AIDS, cancer, diabetes, kidney disease, malaria and tuberculosis.

(Dominick Reuter) |

• Ph.D. in business at Massachusetts Institute of Technology

Students enrolled in the Sloan School of Management at the Massachusetts Institute of Technology can study a range of fields like organization studies, accounting and information technology. Those pursuing a Ph.D. will receive a full-tuition scholarship plus a monthly stipend of $4,267, capped at $51,204. They will also receive medical insurance, new laptops at the beginning of their first and fourth years of study and $4,500 over five years for conference travel expenses.

(Tommy Lavergne | Rice University)

Ph.D. in business at Rice University (TX)

At the Rice University Jones Graduate School of Business in Texas, students enjoy full financial assistance upon admission to the Ph.D. program. Aiming to prepare students to teach in fields like accounting, finance, organizational behavior and strategic management, the program provides students with a research or teaching assistantship. Students receive a tuition waiver and a $40,000 annual stipend contingent on making satisfactory academic progress and maintaining full-time student status.

Office of Strategic Communication | University of Iowa

• Ph.D. in business at the University of Iowa

The University of Iowa's Tippie College of Business offers Ph.D. degrees in fields such as accounting, economics, business analytics and marketing. The college says it provides full funding to "virtually all admitted students." This includes tuition and fees, a minimum nine-month stipend of about $20,000 with annual adjustments and comprehensive health insurance covered at 90%. Some departments offer funding for research presentations at major conferences, summer fellowships and paid time off for independent research.

Ph.D. in chemical engineering at Cornell University (NY)

According to Cornell University 's website, all students admitted to the chemical engineering Ph.D. program at the New York school receive a full tuition waiver, health insurance and a stipend. This funding can come from a teaching assistantship, research assistantship or fellowship, and full stipends are granted for nine months with the likelihood of additional aid in the summer.

Chris Taggart | Columbia University

Ph.D. in clinical psychology at Columbia University (NY)

Students enrolled in Columbia University 's Ph.D. program in clinical psychology at the Teachers College in New York receive fully funded tuition and a $25,000 stipend annually for three years. The stipend also carries into a student's fourth year. These doctoral fellows "may be expected to serve" as graduate teaching or research assistants. Students typically complete the mentor-matched program, which includes a full-year internship, in five to seven years.

Ph.D. in computer science at Brown University (RI)

Brown University 's Ph.D. students in computer science have access to "full financial support while completing the degree," plus the option to take classes at nearby schools without incurring additional costs, according to the school's website. In fact, doctoral students in any program at the Rhode Island university are guaranteed five years of financial support, which includes tuition remission, a stipend, health services fees and a subsidy for health insurance.

Georgetown University |

Ph.D. in computer science at Georgetown University (DC)

Georgetown University 's Ph.D. program in computer science provides scholarships and assistantships that cover full tuition at the Washington, D.C., school and include a stipend and health insurance for the first five years. Once enrolled in the program, students must complete the Apprenticeship in Teaching Program and ultimately write and defend a full research dissertation in a seminar open to the public.

Ph.D. in computer science at Washington University in St. Louis

Ph.D. students in the computer science or computer engineering program at Washington University in St. Louis receive full tuition support and health insurance. According to the university's website: "As a doctoral candidate, you will also receive a generous stipend to cover living expenses and a new, high-end Apple laptop computer. This support is guaranteed as you continue to make satisfactory progress towards your degree." Doctoral students may also qualify for one of three fellowships.

Jeff Miller | UW-Madison

• Ph.D. in counseling psychology at the University of Wisconsin—Madison

Incoming Ph.D. students at the School of Education at the University of Wisconsin—Madison are guaranteed full funding for the duration of the time that they are expected on campus, according to the university's department of counseling psychology website. Doctoral students also receive a benefits package that includes health insurance. Funding may come from financial aid, fellowships, assistantships and/or traineeships.

Emory University |

Ph.D. in economics at Emory University (GA)

Students enrolled in the economics Ph.D. program at Emory University typically receive full funding, according to the Georgia university's website. The stipend provided to students is $36,376 per year for five years, starting in fall 2023, and the full tuition scholarship is worth $70,200 per year. Funding for admitted students also includes a $4,370 annual subsidy that covers 100% of a student's cost of health insurance. First-year students have no stipend-related work requirements.

• Ph.D. in education at New York University

New York University's Steinhardt School of Culture, Education, and Human Development offers more than 30 degree programs. Many can be pursued on campus or online. Ph.D. degrees are offered in areas like developmental psychology, educational leadership and childhood education. Full-time NYU Steinhardt Ph.D. students are eligible for a funding package that includes an annual stipend – $32,000 for the 2022-2023 academic year – tuition coverage for required coursework and student health insurance for five years.

L.A. Cicero, Stanford News Service |

Ph.D. in education at Stanford University (CA)

Stanford University's Graduate School of Education allows students numerous fellowship and assistantship opportunities at the California school, along with a "five-year funding guarantee that provides tuition aid, fellowship stipend, and assistantship salary, and covers the standard cost of attendance," the program website reads. At the Graduate School of Education, doctoral students can choose from a range of academic areas like curriculum studies and teacher education, and developmental and psychological sciences.

• Ph.D. in education at the University of Pennsylvania

The University of Pennsylvania Graduate School of Education provides full funding to Ph.D. students as part of a fellowship and research apprenticeship package. This funding includes a living stipend, health insurance and coverage of tuition and fees for up to four years if the student maintains full-time enrollment. Some students may also qualify for additional summer funding.

• Ph.D. in engineering at the University of Michigan—Ann Arbor

Doctoral students in engineering at the University of Michigan—Ann Arbor can choose from numerous areas of specialization under umbrella categories like aerospace engineering, biomedical engineering, macromolecular science and engineering, and robotics. All engineering doctoral students are guaranteed full funding, a monthly living stipend and health insurance. The exact amount can vary, according to the program's website, and funding comes from a range of sources, including graduate student instructor positions and fellowships.

Boston University Photography |

• Ph.D. in English at Boston University

Annually, doctoral students studying English at Boston University receive a stipend plus full tuition, fees and basic health insurance. This funding is guaranteed for at least five years, with two of those years typically free from teaching requirements. Funding can sometimes be extended up to seven years, according to the university's website, but it's not guaranteed. Students may also apply for various prizes, fellowships and short-term research and travel grants.

(Stephanie Diani) |

• Ph.D. in English at the University of California—Los Angeles

Applicants to the Ph.D. in English program at the University of California—Los Angeles are automatically considered for various funding options. A six-year funding package includes "a minimum of two years of full fellowship, four years of summer stipend support and up to four years of teaching assistantships," according to the school website. Beyond tuition, fees and health insurance are also covered.

Jeff Watts |

Ph.D. in international relations at American University (DC)

American University offers doctoral students in its international relations program who do not have external funding a renewable four-year Dean's Fellowship that is contingent on making satisfactory academic progress. The fellowship includes the cost of tuition, fees and a stipend that must be earned via a part-time role as a teaching or research assistant. Students also must "demonstrate competency in a modern foreign language" before graduating.

Jonathan Cohen | Binghamton University

• Ph.D. in management at Binghamton University—SUNY

All students admitted to the interdisciplinary management Ph.D. program at the Binghamton University—SUNY School of Management in New York receive a combination of a full-tuition scholarship and a teaching or research assistantship for each academic year, up to four years. This STEM-designated business doctoral degree prepares students for careers in academia and work in the public and private sectors, and has a student-faculty ratio of 1-to-1, according to the university's website.

Duke University Communications |

Ph.D. in materials science and engineering at Duke University (NC)

Doctoral students at Duke University in North Carolina studying materials science and engineering generally receive full tuition, a stipend and fee support for the first five years. Students also receive up to six years of health insurance if they are on the university's student medical insurance plan. The doctoral program aims to help students publish with a faculty adviser and develop research skills, with the opportunity to present research at professional conferences.

Homewood Photography | JHU

Ph.D. in nursing at Johns Hopkins University (MD)

The School of Nursing at Johns Hopkins University in Maryland provides most doctoral students with three fully funded years of study. Available financial aid includes graduate assistantships, targeted fellowships and nursing-specific funding. The university aims to "advance the theoretical foundation of nursing practice and healthcare delivery" with the degree, its website reads. "By graduation, most Hopkins nurse scholars have been awarded grants that continue their research and set them well on their way to a successful career."

• Ph.D. in nursing at the University of Virginia

All students admitted to the University of Virginia 's Ph.D. in Nursing program are eligible for four years of scholarship funding to cover tuition, insurance and fees, as well as annual stipends. To receive certain aid, students must work 10 hours per week as a graduate teaching assistant. With a heavy research focus, students can expect courses in qualitative, quantitative and historical research, and will have to submit a research proposal for peer review.

Ph.D. in nursing at Yale University (CT)

At Yale University in Connecticut, the School of Nursing offers full funding to its Ph.D. students. They receive a monthly stipend for four years in addition to paid tuition and health care. The program allows students to gain in-depth knowledge in a particular area of study. Every incoming Ph.D. student gets paired with a faculty adviser "whose area of expertise and active research most closely matches with the student’s scholarly interest," according to the school's website.

University of Minnesota |

• Ph.D. in psychology at the University of Minnesota—Twin Cities

Students admitted to the Ph.D. program to study psychology at the University of Minnesota—Twin Cities are guaranteed full funding for five years as long as they maintain satisfactory performance and degree progress. This funding includes full-time tuition, a nine-month stipend and subsidized health insurance. Funding comes from some combination of teaching assistantships, traineeships, research assistantships and fellowships. Students in the program can specialize in areas like cognitive and brain sciences, industrial-organizational psychology and social psychology.

Matt Cashore | University of Notre Dame

Ph.D. within the Romance languages and literatures department at the University of Notre Dame (IN)

University of Notre Dame doctoral students who focus on French and Francophone studies, Iberian and Latin American studies or Italian studies are guaranteed five years of funding. Funding includes a full scholarship, including tuition and fees, plus a stipend and health insurance. Anyone who completes the Ph.D. degree requirements at the Indiana university within five years will automatically receive a one-year postdoctoral fellowship via the university's 5+1 Program. Fellows will have a teaching load limited to one course per semester.

Ph.D. in social work at Bryn Mawr College (PA)

Students admitted to Bryn Mawr College 's Ph.D. program in social work receive full tuition waivers and "substantial stipends" toward living expenses. The Pennsylvania college's website says: "Consistent with our model, all Ph.D. students are funded equally, and do not compete for basic financial support during coursework." The program's cohorts typically include only three or four students each year. According to the college, it awarded the first Ph.D. degree in social work in the U.S. in 1920.

Vanderbilt University |

Ph.D. in special education at Vanderbilt University (TN)

Funding is guaranteed for all admitted doctoral students enrolled in the special education Ph.D. program at the Peabody College of Education and Human Development at Vanderbilt University in Tennessee. This includes full tuition, a "competitive" monthly stipend and health insurance for up to four years. Students may also be nominated for additional honor scholarships and fellowships. Areas of focus within the Ph.D. program include high-incidence disabilities and early childhood education.

Ph.D. in theatre and drama at Northwestern University (IL)

This interdisciplinary Ph.D. program at Northwestern University in Illinois combines coursework in humanities, social science and the visual arts. The program's students receive a five-year full-tuition scholarship plus an annual living stipend. Ph.D students enrolling at this program in fall 2022 will receive a living stipend of at least $36,960 during the 2023-2024 school year. Stipend amounts may change from year to year. Students can apply for subsidies to facilitate conference travel and summer language study.

(Photo by Sarah L. Voisin | The Washington Post via Getty Images)

• Ph.D. in women, gender and sexuality studies at University of Maryland

At the University of Maryland 's Harriet Tubman Department of Women, Gender and Sexuality Studies, Ph.D. students without a master's degree usually have five years of guaranteed funding. Those with a master's degree usually are funded four years, with awards stemming from a mix of departmental fellowships and graduate teaching assistantships. Since the program's establishment in 1999, the department has granted 36 Ph.Ds, according to UMD's website.

Learn more about paying for graduate school.

Finding a fully funded program isn't the only option to offset the costs of graduate school. See these seven strategies to pay for graduate school to learn more. Check out the latest Best Graduate Schools rankings to see the country's top business, medicine and law programs – and more. For additional grad school tips, follow U.S. News Education on Facebook , Twitter and LinkedIn .

Ph.D. programs that are fully funded

• Ph.D. in biological sciences in public health at Harvard University
• Ph.D. in business at Rice University
• Ph.D. in chemical engineering at Cornell University
• Ph.D. in clinical psychology at Columbia University
• Ph.D. in computer science at Brown University
• Ph.D. in computer science at Georgetown University
• Ph.D. in computer science at Washington University—St. Louis
• Ph.D. in economics at Emory University
• Ph.D. in education at Stanford University
• Ph.D. in international relations at American University
• Ph.D. in materials science and engineering at Duke University
• Ph.D. in nursing at Johns Hopkins University
• Ph.D. in nursing at Yale University
• Ph.D. within the romance languages and literatures department at the University of Notre Dame
• Ph.D. in social work at Bryn Mawr College
• Ph.D. in special education at Vanderbilt University
• Ph.D. in theatre and drama at Northwestern University

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PhD in Higher Education – Educational Leadership Degree Shaping Organizations for Success

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100% online, 8-week courses

Transfer in up to 50% of the degree total

Become an Authority in Academia with Liberty’s Online PhD in Higher Education Administration – Educational Leadership Degree Online

If you’re interested in pursuing a research-based career or opportunities in academia, Liberty University’s 100% online Doctor of Philosophy (PhD) in Higher Education Administration – Educational Leadership may be a great fit for you. Our higher education PhD online has been designed with your success in mind. Whether you’d like to become a department chair, the dean of a school, provost, or university president, our online doctorate in higher education administration can help you reach your career goals.

As of October 2020, 61.8% of high school graduates between the ages of 16 and 24 were enrolled at a college or university.* This statistic speaks to the importance of qualified higher education administrators. Millions of young Americans attend college in hopes of earning an education, boosting their earning potential, increasing their employability, and forging lifelong connections.

As a higher education administrator, you’ll play a crucial role in building and maintaining a university setting that students want to attend. The role of a university administrator isn’t just about negotiating with accrediting partners or providing feedback to department chairs — it’s about ensuring that the future of the world is in good hands.

*Bureau of Labor Statistics, U.S. Department of Labor, at College Enrollment and Work Activity of Recent High School and College Graduates Summary (viewed online Dec. 2, 2022).

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• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s PhD in Higher Education Administration Degree – Educational Leadership?

Maybe you’ve always wanted to work in an academic setting, or perhaps you already do. Either way, there are numerous job opportunities available in academia. Liberty’s educational leadership and higher education PhD online could be your ticket to a well-paying career in student services, academics, faculty research, or higher education administration.

We recognize that your personal responsibilities don’t stop when you enroll in a degree program, which is why our doctorate in higher education online is offered 100% online in mostly 8-week courses with no required intensives. That way, you won’t have to worry about traveling to campus for classes or spend time away from your job, family, or community.

What Will You Study in Our PhD in Higher Education – Educational Leadership Degree Online?

In our PhD in Higher Education Administration – Educational Leadership, you can learn about teaching the college student, college and university administration, historical perspectives of higher education, and the economic impact of higher education. You will also study the specifics of accreditation.

In the educational leadership specialization, you’ll study issues and trends in technology and learning as well as policy analysis. You’ll also be able to choose between two courses: organizational analysis and problem-solving for educators, or conflict resolution. Our educational leadership cognate is rounded out by an elective course, which allows you to study a topic you’re most passionate about.

Upon completion of your core courses, you’ll begin to venture into dissertation preparation. The research courses in our online doctor of higher education include advanced educational statistics, quantitative and qualitative methods of research, and a dissertation literature review. You will also study research concepts and methodology as part of your research courses.

And finally, the dissertation portion of your degree will consist of multiple courses. Through these courses, you will choose a topic, research your topic, and present your findings to our School of Education faculty.

Potential Career Opportunities

• College/university administrator
• Curriculum specialist
• Educational consultant
• Program coordinator
• Student affairs director

Featured Courses

• EDUC 758 – Teaching the College Student
• EDUC 759 – College and University Administration
• EDUC 782 – Historical Perspectives of Higher Education
• EDUC 784 – Assessment and Accreditation

Degree Information

• This program falls under the School of Education .
• View the Graduate Education Course Guides (login required) .
• View the Doctoral Advising Guide .
• Most of our PhD courses are offered in an 8-week format; however, the dissertation courses are full-semester in length.

Degree Completion Plan (PDF)

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• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

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Admission Information for Liberty’s Online PhD in Higher Education Administration Online

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

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Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

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Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

What does the career potential look like for this field.

According to the Bureau of Labor Statistics (BLS), postsecondary education administrators earned an average salary of $97,500 in 2020.** Demand for this career is expected to grow by 8% between 2020 and 2030, and the BLS projects that about 14,500 new postsecondary education administration positions will become available each year during the same time frame. If you’re interested in becoming a college administrator, our doctor of higher education is an excellent choice.

**Bureau of Labor Statistics, U.S. Department of Labor, at Postsecondary Education Administrators (viewed online Sept. 29, 2021). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

What accreditation does Liberty University have?

Liberty University is accredited by SACSCOC , the Southern Association of Colleges and Schools Commission on Colleges.

What title can I use once I have earned this degree?

Upon successful completion of this degree program, you will have earned the title of “Doctor” – a title that commands respect in academic and business communities alike.

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Department of Chemistry

Alessandra bertacche wins the excellence in undergraduate teaching by a graduate student.

This award is particularly special, as they are chosen solely based on student nominations and feedback. Students spoke highly of Alessandra’s inclusiveness, dynamism, and enthusiasm for the material. Last year she received an honorable mention for this award, so you can see that her impact on the students continues! One of the students in particular stated ” “She explained things with an energy that just made everything she said engaging, even the hardest reactions felt like something understandable- more importantly – something I WANTED to understand, and even master.” Congratulations on winning this well-deserved award.

Watch CBS News

Thousands of students cross the border from Mexico to U.S. for school. Some are now set to graduate.

By Lauren Fichten

Updated on: May 11, 2024 / 2:16 PM EDT / CBS News

For most high school students, forgotten homework or gym clothes might entail a text to a parent. In Jose M. Vazquez's case, one forgotten item in particular— his birth certificate— meant no school that day.

Vazquez, 24, now a senior at San Diego State University Imperial Valley, has been crossing the U.S-Mexico border into California to attend school for around nine years. On May 12, he will graduate during a convocation in Mexicali, Mexico. His mother is attending the ceremony, put together by his college, something she would otherwise be unable to do because she can't get a visa to enter the United States.

Vazquez is one of tens of thousands of transborder students, some as young as kindergarteners, who cross the border from Mexico into California, Arizona, New Mexico and Texas to pursue an education in the United States.

Transborder students have documentation that allows them to cross into the U.S. for school, like a passport, birth certificate or naturalization certificate, but living in Mexico is often more cost-effective and allows them to stay with their families. Students crossing the border during middle and high school often use a U.S. address, sometimes of a friend or family member, to avoid scrutiny from the school district.

Some students are U.S. citizens who have lived in Mexico the majority of their lives, while others return to Mexico after living in America for economic reasons or family reunification, said Laura Dicochea, a Ph.D candidate at Arizona State University, who researches transborder students.

"It's like a circular migration," Dicochea told CBS News.

The first in his family to graduate college, Vazquez reflected on his – and so many others – educational journey.

A transborder school commute  

After his father was deported from the United States in 2006, Vazquez — who was born in Arizona — moved to Mexicali, Mexico when he began crossing the border a few years later to attend Central Union High School in El Centro, California.

Although he is a U.S. citizen, for Vazquez, like many transborder — or transfronterizo — students, living in Mexico with his family made sense because it is "so part of my culture, of me, that I think it's going to be so hard for me if I have to leave that," he said, noting that he's grateful to study in the United States.

During high school, Vazquez would wake up at 4:30 a.m. local time, wait at the border for around two hours, and arrive at school before his first class at 8 a.m. In 2019, he enrolled at Imperial Valley College, a community college 15 miles from Mexicali, before landing at San Diego State University Imperial Valley.

Vazquez's story mirrors that of Diana Lara Zamora, 21, now a senior at Arizona State University, who crossed into the U.S. from eighth grade through high school. 

"I would cross three different states: Baja California, Sonora and Arizona every single day," Lara Zamora said.

She began attending school in the U.S. at 14, living with a family friend in San Luis, Arizona, at times. A typical school day for Lara Zamora began around 4 a.m. local time.

Her mom would drive 30 minutes to the border to drop off her and her younger sister, where they would wait among other students before walking 25 minutes or taking a cab to PPEP TEC High School in San Luis. During the winter, when seasonal farmworkers cross into Arizona, the wait at the border could be up to two hours. 

"They're freezing," she said of the mornings. "I remember my nose being red."

When Lara Zamora became a student at ASU in 2020, she secured on-campus housing, a meaningful experience that allowed her "to get to know people from around the world," Lara Zamora said. 

Javier Melara, 21, who will be graduating alongside Vazquez in Mexico, has been crossing the border to attend school in California since he was 11. 

"You have to face a lot of challenges," he said. "You have to face a lot of fear, a lot of pushback from some people."

Melara said that up until college, he would not share with his friends that he crossed the border daily out of concern that the school district might find out.

"I lived with the fear because some people were kicked out of school," he said, noting that it was something he saw happen to several classmates including a friend.

Lara Zamora told CBS News it doesn't "feel like for me transborder means the border itself." 

"For me, it's more about having two cultures in yourself."

For transborder students, the benefits of living in Mexico mean regularly confronting the challenges of crossing the border: long wait times, tense interactions with U.S. Customs and Border Protection agents and backlash from community members— all against the backdrop of a nationwide migration debate centered on the border. This week, CBS News reported that illegal crossings along the U.S. southern border dropped by more than 40% this year to 129,000 crossings in April, defying historical trends. Though transborder students cross into the U.S. legally, the act of crossing the border makes them vulnerable to scrutiny. 

Scrutiny, fear and then graduation

Another source of unease for Melara was his interactions with Customs and Border Protection officers. 

"I feel like we have this ingrained fear, this constant fear, like flight or fight," Melara said of being sent often for secondary inspection, which allows officers to conduct additional questioning.

Lara Zamora, noticing that her male friends were often pulled into secondary inspection, said that she was careful about her interactions with customs officers. Vazquez said that he felt that CBP personnel sought to intimidate— a consistent issue that tarnished his commute. "They think you're a criminal," he said.

CBS News reached out to the U.S. Customs and Border Protection agents for comment but didn't receive a response before publication. 

Some students are put under a microscope by residents of their school district. For Lara Zamora, the frustration of community members who felt their taxes benefitted non-residents resulted in her transferring to a different high school.

"I felt like that was really unfair because it's not my fault," Lara Zamora said. "My parents don't want to be illegal immigrants here." 

Lara Zamora, Vazquez and Melara graduate this month. Lara Zamora, plans to enroll in graduate school. Vazquez is taking a gap year to pursue his passion of performing as a drag queen. Melara plans to pursue a master's in education, someday achieve a doctorate degree and "dream without barriers," he said.

Vazquez's mother, who has attended his drag performances, will have the opportunity to see him on a different stage in the coming days at SDSU's graduation convocation in Mexicali. Since she was unable to cross the border to attend his high school graduation, Vazquez said having her at the ceremony in Mexico is important— particularly given that he is the first in his family to graduate. 

Lara Zamora, also a first-generation student, says the realization that millions of other students have experienced similar challenges inspires her to help students like herself.

"First generation means that you are the first one, but hopefully you won't be the last one," she said.

• U.S.-Mexico Border
• U.S. Customs and Border Protection

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Commencement Information for Graduate Students

Graduate celebration, thursday, may 16th, 2024, 5:00pm.

Location: Campus Center Auditorium 

The College of Education invites all graduating master, educational specialist and doctoral students to our annual Graduation Student Celebration.  The event will be held on Thursday, May 15th starting at 5:00pm in the Campus Center Auditorium.  Students will hear words from our Dean, department chairs and a student speaker.  This event is a great opportunity to catch up with your fellow classmates, faculty and guests as we celebrate and congratulate our amazing graduates.   

Light Refreshments will be served at the event.  

Graduate School Commencement

Friday, may 17, 2024, 10:00am.

Location: McGuirk Alumni Stadium

All graduating graduate students are invited to attend the Graduate School Commencement Ceremony.  The ceremony will be held on Friday, May 17th starting at 10:00am.  Graduate students who have earned a master’s, an education specialist, or doctoral degrees will be individually recognized by name.   

Graduate Students can pick up your regalia starting on May 6th at the Bookstore in the Campus Center.  Discipline-specific Doctoral Hoods will be available for purchase at the   Bookstore.   There is no charge for caps/tams, gowns or tassels, regardless of your degree.  For students who are unable to pick up regalia on campus prior to the ceremony:

• Have a friend pick up your regalia at the Umass Store beginning, Monday May 6th.  They should know your spire ID, height (for robe length) and field of study.
• Arrive early (8am) to pick up your on site at Lot 11 on the morning of the Graduate Commencement Friday, May 17th.  You do not need to order or reserve, there will be plenty of all kinds of regalia. 

Getting to Campus: Guests should plan to arrive on campus by 8:00am to ensure ample time to reach campus, park, and arrive at the stadium  via a shuttle bus or by walking.  Several roads will be partially closed or limited to one-directional traffic.  Please allow for additional time to navigate campus. 

Plan for at least for an hour of travel time once you arrive in the Amherst Area.  Police will direct traffic and parking on campus.   Parking will be directed by UMass Police based on the closest available parking lot.  Parking is free all weekend.

Accessible Parking: Disability Services will arrange for anyone with mobility issues to receive a parking pass for Lot 11, the accessible lot closest to the stadium.  

Please complete this online form to request a parking pass  https://www.umass.edu/commencement/form/accessible-parking.

All guests will be required to walk through metal detectors when entering the venue. To expedite the process, we ask guests and graduates to remove cell phones from their pockets. Small purses and diaper bags are allowed but will be inspected at all entrances. Outside food or beverages, weapons of any kind, and tobacco products are not permitted inside the arena. 

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No evidence foreign students are abusing UK graduate visas, review finds

Migration Advisory Committee says the risks are low, despite Tory claims the route is being exploited

There is no evidence of widespread abuse of the UK’s graduate visa route, the government’s immigration advisers have concluded, despite repeated claims from senior Conservatives that it is being exploited to enter the jobs market.

The Migration Advisory Committee (MAC) said the graduate visa entitlement – allowing international students to work for two or three years after graduating – should remain in place. Members said the risks of abuse were relatively low and were “not undermining” the integrity and quality of the higher education system.

The report’s release has stoked an internal Conservative party row over net migration, with senior rightwing MPs describing it as a “whitewash”.

Robert Jenrick, a former immigration minister, wrote that the committee’s inquiries were tightly controlled by the commission from James Cleverly , the home secretary.

“The MAC’s conclusions have clearly been constrained by the narrow terms of reference deliberately set by the government. If you order white paint, you get a whitewash,” he wrote on X, formerly Twitter.

Neil O’Brien, a Tory MP who is an ally of Jenrick, described the report as a “whitewash” on Substack: “We are pursuing an arbitrary target, and the expansion of universities for their own sake.”

Another Conservative MP said backbenchers were “piling pressure” on Rishi Sunak to ignore the committee’s conclusions.

The government has so far declined to say whether it will accept the MAC recommendations. A source close to the home secretary said he would read the review thoroughly and listen to Prof Brian Bell, the committee’s chair, carefully before he makes any decision. They were due to meet on Tuesday afternoon.

The committee’s decision was greeted with relief by university vice-chancellors, who have warned that abolishing the graduate visa would spell financial turmoil for the sector. But higher education leaders said they still feared No 10 could cherrypick elements of the report to justify a further crackdown.

University leaders had been told to expect the government’s response in the middle of next week, alongside the publication of the ONS’s net migration figures. But the MAC report in favour of retaining graduate visas may have scuppered plans by ministers to use it as the centrepiece of a fresh crackdown.

Cleverly commissioned the review amid a growing clamour in Tory circles that graduate visas were being abused to gain access to employment.

Last week, Jenrick published a report with the Centre for Policy Studies thinktank that called for the graduate visa to be abolished, claiming it “allowed people to come and work in the gig economy and on very low wages”.

In a forthright response, Bell said: “Our review recommends the graduate route should remain as it is, and is not undermining the quality and integrity of the UK’s higher education system.

“The graduate route is a key part of the offer that we make to international students to come and study in the UK. The fees that these students pay helps universities to cover the losses they make in teaching British students and doing research. Without those students, many universities would need to shrink and less research would be done.”

The committee said:

There is no evidence of widespread abuse specifically for the graduate route. The risks of abuse are relatively low due to the limited number of conditions the route imposes.

There is concern about potential exploitation of both student and graduate visa holders due to poor practices by certain agents who recruit students on to courses and may be mis-selling UK higher education, but this is a separate issue from abuse of the rules of the graduate route.

114,000 graduate route visas were granted for main applicants in 2023 with a further 30,000 granted for dependants.

The use of the graduate route is concentrated among four nationalities: the top four – India, Nigeria, China and Pakistan – account for 70% of all graduate visas with India accounting for more than 40%.

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Most of those on the graduate route completed postgraduate taught courses.

Graduate visa holders are initially “overrepresented in lower-paid work” but their outcomes improve over time, the report said.

The MAC review was unable to assess the risk of overstaying due to a lack of Home Office data.

Alex Proudfoot, the chief executive of the representative body Independent Higher Education , said: “We urge the government to swiftly confirm they will follow their experts’ recommendation that the graduate visa be retained in its current form, and commit afresh to working with the education sector to maximise the benefits that international students bring.”

Tim Bradshaw, the chief executive of the Russell Group of leading research universities, said: “The overall message from the MAC is that the graduate route is achieving its objectives as set out by the government. We would therefore urge ministers to end the uncertainty and confirm as soon as possible that the route will continue in its entirety.”

In February, Universities UK (UUK) said it would review international student admissions processes after the allegations of “bad practice” by agents recruiting overseas students.

The MAC has recommended the government should establish a mandatory registration system for international recruitment agents, and universities should be required to publish data on their use of agents to “help protect the integrity” of the UK higher education system.

The review was launched in March after Cleverly instructed the committee, which gives independent advice to the government, to investigate “any evidence of abuse” of the graduate route, “including the route not being fit for purpose”, and to look at which universities were producing graduates who used the route.

Vivienne Stern, the chief executive of UUK, said: “The MAC’s recommendation that the graduate route should remain on its current terms is extremely important and welcome.

“The uncertainty caused by the decision to review the visa has been toxic,” she said. “We hope and expect that government now listens to the advice they have been given and provides categorical reassurance that the graduate visa is here to stay.”

A government spokesperson said: “We are committed to attracting the best and brightest to study at our world-class universities, whilst preventing abuse of our immigration system, which is why the home secretary commissioned an independent review of the graduate route.

“We have already taken decisive action to address unsustainable levels of migration and our plans are working, with a 24% drop in visa applications across key routes in the first three months of this year, compared with the same period last year.

“We are considering the review’s findings very closely and we will respond fully in due course.”

• International students
• Immigration and asylum
• Universities
• Higher education
• James Cleverly

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