online phd in education policy

Online EdD in Education Policy and Leadership

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The online EdD in Education Policy and Leadership (EdD) program at American University is proudly part of The Carnegie Project on the Education Doctorate (CPED). The vision of the CPED is to inspire all schools of education to apply the CPED framework to the preparation of educational leaders to become well-equipped scholarly practitioners who provide stewardship of the profession and meet the educational challenges of the 21st century.

Join Our Alumni Network: Advance with Our Online Doctor of Education Program

American University’s School of Education believes education shouldn’t just focus on what students learn—it should provide students with an opportunity to reach their full potential and be a force for positive social change. Education should give students hope. Antiquated policies and structures have made hope hard to find in modern education, and the United States needs a new approach to education leadership and policy to bring hope and action to its schools.

The online Doctorate in Education Policy and Leadership (EdD) is a response to this need, empowering education leaders who have the practical experience and theoretical knowledge to effect widespread, progressive change in education. Whether they pursue opportunities in educational instruction, senior learning specialist jobs, organizational leadership, or policymaking, EdD graduates will be better prepared to change education for every student.

Required Credits

40 credits beyond an approved master’s degree

Estimated Time to Completion

Less than three years

Practitioner-Focused Coursework and Research

Resulting in a dissertation of practice

Three On-Campus Residencies

In terms 1, 4, and 6

Online EdD Program Pillars

Graduates of the online EdD program are equipped with the skills every education leader needs to be effective, including strategic budgeting, collaborative inquiry, talent management, partnership building, learning science, and program evaluation. We strive to hone students’ knowledge and develop their skills and beliefs in the following four domains:

Systems Change

Personal leadership, social justice and antiracism.

Policy and Research

These domains serve as the backbone of our program and live out in each course, module, and residency experience our students engage in. After completing their coursework and problem of practice dissertation, students will have the policy, leadership, and research skills necessary to serve in senior positions in school district central offices, independent schools, nonprofit organizations, government agencies, advocacy organizations, senior learning specialist jobs, and more.

The Doctorate of Education Online Cohort Experience

Peer learning and a sustained learning network are essential hallmarks of the online EdD program. As a result, students will progress through the program as part of a cohort, taking the same courses and accomplishing program milestones together. We intentionally build a diverse cohort of students to contribute to the dynamic learning environment in the program. Learning will occur through robust dialogue, shared learning experiences, and presenting current professional work and doctoral research.

I chose American University’s doctorate in education policy and leadership program because I want to apply my understanding of how to influence and change systems to produce research that highlights the steps for enacting policy changes that produce equitable outcomes for young children and the educators within this system. I want to continue to foster my skills in policy and research to be able to evaluate progress toward systems change. Shayna Cook Senior manager at education policy firm from Washington, DC

Synchronous

Live online classes with remote students in your cohort attended according to a specific schedule.

Asynchronous

Self-paced courses or work completed according to your schedule.

Assignments

Homework, projects, research, etc.

14-16 Hours

Total Hours Weekly

Hours are estimates and subject to change per term course.

EdD Domains & Competencies

Personal Mastery

Social Justice / Antiracism

System Thinking

Doctorate of Education Residency

Students will participate in a residency, enabling them to interface with peers and faculty. The program will include three (3) required DC residencies, encapsulated in the EDU-798 course.

Residency #1 Term 1 4 Days (Thurs to Sun) Washington, DC This residency will provide students with the engagement and opportunities to connect and build a strong cohort and professional network. Presentations from academic resources and supports offered throughout their program will assist students with navigating the tools needed to be successful as an online doctor of education student. During the residency, students will participate in a public narrative workshop and begin to forge relationships with faculty they may partner with in the future.

Residency #2 Term 4 4 Days (Thurs to Sun) Washington, DC This residency will include an opportunity for education system leaders to present their own problem of practice to graduate students and faculty, demonstrating their commitment to antiracist research. Students will have time to engage with their committee chair for their dissertation. Students will be in DC and across cohorts and able to engage with each other. Multiple cohorts will be in attendance, allowing students to engage in cross-cohort interaction.

Residency #3 Term 6 4 Days (Thurs to Sun) Washington, DC This residency will include an opportunity for education system leaders to present their methodological approaches and pilots from a critical race lens to their colleagues and faculty. Breakout sessions will include a review of research methodologies, designated time to prepare for Internal Review Board (IRB) clearance, and preparation for students’ defense of their proposals.

40 Credits | 3 Required DC Residencies

Antiracism, Systems Thinking, Policy, Research

In order to be effective educators, practitioners, and administrators who are committed to fostering equitable, inclusive, and antiracist educational environments, it is important to be engaged in discussions on these topics on a regular basis. Having a clear understanding of equity, inclusion, and antiracism in the context of education as well as its limitations is only a starting point for engaging in more deeply involved issues related to achieving social justice and equity for all who participate in education. This course serves as a venue through which students act as both learners and teachers, requiring them to think deeply about their own positionality, understand the unique processes by which students develop across multiple social identity dimensions, and recognize the challenges and opportunities educational organizations face when enacting commitments to equity, inclusion, and antiracism. Usually Offered : fall, spring, and summer. Grading : A-F only. Prerequisite : EDU-702.

Personal Mastery, Antiracism Systems Thinking

Collaborative Inquiry through Systems Thinking is about systems thinking and change—building knowledge of some key frameworks and applying the frameworks to cases and to our own personal contexts, including ourselves, the organizations we work in, and our doctoral cohort. Systems thinking involves the capability to conceptually examine the whole, the sum of parts, rather than the individual parts separately. And systems thinking propels thinkers and leaders to be able to act with a view of both the current reality and the future.

During this course, we will explore many of the concepts that undergird the entire doctoral program: organizational change, social justice, personal leadership, and policy research. We will focus with a strong emphasis on the first three (organizational change, social justice, personal leadership) in this course, and systems thinking and change will serve as a springboard into our doctoral program in education policy and leadership.

Upon successful completion of this course, you will be able to:

• Build conceptual knowledge of systems thinking frameworks, including Senge’s five disciplines, Heifetz’s technical and adaptive leadership approach, and Bolman and Deal’s Four Frames
• Apply systems thinking frameworks to your current organizational context and your own personal reflection
• Utilize systems thinking to generate proposals for shared case analysis

Research, Personal Mastery, Antiracism

School of Education system leaders present their problem of practice to students to demonstrate the variety of disciplinary and methodological approaches to educational inquiry. The course also reviews research and statistical methodologies.

Personal Mastery, Antiracism

Leading in today’s educational context necessitates practitioners embrace and deploy the highest versions of their whole self while engaging in the practice of leadership. Exercising this type of leadership requires a deeper consciousness of self and the roles our identity, emotions, and adult development play during the leadership process. Practicing conscious leadership balances the “being and doing” of leadership by honoring and releasing a more healed educational practitioner ready to take on the most complex education issues of our times. This course uses blogs, reflective papers, self-assessments, journals, and executive coaching to serve as the “mirror” for diagnosing students’ leadership defaults, strengths, and blind spots. Supplementing the mirror, this course utilizes diverse research, texts, and ways of knowing to provide students with a robust toolkit of self-reflective frameworks, practices, and inclusive tools that shifts mindsets, behaviors, and practices (internal and external) on behalf of creating a more just education system for all.

At the completion of this course, you will be able to:

• Explain current issues and practices of leadership development in order to formulate a holistic view of today’s educational context
• Develop a comprehensive understanding of your personal leadership style, including default behaviors
• Apply conscious leadership concepts, practice, and theories to personal leadership strategy
• Examine personal change toward conscious leadership to continue enhancing leadership potential
• Demonstrate an ability to exercise conscious leadership within your educational context to facilitate meaningful change
• Recognize the role that power, identity, mindset, emotional awareness, adult development, and equity play during the leadership process

Policy, Systems Thinking, Strategy, Antiracism

This course will offer you the opportunity to learn and apply policy analysis tools and management science to develop and successfully implement education policy. You will analyze historical and present-day education policies from intent to implementation. The course will begin with an exploration of policy basics and frameworks, then continue an intentional path through problem identification and problem-solving to case studies and policy analysis. You will learn how policy at the federal, state, and local levels influences and impacts American PK-12 education and the issues and challenges that educators face as a result of these policies. Several policy authors will offer insight into their own experiences through guest speaker sessions.

The EdD in Education Policy and Leadership domains are: Systems Thinking, Personal Leadership, Social Justice and Antiracism, and Policy and Research. Although this course touches on all the identified domains, Education Policy and Change will place an emphasis on Policy and Research. Additionally, the competencies for the EdD program are:

• Personal Awareness and Mastery: The ability to understand one’s self—one’s strengths, one’s reasoning, and one’s ability to connect with others. Ability to build a learning community.
• Commitment to, Practice of, and Fostering in others Antiracist and Social Justice Beliefs and Action: The ability to engage in authentic conversations and action around personal, organizational, and systemic social justice and antiracism.
• Systems Thinking, Organizational Change and Organizational Learning: The ability to diagnose, observe, and act with knowledge of systemic variables and thinking. Ability to lead and manage systemic change efforts and learning.
• Research Methods, Practice, and Knowledge: Skill and competence with qualitative, developmental, and quantitative methods, analysis, and research design methods.
• Policy Writing, Implementation, and Navigation: Knowledge and skill of policy history, policy implementation, and political navigation.
• Strategy: Skill to create organizational strategic direction with a clear understanding and view of internal and external dimensions.

This course emphasizes competencies 3-6.

Systems Thinking Antiracism, Research

Within this course, we will dig into the creative process of exploring various focus areas for your practitioner research. This foundational course will equip learners with the virtual and physical environments to creatively explore, use design thinking and design research, and create multiple pathways for students’ personalized study and focus. This course will enable learners to narrow their interests and identify a focus area for the duration of their doctoral studies.

We will employ a disruptive innovation lens, a design research approach, design thinking principles, and an antiracist framework to identify and narrow our emerging problems of practice. Learners will experiment with potential problems of practice and narrow their practitioner-oriented research to guide their studies. Within your third semester as doctoral students, you will experiment and build your skills, frameworks, and questions to solidify your study.

The course will include a mix of creative exercises, reading, presenting, academic research, practitioner research, writing, and writing peer groups.

Personal Mastery, Systems Thinking, Antiracism

This course will explore the fundamentals of building a team culture and learning culture within an organization. We will explore the alignment and synergy between learning and efficacy; diagnose and assess the culture within our organizations; create plans for deepening a culture of learning and growth within an organization; and explore the connections between growth culture and equity. This course is meant to support the leadership development of students, provide them with theories and tools to employ in their current and future roles; and engage students in thinking about how individual and team learning intersect. Within the course, students will write reflective essays, engage in group learning simulations, and explore the ideas within their existing roles and organizations.

Through the course, students will engage in real-world teaming experiences with their EdD cohort colleagues, and they will have the opportunity to focus on applied projects within teams, supporting national organizations on existing challenges. We will also spend time during our residency weekend focused on teaming dynamics and project launch.

Research, Antiracism, Systems Thinking

This course falls as the mid-point course in a three-semester continuum, where doctoral learners build their skills as scholarly practitioners with an antiracist lens. Learners enter the course having identified a problem of practice for their scholarly research. And within EDU 710, learners will build their toolkit of practitioner research methods and approaches to support their general knowledge and to consider how to possibly apply toward their problem of practice. Within the course, learners will explore improvement science, participatory action research, ethnography, developmental, qualitative, and quantitative methods. During the course, students will learn about the methodological approaches and apply them in small-scale ways toward their problems of practice.

Antiracism, Strategy, Systems Thinking

This course surveys what education leaders need to know about learning sciences and provides an overview of approaches to administration, analysis, and interpretation of student-level, classroom-level, school-level, and system-level learning outcomes, attending specifically to issues of equity and educational opportunity. Students develop skills in implementation science as applied to problems of practice.

Personal Mastery, Antiracism, Strategy

In this course, students explore speechwriting, public speaking in victory and crisis, communicating from values, and working with social media and the news media. Students learn how to make every communication a dialogue, how to advance their goals and those of listeners, how speaking from the best of yourself gives confidence, and how to distill a message into one memorable sentence that captures listeners’ attention, moves your ideas forward, focuses the problem, and helps achieve your goals.

This course is the third in a series following EDU 703 and EDU 710. This course will begin with a bit more tool sharpening with participatory action research, qualitative methods, and developmental methods with an antiracist lens. Learners will explore a potential matrix of methods that they may employ for their own scholarly research. Learners will work with their doctoral committees and their peer support networks to solidify a scholarly practitioner approach to apply to their problem of practice. Students will gain practice in developing and piloting survey instruments as well as interview and observation protocols focused on the practices and experiences of education stakeholders. Students will also become familiar with strategies for drawing response samples. Finally, students will learn systematic approaches to, and tools for, qualitative data coding and analysis.

Systems Thinking, Antiracism, Policy

This course provides a structured environment for students to explore partnerships between educational institutions and community organizations, families, government agencies, businesses, and non-profit organizations. Existing structural and institutional barriers make collaborative partnerships between schools/education settings and community groups difficult to attain, particularly when leaders lack the skills and competencies to bridge the gap. The course incorporates literature, case studies, and problem-based learning exercises and encourages students to consider assumptions of community stakeholders, to clarify and challenge their own assumptions, and to explore the opportunities and risks associated with cross-sector collaboration and partnerships.

Systems Thinking, Policy, Research, Antiracism

The budget for any organization offers a glimpse into what efforts will be prioritized over a given period of time. The pursuit of excellence through equity in school systems may meet barriers in the budgeting process, as leaders allocate resources to best achieve district or system goals. Therefore, it is crucial that system leaders be able to strategically budget a district’s resources (time, money, and people). This course focuses on the tools, research, and best practices to help leaders be good stewards over an organization’s resources and deploy those resources to protect and maintain focus on district/system goals.

Select one of the following:

• Students are introduced to concepts and principles of social science research design. Observation, interview and survey design, literature reviews, development of problem statements and research questions, surveys of quantitative and qualitative data analyses, and formative and summative evaluation techniques are emphasized. Students demonstrate their competencies by engaging in a small-scale research study.
• Students examine organizational change and leadership in educational organizations, including K-12 schools, federal and state agencies, school districts, and charter school management organizations. Students analyze theories and approaches for management, strategic planning, decentralization versus centralization, organizational learning, stakeholder engagement, and personal leadership.
• Students learn how to use economic principles, such as productivity and return on investment, to evaluate education policies and programs. They apply these economic analytical approaches to education policies and programs such as value-added assessments, teacher compensation, early childhood education, and class-size reduction. Students also examine basic resource allocation and education finance, including costing-out models, school-district budgeting, Title I funding, and weighted-student formulas.
• Students examine major public policy issues and theories in American education through the three-phase lens of policy design, policy adoption, and policy implementation. They learn to describe tensions in federal, state, and local education policies with reference to historical and international comparisons, as well as to evaluate the use of various education policy tools. Policy issues considered include standards and accountability, whole-district reform, school choice, teacher quality, and college and career readiness.
• Students examine legal issues relating to reforming elementary and secondary education through an analysis of federal and state court cases. They identify important legal standards/rules and explore how legal precedents could be applied to different situations across the country. Students also analyze institutional reform litigation such as school finance and voluntary desegregation; federal and state educational authority, including civil rights enforcement; local educational authority, including school boards and collective bargaining agreements; and legal conditions for school improvements.
• Working in small groups, students serve as consultants to an educational organization on a pressing issue of policy or practice. During this field-based project, they apply skills developed through their program of study in education policy and leadership. Students learn approaches to project management, client relations, analytical design, and project presentation, as well as receive support for transitions into policy and leadership careers.
• Students learn about how educational organizations, including schools, school districts, and state agencies, implement education programs and policies. Students learn approaches to program management, including how to use data to set performance targets, make strategic improvement decisions, assess programs, and prioritize changes. Students are also introduced to basic grant writing and administration, including enforcement, monitoring, and support for education grants.
• Topics vary by section. Repeatable for credit with different topic.

Antiracism, Systems Thinking

While the EdD program is designed to be completed online, students are required to attend three (3) residencies at American University. Taking place over one weekend in Terms 1, 4, and 6, the residencies allow students to broaden their connections with faculty and advising staff, familiarize themselves with the various academic and professional resources American University offers, and deepen the relationships they have forged within their cohort through face-to-face interactions with one another. Students will also participate in workshops, dialogues, and in-person class sessions that will contribute to the development of their dissertations of practice and assist in the practical application of the knowledge gained through their studies.

Research, Antiracism, Personal Mastery, Systems Thinking, Policy, Strategy

May be taken by doctoral students who are advanced to candidacy with the approval of the faculty supervising the dissertation (or designee). It is a 9 credit course, but tuition is assessed at the 1 credit rate. The course is graded SP/UP and students will be deemed full-time. The Office of the Registrar must be notified when a student has advanced to candidacy.

Technology fee

Research, Anti-Racism, Personal Mastery, Systems Thinking, Policy, Strategy

Technology Fee

I was drawn to the program at AU because of the location, the emphasis on policy and leadership, and the entire application process, from the first information sessions to the individual and group interviews. I like how we meet as a cohort for virtual face-to-face sessions in addition to the asynchronous content we work on.

Brian Reilly

Special education administrator from Massachusetts

EdD Faculty Members

Cecily Darden Adams

Alida Anderson

Sarah Irvine Belson

Samantha Cohen

Amaarah DeCuir

Antonio Ellis

Annice Fisher

Reuben Jacobson

Anne Karabell

Edit Khatchatryan

Stefan Lallinger

Brian McGowan

Hannah Park

Carolyn Parker

David Rease

Kelvin Roldan

Robert Shand

Michele Shannon

Robert Simmons

William Thomas

Key dates & deadlines, connect with us, speak to an enrollment advisor.

Email:  [email protected] Call:  202-807-6173

Online Events

Check back soon for more upcoming events.

Schedule a School Tour

Our online students, as well as prospective students, are always welcome to tour our campus. Email: [email protected]

This program is designed for working PK-12 leaders who want to connect policy to practice and gain the practical knowledge and skills to transform their organizations and education systems.

Students will participate in a residency, enabling them to interface with peers and faculty.

The program will include three (3) required DC residencies encapsulated in the EDU-798 course.

1st Residency: The first residency will occur from Thursday to Sunday in Washington, DC, during the first month of Term 1. This residency will provide students with the engagement and supports needed to commit to their problem of practice and the program. This begins with the opportunity to work face-to-face with their professors and peers, specifically in their first-term courses. Presentations from academic resources and supports offered throughout their program will assist students with navigating the tools needed to be successful in their composition of a dissertation. The end of the residency will conclude with a presentation of their problem of practice.

2nd Residency: The second residency will occur from Thursday to Sunday in Washington, DC, during the beginning of Term 4 and will include an opportunity for education system leaders to present their problem of practice to graduate students to demonstrate the variety of methodological approaches to educational inquiry. Breakout sessions will include a review of research methodologies, designated time to prepare for Internal Review Board (IRB) clearance, and preparation for students’ defense of their proposals.

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

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

What Sets Us Apart

About the program.

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

Fall: 4 courses; Spring: 4 courses

Research apprenticeship 20 hours per week

Culminating experience Comprehensive examination and doctoral dissertation 

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

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

Transfer Courses

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

Program Length

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

Preliminary Examination/Doctoral Dissertation

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

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

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

Our Faculty

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

Affiliated Faculty

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

Wendy Chan Assistant Professor Ph.D., Northwestern University

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

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

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

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

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

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

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

Wendy Castillo

Our graduates.

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

Alumni Careers

Recent job placements.

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

Admissions & Financial Aid

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

Contact us if you have any questions about the program.

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

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

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

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

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

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CPRE Mathematics Formative Assessment Project

The Ongoing Assessment Project (OGAP) is a large-scale field trial of a mathematics formative assessment program conducted by CPRE and funded by the National Science Foundation.

Center on Standards, Alignment, Instruction, and Learning

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

Consortium For Policy Research In Education

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

Our Students

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

You May Be Interested In

Related programs.

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

Related Topics

College of Professional Studies

Northeastern University’s online Doctor of Education program provides experienced adult learners, working professionals, and scholar-practitioners from diverse backgrounds and perspectives with the practical knowledge and experience they need to transform the learning landscape. Students gain innovative approaches to create authentic change in their communities. The program was selected as the Carnegie Project on the Education Doctorate's Program of the Year for 2022-2023.

The Doctor of Education program is designed to be completed in three to four years of study—following a fast-paced quarter system in lieu of a traditional semester format. Students choose from five concentrations to create a curriculum that matches personal and professional interests. The program's dissertation in practice process will begin at the onset of your coursework as you identify your problem of practice and develop an action plan—incorporating cycles of data collection and analysis, collaboration, change work, and reflection—culminating in the dissemination of your action research findings. Our students come from diverse disciplines and professions, seeking more than just a degree. You'll gain a practical education that translates to your everyday working environment.

While all EdD courses can be completed online (except for hybrid courses in Seattle and Charlotte), annual in-person two-day residencies are held on campus. Residencies focus on networking and tools for career success and allow you to connect with faculty and fellow scholars to share knowledge and experience. You'll attend residencies* in your first and second years of the program at one of our campuses in Boston, Charlotte, or Seattle.

The Northeastern Doctor of Education degree is accredited by the New England Commission of Higher Education (NECHE) and was selected as Program of the Year by the Carnegie Project on the Education Doctorate Program for 2022-2023.

*Please note: International students enrolling in the online EdD program will be provided with an option to complete the residency through online participation in interactive sessions with fellow scholars offered during the residency period.

More Details

Unique features.

• You will choose one of five concentrations—higher education administration, innovative teaching and learning, transformative school leadership, workplace learning, and integrative studies—to focus your studies and further customize your curriculum.
• You'll begin dissertation in practice work at the onset of your program. You'll select a compelling educational/organizational challenge and will be assigned a faculty advisor to support your research throughout the program.
• All coursework is online—providing flexibility for working professionals. Your residencies will be fulfilled in person*, at one of our campuses in Boston, Charlotte, or Seattle.
• You'll learn alongside faculty practitioners—engaging with respected leaders who contribute to the field as authors, journal editors, school board members, bloggers, and podcasters.

*In-person participation in the residency is also available for international students.

Concentrations

• Higher Education Administration: The higher education administration concentration provides an opportunity for experienced higher education professionals to expand their previous understanding of practices within all sectors of postsecondary education—and also advance their professional practice by developing and deepening their understanding of the roles of colleges and universities in our society. Sectors examined include community colleges, four-year colleges, for-profit institutions, and research universities.
• Innovative Teaching and Learning: The innovative teaching and learning concentration focuses on transforming education through innovation, justice, and policy, by providing engaging opportunities for current and aspiring teaching and learning specialists working in various education spaces. The concentration focuses on teaching and learning both inside and outside the bounds of P-20 schools and focuses on developing and leading innovative curricula as well as professional development.
• Transformative School Leadership: The transformative school leadership concentration provides innovative opportunities for experienced education professionals who are current and aspiring leaders of early childhood centers, public or private schools, or school districts. The concentration prepares students to lead and transform educational spaces and be equipped to shape the needs of education in K-12, higher education, organizational contexts, and beyond.
• Workplace Learning: The workplace learning concentration helps professionals gain a deeper understanding of, recognize, and influence real-life social inequalities faced by marginalized populations in the workplace. Courses allow students to advance their professional practice by developing and deepening their knowledge of workplace learning, organizational dynamics, learning strategy, and ethics.
• Integrative Studies: The integrative studies concentration provides an opportunity for students to design a program of study that fits their own professional goals and includes the required foundation and research courses, concentration courses from any EdD concentration, and electives from the Doctor of Education or Doctor of Law and Policy programs.

Program Objectives

Northeastern's Doctor of Education program is designed for experienced professionals interested in deepening their understanding of education, organizational development, and leadership. Throughout the program, students examine various approaches to critical, practice-based issues, learn research methods, and conduct a doctoral research study that investigates a compelling educational or organizational challenge.

2022-2023 Doctor of Education Program of the Year

The Carnegie Project on the Education Doctorate selected Northeastern's EdD program as the 2022-2023 Program of the Year, noting the “redesigned Dissertation in Practice Curriculum and the adoption of action research as its guiding methodology …” The committee praised “the program’s efforts to move beyond the typical five-chapter dissertation and engage scholarly practitioners in the acquisition of skills to realize meaningful change in their local contexts, emphasizing social justice.”

Testimonials

– sara ewell, phd, assistant dean, graduate school of education, – frawn morgan, current student, doctor of education, – aaron b., program graduate, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Online application
• Academic transcripts: Official undergraduate and graduate degree documentation
• Describe the problem of practice
• Explain why you want to investigate it
• Provide a strong rationale for the significance of the problem
• Minimum work experience: Three years in a related field
• Professional resumé: Must summarize work and education history, include an outline of your educational/academic skills with examples such as research and teaching experience, affiliations, publications, certifications, presentations, and other professional skills.
• Faculty recommendation: Must be from a faculty member in your previous graduate program who can attest to your readiness for doctoral work. If you are no longer acquainted with a faculty member, please choose a professional who can speak of your academic capabilities to engage in doctoral-level research and writing. Recommendations should be presented as a letter attached to the general recommendation form.
• Two professional recommendations: Must be from individuals who have either academic or professional knowledge of your capabilities, a supervisor, mentor, or colleague. It is preferred that one letter of recommendation come from your current employer and/or supervisor. Recommendations should be presented as a letter attached to the general recommendation form.
• Proof of English language proficiency: ONLY for students for whom English is not their primary language.

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the College of Professional Studies admissions process, policies, and required materials.

Admissions Dates

Our admissions process operates on a rolling basis; however, we do recommend the application guidelines below to ensure you can begin during your desired start term:

Domestic Application Guidelines

International Application Guidelines *

*International deadlines are only applicable if the program is F1 compliant.

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

The core of the mission of the program is to allow educators to remain in the places they work, focus on a problem of practice, and through experiential learning and site-specific research opportunities in the program, make an immediate impact in their professional environments. The program explicitly integrates research and practice for professionals so they develop the requisite skills for conceiving, designing, conducting, and producing original site-based research in order to effect ethical change related to real-life problems of practice.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Joseph McNabb, PhD

Cherese Childers-McKee, PhD

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Education & Learning alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Boston Public Schools
• Chicago Public Schools
• NYC Department of Education
• Lockheed Martin
• Veterans Affairs
• Johns Hopkins
• Columbia University

What They Do

• Media Consultant
• College President
• Chief Information Officer
• Instructional Designer
• Diversity Officer
• Founder-CEO
• VP of Student Services
• Community Services Director

What They're Skilled At

• Experiential Learning
• Team Building
• International Education
• Change Agency
• Entrepreneurship
• Urban Education
• Strategic Management
• Student Engagement

Learn more about Northeastern Alumni on  Linkedin .

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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

Florida State University

FSU | Distance@FSU

Distance@FSU

Educational leadership & policy, edd.

The online EdD in Educational Leadership and Policy is FSU's first online doctoral program. The program prepares mid-career education leaders and scholarly practitioners to be knowledgeable about organizational systems, actively engaged in research to improve policy and practice in their own contexts, and attuned to issues of equity. If you're a working professional with a master's degree and relevant professional experience, this program is for you. You'll work with premier faculty and develop the professional and analytical skills needed to address the most pressing problems in education.

Available Majors

• Educational Leadership/Administration

Program Website

University Accreditation:  Florida State University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award associate, baccalaureate, masters, educational specialist, and doctoral degrees. Florida State University also may offer credentials such as certificates and diplomas at approved degree levels.

Questions about the accreditation of Florida State University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website ( www.sacscoc.org ).

OFFICE OF DIGITAL LEARNING Florida State University Suite C-3500 University Center 296 Champions Way P.O. Box 3062550 Tallahassee, Florida 32306-2550

MAIN: 850-644-4635

ODL TECHNICAL SUPPORT  (CANVAS): 850-644-8004

ASSESSMENT & TESTING: 850-644-3017

MORE LINKS: State Authorization & Licensure Complaint Resolution Accessibility

WEBSITE ADMINISTRATOR: [email protected]

Connect with Pitt Education

PhD in Education Policy

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

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

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

Request Info

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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)

May 13, 2024 | Noon-1 PM

June 3, 2024 | Noon-1 PM

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

Career Pathways

Popular pathways include the following:

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

Program Faculty

Program Coordinator

Hayley R. Weddle

Eleanor Anderson

Josh Bleiberg

Michael Gunzenhauser

Sean Patrick Kelly

Maureen McClure

Maureen K. Porter

M. Najeeb Shafiq

Keith Trahan

Leigh Patel

Mariko Yoshisato Cavey

Program News

PhD Student David Smith Receives NAEd/Spencer Dissertation Fellowship

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

Prof. Maureen Porter Receives Outstanding International Educator Award

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

Two Faculty Members Named 2022 AERA Outstanding Reviewers

Two Faculty Members Named 2022 AERA Outstanding Reviewers - Read more

2022 Educational Leadership Series Will Explore Global Freedom Work

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

Five Questions with Alumna Yidan Wang of the World Bank Group

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

Teaching and Learning, Policy and Leadership, (Ph.D.) - Education Policy and Leadership Specialization

This program leads to a Ph.D. in Teaching and Learning, Policy and Leadership with a specialization in Education Policy and Leadership . The Education Policy and Leadership specialization is designed to prepare students in careers as education policy makers, policy analysts, curriculum specialists, advocates for children and youth, and for leadership positions in a variety of education-related organizations. The specialization situates the study of education in the broader social context and brings an array of discipline-based perspectives and research methodologies to the examination of education issues, policies and practices. The curriculum capitalizes on diverse theoretical and methodological perspectives, drawn from the social sciences and humanities, integrates formal coursework with a variety of more individualized internship and enrichment experiences, and provides opportunities for students to carry out research that contributes to the development of more equitable and effective educational institutions. Students are encouraged to include in their program of study relevant courses in other specializations and in other programs outside the department. Graduates have the theoretical breadth and depth required to investigate compelling educational problems, to create and critique policy and practice alternatives, and to generate knowledge that informs action.

For information about applying to the Ph.D. program with a specialization in Education Policy and Leadership Studies, please visit:   https://gradschool.umd.edu/education/tlpl . We accept both full-time and part-time doctoral students.

HOW TO APPLY  

Please refer to the  Guide to Applying  for instructions on how to apply for graduate admission. If you have questions or concerns, we ask you to first review our list of   Frequently Asked Questions .  International applicants should visit the International admissions webpage for additional information.

INFORMATION SESSION about our Ph.D. and M.A. programs will be held on October 13, 2023 , by zoom. 

For questions related to the admissions process, prospective students may contact  [email protected] .

For academic advising on the Ph.D. with a specialization in Education Policy Studies, please contact Dr. David Blazar at [email protected]

FINANCIAL AID/SCHOLARSHIPS  

Financial assistance for graduate study is generally divided into two categories: 

• Fellowships and Scholarships Loans  
• Graduate Assistantships 

For more details about the various types of financial assistance offered by the campus please visit the  Office of Student Financial Aid  

There are also a number of fellowships and scholarships offered through the College of Education, the University, and through external sources which may provide tuition support and/or living allowance. Students must apply for these awards on their own, but the links that follow provide valuable information on searching for fellowships and scholarships. 

For more information concerning fellowships and scholarships, please visit: 

The College of Education Scholarships webpage

The University's Scholarships webpage

Graduate School Student Fellowship and Awards webpage

The doctoral curriculum typically requires at least three years of graduate study beyond the master’s degree.   Most students admitted to the doctoral program already have a master’s degree. If a student does not have a master’s degree, an advisor develops an individualized plan that aligns master’s level and doctoral level coursework for the student. 

Students are expected to integrate into the campus scholarly community and to be available on a full-time basis.

Integrated Department Core:  All new TLPL Ph.D. students join a two-course sequence (6 semester hours),  TLPL 794 : Foundations of Educational Inquiry I ("Core I") TLPL 795 : Foundations of Educational Inquiry II ("Core II"). This course sequence allows students from all the department specializations (e.g., Education Policy and Leadership, Language, Literacy and Social Inquiry, Mathematics and Science Education, Minority and Urban Education, Teacher Education and Professional Development, and Technology, Learning and Leadership) to interact with and learn from one another.

Specialization Core:  Educational Policy students take a two-course sequence (6 semester hours) on the role of education in a democratic society and on law, equity and diversity in education. Students, in consultation with their advisor, select an additional 24 semester hours (typically eight courses). These courses generally take the form of doctoral seminars taught by program faculty but may include doctoral-level courses from other departments in the college and the university

Intermediate and Advanced Methods:  Students are required to take at least 12 credit hours of research methods courses, including one qualitative and one quantitative methods course. Students may take research methods courses in TLPL, Human Development and Quantitative Methods ( HDQM ), or other academic departments.

Specialization in Education Policy and Leadership Course Framework

Specialization Credits (minimum 30 cr):

Specialization Core:  (6 cr) All students complete two three-credit core courses:

• TLPL 788 G: Education (Schooling), Society, and Democracy
• TLPL 767: Law, Equity, and Diversity in Education

Electives:  (24 cr) Students work with their advisor to develop a program of study that includes a minimum of 9 credits of discipline-based coursework and 15 credits of additional related coursework. For example,  a program for a student interested in education policy might include  the following:

      Sample discipline-based electives (9 cr):

• TLPL 683: Educational Sociology
• TLPL 687: Politics of Education
• TLPL 670: Economics of Education

      Sample other electives (15 cr):

• TLPL 770: Black and Latino Education: History and Policy
• TLPL 671: Education Policy Analysis I
• TLPL 862: Race, Class, and Social Justice: A Policy Seminar in Curriculum Theory and Development

Additional Course offerings in Education Policy & Leadership Specialization

• TLPL 681: History of Education in the United States
• TLPL 682: Philosophy of Education
• TLPL 670: Economics of Education
• TLPL 673: Federal Education Policy
• TLPL 693: Principles of Curriculum Development
• TLPL 761: History of Curriculum Theory and Development
• TLPL 767: Law, Equity, and Diversity in Education
• TLPL 862: Race, Class, and Social Justice: A Seminar in Curriculum Theory and Development

Graduate Education Program Requirements

If you have any questions about out admissions process, please contact Graduate Coordinator Kay Moon at [email protected] .

If you have any questions about the program, specifically, please contact Dr. Jing Liu at [email protected] .

Deadlines vary by degree and program.  Please refer to the Graduate School's application information .

• David Blazar
• Claudia Galindo
• Francine Hultgren
• Betty Malen
• Jennifer Rice  
• Campbell Scribner

CATALOG AND POLICIES

Graduate students in the College of Education are responsible for meeting University and the Graduate School policy, and for meeting Program requirements.  See the  Graduate Catalog  and Graduate  Policies  governing graduate education at the University of Maryland. The  schedule adjustment policy  is available from the Office of the Registrar and provides information on adding and dropping courses, penalties, and refund schedules.

Graduate students are required to submit various forms at specific points in the program and as part of the degree clearance process.  Please refer to Steps Toward Graduation  to determine the steps and forms that are required.  Necessary forms are available on the  Graduate Studies Forms Student Services website.

Students should consult the Program Handbook for specific requirements.

Online EdD Programs in Education Policy

While curriculum, instruction, and school administrative services all directly impact student education outcomes, education policy establishes the standards for curriculum content, instruction, and student evaluations. Leaders in education policy have the power to make a significant impact on student learning outcomes by creating and improving legislation at the local, state, and national levels. There are currently six schools that offer online Doctor of Education (Ed.D.) programs with a specialization in Education Policy.

Online EdD programs in Education Policy give students an in-depth understanding of America’s public and private education systems and the local, state, and national laws that impact them. Students of EdD programs in Education Policy also learn about education data analysis, curriculum and program development, and the social and economic factors that impact students’ educational attainment. Graduates of these programs can work in government departments, education non-profit organizations, schools, and school districts.

This page only includes online EdD programs with a specific specialization in education policy. Students interested in pursuing a degree in this field may also want to check out our more comprehensive Online EdD in Education Leadership page, as many of those programs offer coursework or electives in education policy.

Curriculum for Online EdD Programs in Education Policy

EdD programs in Education Policy include core courses in the history and structure of the American education system, theories of learning, curriculum development, and organizational leadership. Examples of classes that may comprise the core of EdD programs in Education Policy include:

• The American Education System : An overview of the American education system from its inception to its present state. The standards for educational attainment at the primary, secondary, and post-secondary levels, and the economic, social, and political factors that influence these standards. Current issues in public and private education, such as education disparities and funding challenges, and how to address them.
• The Foundations of Teaching and Learning : The fundamental theories of learning and principles of teaching, and how to apply them to the design and implementation of curricula, the instruction and support of students of all ages in different academic contexts, and the assessment of learning outcomes.
• Principles of Education Research : How to use quantitative and qualitative research methods and analysis to determine the effectiveness of education policies and programs. How to use research findings to establish evidence-based best practices in education.
• Diversity in Education : Issues of diversity and multiculturalism in education, including the marginalization of minority groups in academic settings, the importance of diversity education, and addressing bullying and discrimination in academic environments.

In addition to classes that cover fundamental concepts in education leadership and administration, EdD programs in Education Policy typically include classes that examine education policies and how they impact institutions of education, student learning outcomes, and teacher and staff responsibilities. Courses specific to the concentration will generally focus on the legislation that shapes education systems, standards, and curriculum content; analysis of educational programs and their effectiveness; and an examination of how other disciplines, such as economics and sociology, can help create models that explain and help to address issues in education and student attainment.

• Education Policy : How public policy impacts education and vice versa. How policies at the local, state, and national levels shape education in the public and private sectors, and at the primary, secondary, and post-secondary levels. Topics such as early education, student performance, truancy prevention, school funding, diversity and multiculturalism, language and literacy, and STEM courses are covered. Students explore and analyze current issues in education and how public policy seeks to address them.
• School Reform and Public Policy : Students investigate and discuss the history of school reform as a result of public policy, and explore the process of identifying issues that lead to gaps in student achievement and addressing them through changes to legislation. Current debates in education reform at the local, state, and national government levels, and an investigation of the needs and interests of different stakeholders in these debates.
• Teaching Policies in American Education : An exploration of the legislation around teacher certification, mentorship, instruction, tenure, and other topics that directly impact teachers’ professional development and work with students. Different types of teachers at all levels of education and in different settings (e.g. public versus private, academic versus corporate training settings), and the policies that impact their daily work.
• Education Economics : How public and private institutions of education are funded, and how they finance student programs. How to use economic principles to analyze different challenges facing public and private education systems, and how economic policies may contribute to and can help to address these issues.

Some EdD programs require students to take a number of elective courses that are not part of their specific concentration, but which are relevant to their desired role(s) post-graduation. Examples of such classes include:

• Education Technology : Different forms of education technology, including educational apps, e-learning platforms, massive open online courses (MOOCs), and laptops in the classroom, and how they can enhance student learning. Ways to incorporate technology into curricula at multiple levels of education, from primary to post-secondary.
• The Design of Supportive Learning Environments : The theories, principles, and methods of developing supportive learning environments for students in the classroom and on campus. How to create programs that facilitate learning and student support at the school and school district levels.

During the second half of their program, students of EdD programs typically begin their dissertation, which is an in-depth research project that examines an issue in education and discusses how this issue can be mitigated or resolved. Students of EdD programs with a concentration in Education Policy may be required to select a research topic that concerns the development or improvement of legislation around education. After the completion of their dissertation, students are generally expected to present their findings.

Most EdD programs have a dissertation requirement; however, some EdD programs allow students to waive this requirement if they complete a sequence of research-intensive courses that train them in the research process. For more information about the dissertation and/or research requirements for online EdD programs, please refer to our Dissertation and Research Requirements for EdD Programs resource page.

The curriculum descriptions above should be viewed as guidelines, as both course content and sequencing can vary from program to program. For more information about EdD programs’ structure and curricula, please see our Structure of Online EdD Programs resource page.

Career Paths for Graduates of EdD Programs in Education Policy

Students who complete their EdD in Education Policy are prepared to work in government education departments, schools in the public and private sector, and education non-profit organizations and advocacy centers. Their knowledge of the American education system and the legislation that shapes it allows them to understand and improve education policies and programs at the institution, community, state government, and national government levels. Examples of roles that students of EdD programs in Curriculum and Instruction may assume include:

• School Superintendents : School superintendents oversee multiple schools within a school district. They collaborate with a district board to oversee teacher and student performance, help develop educational programs, and improve student services at the schools under their supervision. School superintendents work with teachers, principals, government officials, students, and parents to develop solutions to educational challenges. They also help to establish educational standards at schools, oversee the design and implementation of curricula, and resolve larger school problems such as campus bullying and discrimination.
• College and University Deans : College deans oversee one or more academic departments at universities and colleges. They supervise the design and implementation of academic programs, manage funding for these programs in collaboration with other department staff, support faculty in their research and professional development, and work to ensure that students in their department receive the academic support they need.
• Education Policymakers : Education policymakers work in education departments of local, state, and national governments to formulate policies that serve student and educator needs. They may work on updating existing legislation to address structural problems in the public and/or private education systems, or they may develop new legislation that seeks to mitigate barriers to education attainment or student performance.
• Directors of Education Organizations and Companies : Directors of education organizations, which include education non-profits and advocacy centers, as well as for-profit companies and startups, oversee daily operations at their organization. They may oversee the design and execution of projects that further their organization’s mission statement, such as community education initiatives, student counseling and support services, campus bullying intervention programs, or new advancements in education technology that can enhance student learning.

Online Ed.D. Programs in Education Policy

District of columbia, american university.

Online Doctorate in Education Policy and Leadership (EdD) (Masters to Doctorate (or Bachelor's plus 24 graduate credits))

Florida State University

Online Ed.D. in Educational Leadership and Policy - Educational Leadership/Administration (Masters to Doctorate)

University of Illinois

Online Doctor of Education (Ed.D.) in Education Policy, Organization and Leadership (Masters to Doctorate)

Fordham University

Online Doctor of Education (Ed.D.) in Educational Leadership, Administration and Policy (K-12) (Masters to Doctorate)

North Dakota

University of north dakota.

Online Doctor of Education in Educational Practice and Leadership with a Specialization in Education Policy, Reform & Equity (Masters to Doctorate)

Pennsylvania

Drexel university.

Online Doctorate​ ​of​ ​Education​ ​(​EdD​)​ ​in​ ​Educational Leadership​ ​and​ ​Management​ with a Concentration in Educational Policy (Masters to Doctorate)

• Graduate Programs

Ed.D. in Educational Leadership and Policy Studies

About the Program

Do you believe that purposeful change in education policy and practice is accomplished through meaningful engagement that is transformational in nature? That change promotes equity? That it improves policy and practice on a local, state, national or international level?

Our Ed.D. in Educational Leadership and Policy Studies will prepare you to shape, lead and implement such change. We develop action-oriented scholarly practitioners who blend practical wisdom and professional skills with research and theory to impact problems of practice in formal and nonformal educational settings.

Program Mode of Delivery

All courses are offered in a fully online (synchronous) format. Classes only meet one night per week and the meeting day will remain constant for the duration of the cohort.

The program requires a total of 42 credit hours beyond the master’s degree comprised of 21 hours of core classes, 12 hours of dissertation research, and 9 hours of electives. Students who completed the Ed.S. in Educational Administration program at NIU can use those credits to count toward the elective requirement.

Applying to the Program

You’ll need to submit a degree-seeking application to the Graduate School. You’ll be asked to provide the following items: names and email addresses of three (3) professional references, transcripts, current resume/CV, and a personal statement.

Start your application now .

Visit the Department of Leadership, Educational Pscyhology and Foundations faculty and staff directory to learn more about the professionals whose work has earned the NIU College of Education continual high rankings from U.S. News & World Report .

Why NIU Online?

We know you have responsibilities and commitments. It's just easier if you're able to take classes where you are without the commute. The good news is that with NIU, you're not alone. Your classmates and instructors are available via the same technology that helps deliver your classes. In our classrooms or in your living room, we want you to succeed academically because your future is our focus.

Program Type: Doctor of Education College: College of Education Credits Required:  42 Tuition per Credit: Domestic: $574.75 International: $ 943.99 ( Learn more about tuition and fees )

Request More Information

David Snow, Program Advisor 815-753-1465 [email protected]

Application Deadlines

For applicants residing in the u.s., for international students living abroad, request information, schedule an appointment.

Online Ph.D. Programs in Education Exploring the Frontiers of Educational Knowledge

Degree Options

View Degree Options

100% online, 8-week courses

Transfer in up to 50% of the degree total

Shape Educational Policy and Lead with Authority by Earning an Online Ph.D. in Education

Imagine using your degree to influence educational policies and create instrumental courses in programs across the country. By earning a 100% online Ph.D. in Education degree from Liberty University, you can. With the variety of degree concentrations we provide, you have the flexibility to focus your studies on an area that matches your unique career goals.

Here are some of the benefits of partnering with Liberty University to pursue your Ph.D. in Education online:

• Our online Ph.D. in Education can prepare you for careers in various schools and administrative settings within the field of education.
• Our School of Education is committed to providing quality education based on the principles of God’s Word.
• You can become a positive influence in your school and community as you make an impact for Christ!

Pursue a degree that inspires you. With a Ph.D. in Education online from Liberty, you can learn how to shape and design new curriculums. Not only that, but your courses can equip you with effective management principles so you can lead administrations at all levels. As a Christian university, our online Ph.D. programs in education also examine relevant topics and current events in light of a Christian worldview.

Receive advanced training in education, organizational leadership, and research so you can gain invaluable communication and problem-solving skills. This knowledge can help you lead your students and organization to success. Our online Ph.D. in Education program can provide you with the skills you need to oversee an educational administration at the county, state, or national level.

Is a Ph.D. in Education worth it?

With a Ph.D. in Education, you can be in a position to take advantage of the increased market demand for leaders in education:

• Increase your earning potential and pursue positions of added responsibility.
• You can gain invaluable networks with your peers and professors while pursuing one of our online Ph.D. programs in education during optional on-campus intensives.
• Completing an online Ph.D. in Education gives you a terminal education credential that shows employers you have reached the pinnacle of your field’s achievement.

What Will You Study in Liberty’s online Ph.D. in Education ?

As you begin our online Ph.D. in Education degree, you will study core curriculum critical to leadership in K-12 and higher education settings.

You will analyze pedagogical concepts and approaches based on research and knowledge of the discipline.

Our Ph.D. in Education online specializations allow you to acquire a robust knowledge of educational theories and practices. This awareness is vital in addressing the current teaching challenges found in your respective discipline.

Your doctorate in education can help you add value and fresh ideas to the field of education.

Featured Courses

• EDUC 701 – Advanced Learning Theory and Research
• EDUC 703 – Theries of Historical and Philosophical Foundations
• EDUC 730 – Issues and Trends in Learning Technologies
• EDUC 745 – Organizational Analysis and Problem Solving

Degree Information

• This program falls under the  School of Education .
• View our  Graduate Education Course Guides   (login required) .
• An extensive final dissertation project is required.

Why Choose Liberty’s Ph.D. in Education Online Program?

Liberty’s online Ph.D. in Education is designed to provide the training you need to work in top leadership positions within education. Do you want to research and produce groundbreaking programs, or lead educational administrations at all levels? If so, one of our program specializations in organizational leadership or curriculum and instruction may be a great fit for you!

Our Ph.D. in Education is available 100% online. But if you would like some face-to-face interaction, we also offer optional, on-campus intensives. We want to help you earn your degree in a way that is most convenient for you.

See what we’ve been able to do to make earning your degree as convenient as possible:

• The majority of tuition for undergraduate, graduate, and doctoral programs has not increased in 9 years. While many other online colleges have raised tuition,  Liberty has been able to keep costs low as a nonprofit university . 
• Meet your peers and professors! With the online Ph.D. in Education program, you can complete  optional intensives on our campus in Virginia . This is a great chance to further develop your writing and research for the final dissertation phase of the program.
• Liberty’s online Ph.D. in Education provides an  integrated dissertation  process. That means you can work toward your final research project while completing your coursework!
• Completing a terminal degree like the Ph.D. in Education shows employers that you have reached the pinnacle of your field’s achievement.
• Make a unique impact on educational research using your dissertation. With the Ph.D. online program’s dissertation, your research can become the basis for publications, curriculum material products, and more!

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• 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

Potential Careers for Ph.D. in Education Graduates

• Curriculum specialist
• Elementary educator
• Gifted-student instructor
• Instructional supervisor
• Middle school educator
• School administrator
• Secondary school educator
• Special education instructor
• University professor

Online Ph.D. in Education Degree Options

By personalizing your online Ph.D. in Education with a concentration, you can open doors to new careers or career advancement. Whether you want to create more effective curriculums for your school, or you want to help implement ethical educational policies, we have a program to help you get there.

Take a moment to explore all the options available to you. 

Curriculum and Instruction

With Liberty University’s online  Doctor of Philosophy in Education – Curriculum and Instruction , you can learn how to create innovative and effective curricula designed to help students discover their full potential. 

View the  Degree Completion Plan .

Educational Law

Liberty’s  Doctor of Philosophy in Education – Educational Law  can help you master the legal aspects of education. These concepts can be readily applied as you lead in your school, corporation, or education-related business.

Instructional Design and Technology

Technology is an integral part of education both online and in the classroom. Become an expert in the growing field of distance learning with Liberty’s  Doctor of Philosophy in Education – Instructional Design and Technology .

Organizational Leadership

Guide your educational organization as you implement business communication and problem-solving best practices with Liberty’s online  Doctor of Philosophy in Education – Organizational Leadership .

Special Education

Liberty University’s online  Doctor of Philosophy in Education – Special Education  can help you develop and implement evidence-based practices for students with special needs.

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

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 ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Liberty’s Ph.D. in Education 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’ 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] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

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

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

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.

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• What Will You Study?
• Potential Careers
• Specializations
• Tuition & Aid
• Admission Information

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Learn to Change the World

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A Place to Thrive

Explore how you can connect, grow, deepen your work, and expand your horizons at the Harvard Graduate School of Education.

Degree Programs

Through a rich suite of courses and co-curricular experiences, along with the mentorship of exceptional faculty, a degree from Harvard Graduate School of Education prepares you to make a difference in education today.

Residential Master’s in Education

Immersive campus experience for aspiring and established educators, leaders, and innovators, with five distinct programs to choose from and rich opportunities to personalize your study and deepen your interests.

Online Master's in Education Leadership

Part-time, career-embedded program, delivered online, for experienced educators looking to advance their leadership in higher education or pre-K–12.

Doctor of Education Leadership

Preparing transformative leaders to have the capacity to guide complex organizations, navigate political environments, and create systemic change in the field of education.

Doctor of Philosophy in Education 

Training cutting-edge researchers who work across disciplines, generate knowledge, and translate discoveries into transformative policy and practice.

Professional Development

For early childhood professionals.

Programs designed to support the learning and development of early childhood professionals working in diverse settings.

For K-12 Professionals

A robust portfolio of programs serving teachers, school leaders, district administrators, and other education professionals.

For Higher Education Professionals

Leadership and career development programs for college and university administrators.

Ideas and Impact

From world-class research to innovative ideas, our community of students, faculty, and alumni are transforming education today.

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With deep knowledge of the education field, HGSE faculty members influence current conversations in the media, giving educators and students a much-needed voice for positive change.

"Every child has the right to read well. Every child has the right to access their full potential. This society is driven by perfectionism and has been very narrow-minded when it comes to children who learn differently, including learning disabilities."