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2024 Best Grad Schools in the United States for Doctorate Degrees

There are lots of options to choose from today when trying to decide which grad school to attend. College Factual was founded, in part, to help students make the decision as to what would be the best school for them. Our Best Doctor's Degree Colleges ranking is part of that endeavor.

What's on This Page: * Our Methodology

• Best Graduate Schools List

Choosing the Best Grad School for You

Our analysis looked at 691 grad schools in the United States to determine which ones have the best doctorate degree programs. Our ranking for the best grad schools is based on objective factors. We steer clear of subjective measures since they don't give a clear picture when determining how one school compares to another. The following gives more info on what goes into our ranking factors and why we consider those factors.

Higher Than Average Earnings

To determine the overall quality of a graduate school, one factor we look at is the average early-career salary of those receiving a doctorate degree from the school. Recent students who earned a doctorate degree in the United States entered the job market making an average of $75,260 while those in the top 20 schools on our list made an average of $88,513.

Taking Out Student Loans

Graduate students may also take on a lot of debt while working on their doctorate so we factor that into our rankings as well. The average amount taken out in student loans for graduates at a particular school may be crippling for those who earn less than average wages after graduation.

More Ranking Factors That Are Important

We also analyze a number of other factors in addition to average post-graduation earnings and average student debt when coming up with our yearly Best Doctorate Degree Schools ranking. On a broad level, other factors that go into our rankings include such things as the demand of the school, the student body caliber, if the school has online options, and the educational resources provided by the school.

We go into more detail on these factors on our graduate school ranking methodology page.

One Size Does Not Fit All

Not quite ready to work on your doctorate? Check out our Best Master's Degree Schools ranking.

Top Doctorate Degree Schools in the United States

Learn more about these excellent grad schools below:

Our analysis found Massachusetts Institute of Technology to be the best grad school for doctorate degrees in the United States in this year’s ranking. MIT is a private not-for-profit institution located in Cambridge, Massachusetts. The school has a fairly large population, and it awarded 568 doctorate degrees in 2020-2021.

Those who receive a doctorate degree from MIT go into careers with an average salary of $115,303 during the early years of their career.

Learn More About Massachusetts Institute of Technology

The excellent doctorate degree programs at University of Pennsylvania helped the school earn the #2 place on this year’s ranking of the best schools in the United States. Located in Philadelphia, Pennsylvania, the large private not-for-profit school handed out 1,254 doctorate degrees in 2020-2021.

During the early years of their career, doctorate degree graduates from UPenn make an average of $97,555 a year.

Learn More About University of Pennsylvania

A rank of #3 on our Best Doctorate Degrees in the United States list means Stanford University is a great place for students working on their degree. Stanford is a fairly large private not-for-profit school situated in Stanford, California. It awarded 1,105 doctorate degrees in 2020-2021.

Upon graduation, doctorate degree recipients go on to jobs making an average salary of $98,295 during the early years of their career.

Read full report on Stanford University

You’ll join some of the best and brightest minds around if you attend Harvard University. The school came in at #4 in the United States on this year’s best doctorate degree schools ranking. Harvard is a private not-for-profit institution located in Cambridge, Massachusetts. The school has a large population, and it awarded 1,444 doctorate degrees in 2020-2021.

Those who receive a doctorate degree from Harvard go into careers with an average salary of $95,158 during the early years of their career.

Read full report on Harvard University

You’ll join some of the best and brightest minds around if you attend Princeton University. The school came in at #5 in the United States on this year’s best doctorate degree schools ranking. Princeton, New Jersey is the setting for this medium-sized institution of higher learning. The private not-for-profit school handed out doctorate degrees to 293 students in 2020-2021.

Full Princeton University Report

Carnegie Mellon University landed the #6 spot on the 2024 Best Doctorate Degree Schools in the United States ranking. This fairly large private not-for-profit school is located in Pittsburgh, Pennsylvania, and it awarded 333 doctorate degrees in 2020-2021.

Full Carnegie Mellon University Report

Northwestern University landed the #7 spot on the 2024 Best Doctorate Degree Schools in the United States ranking. Evanston, Illinois is the setting for this large institution of higher learning. The private not-for-profit school handed out doctorate degrees to 1,028 students in 2020-2021.

Upon graduation, doctorate degree recipients go on to jobs making an average salary of $93,954 during the early years of their career.

Read full report on Northwestern University

University of Chicago landed the #8 spot on the 2024 Best Doctorate Degree Schools in the United States ranking. University of Chicago is a fairly large private not-for-profit school located in Chicago, Illinois that handed out 755 doctorate degrees in 2020-2021.

During the early years of their career, doctorate degree graduates from UChicago make an average of $96,200 a year.

Learn More About University of Chicago

Rice University ranked #9 on this year’s Best Doctorate Degree Schools in the United States list. Rice is located in Houston, Texas and has a medium-sized student population. In 2020-2021, this school awarded 207 doctorate degrees to qualified graduate students.

Learn More About Rice University

University of Southern California did quite well in the 2024 Best Doctorate Degree Schools in the United States ranking, coming in at #10. Located in Los Angeles, California, the large private not-for-profit school handed out 1,914 doctorate degrees in 2020-2021.

During the early years of their career, doctorate degree graduates from USC make an average of $87,196 a year.

Learn More About University of Southern California

University of California - Berkeley ranked #11 on this year’s Best Doctorate Degree Schools in the United States list. UC Berkeley is a large public school situated in Berkeley, California. It awarded 1,187 doctorate degrees in 2020-2021.

Graduates with a doctorate degree from UC Berkeley make an average of $88,876 per year during the early years of their career.

Read full report on University of California - Berkeley

Vanderbilt University ranked #12 on this year’s Best Doctorate Degree Schools in the United States list. Vanderbilt is a private not-for-profit institution located in Nashville, Tennessee. The school has a fairly large population, and it awarded 787 doctorate degrees in 2020-2021.

During the early years of their career, doctorate degree graduates from Vanderbilt make an average of $91,182 a year.

Learn More About Vanderbilt University

Georgetown University did quite well in the 2024 Best Doctorate Degree Schools in the United States ranking, coming in at #13. Georgetown is a large private not-for-profit school situated in Washington, District of Columbia. It awarded 1,014 doctorate degrees in 2020-2021.

Graduates with a doctorate degree from Georgetown make an average of $105,462 per year during the early years of their career.

Learn More About Georgetown University

Yale University did quite well in the 2024 Best Doctorate Degree Schools in the United States ranking, coming in at #14. Located in New Haven, Connecticut, the fairly large private not-for-profit school awarded 742 diplomas to qualifed doctorate degree students in 2020-2021.

Those who receive a doctorate degree from Yale go into careers with an average salary of $91,187 during the early years of their career.

Read full report on Yale University

Teachers College at Columbia University did quite well in the 2024 Best Doctorate Degree Schools in the United States ranking, coming in at #15. Teachers College is a small private not-for-profit school situated in New York, New York. It awarded 185 doctorate degrees in 2020-2021.

Graduates with a doctorate degree from Teachers College make an average of $78,856 per year during the early years of their career.

Full Teachers College at Columbia University Report

Duke University came in at #16 in this year’s edition of the Best Doctorate Degree Schools in the United States ranking. Located in Durham, North Carolina, the fairly large private not-for-profit school handed out 949 doctorate degrees in 2020-2021.

Graduates with a doctorate degree from Duke make an average of $92,967 per year during the early years of their career.

Full Duke University Report

Columbia University in the City of New York landed the #17 spot on the 2024 Best Doctorate Degree Schools in the United States ranking. Columbia is a large private not-for-profit school situated in New York, New York. It awarded 1,502 doctorate degrees in 2020-2021.

During the early years of their career, doctorate degree graduates from Columbia make an average of $102,938 a year.

Learn More About Columbia University in the City of New York

Bentley University did quite well in the 2024 Best Doctorate Degree Schools in the United States ranking, coming in at #18. Bentley is located in Waltham, Massachusetts and has a medium-sized student population. In 2020-2021, this school awarded 1 doctorate degrees to qualified graduate students.

Full Bentley University Report

Suffolk University landed the #19 spot on the 2024 Best Doctorate Degree Schools in the United States ranking. This medium-sized private not-for-profit school is located in Boston, Massachusetts, and it awarded 351 doctorate degrees in 2020-2021.

The average salary of a graduate with a doctorate degree from Suffolk is $56,355 during the early years of their career.

Read full report on Suffolk University

Cornell University landed the #20 spot on the 2024 Best Doctorate Degree Schools in the United States ranking. Cornell is a private not-for-profit institution located in Ithaca, New York. The school has a large population, and it awarded 777 doctorate degrees in 2020-2021.

The average salary of a graduate with a doctorate degree from Cornell is $107,405 during the early years of their career.

Read full report on Cornell University

With a ranking of #21, Georgia Institute of Technology - Main Campus did quite well on the 2024 Best Doctorate Degree Schools in the United States list. Atlanta, Georgia is the setting for this large institution of higher learning. The public school handed out doctorate degrees to 577 students in 2020-2021.

Full Georgia Institute of Technology - Main Campus Report

Brown University ranked #22 on this year’s Best Doctorate Degree Schools in the United States list. This fairly large private not-for-profit school is located in Providence, Rhode Island, and it awarded 293 doctorate degrees in 2020-2021.

The average salary of a graduate with a doctorate degree from Brown is $60,843 during the early years of their career.

Read full report on Brown University

Washington University in St Louis came in at #23 in this year’s edition of the Best Doctorate Degree Schools in the United States ranking. WUSTL is located in Saint Louis, Missouri and has a fairly large student population. In 2020-2021, this school awarded 742 doctorate degrees to qualified graduate students.

During the early years of their career, doctorate degree graduates from WUSTL make an average of $72,507 a year.

Learn More About Washington University in St Louis

University of Notre Dame did quite well in the 2024 Best Doctorate Degree Schools in the United States ranking, coming in at #24. Notre Dame, Indiana is the setting for this fairly large institution of higher learning. The private not-for-profit school handed out doctorate degrees to 422 students in 2020-2021.

During the early years of their career, doctorate degree graduates from Notre Dame make an average of $78,016 a year.

Read full report on University of Notre Dame

With a ranking of #25, California Institute of Technology did quite well on the 2024 Best Doctorate Degree Schools in the United States list. Caltech is located in Pasadena, California and has a small student population. In 2020-2021, this school awarded 184 doctorate degrees to qualified graduate students.

Those who receive a doctorate degree from Caltech go into careers with an average salary of $59,996 during the early years of their career.

Read full report on California Institute of Technology

Rest of the Top 50 Best Doctorate Degree Schools in the United States

Not only did these schools make the top 50 list, but they also landed in the top 15% of this year’s ranking:

Narrow Doctorate Degree Schools by Region

Rocky mountains, middle atlantic, great lakes, new england, plains states, far western us, other u.s. territories, rest of the top 15% doctorate degree schools in the united states.

To learn more about the schools below, just click on their names:

Honorable Mentions

These schools also performed well in our Best Doctorate Degree Schools ranking:

More Rankings

Bachelor's degrees, returning adults, master's degrees.

More Rankings >

Notes and References

• The Integrated Postsecondary Education Data System ( IPEDS ) from the National Center for Education Statistics (NCES), a branch of the U.S. Department of Education (DOE) serves as the core of our data about colleges.
• Some other college data, including much of the graduate earnings data, comes from the U.S. Department of Education’s ( College Scorecard ).
• Information about the national average student loan default rate is from the U.S. Department of Education and refers to data about the 2016 borrower cohort tracking period for which the cohort default rate (CDR) was 10.1%.

More about our data sources and methodologies .

Popular Reports

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ZDNET's editorial team writes on behalf of you, our reader. Our goal is to deliver the most accurate information and the most knowledgeable advice possible in order to help you make smarter buying decisions on tech gear and a wide array of products and services. Our editors thoroughly review and fact-check every article to ensure that our content meets the highest standards. If we have made an error or published misleading information, we will correct or clarify the article. If you see inaccuracies in our content, please report the mistake via this form .

Best online Ph.D. programs: Doctoral degrees ranked

An online doctorate program has a lot in common with a traditional, in-person program. By studying online, you'll complete the same courses and classes on a schedule that accommodates yours. An online doctoral program includes research and dissertation requirements, all of which you complete under the guidance of a mentor. 

If you're looking for an undergraduate education first, we've compiled the  best online colleges to help with prerequisites.  

If you're already ready to further your education, We've ranked the schools offering the best online doctorates below. 

Top 5 online Ph.D. programs: Quick facts

What should i expect in an online ph.d. program.

An online Ph.D. is comparable to what on-campus learners experience. The program typically begins with coursework designed to build your fundamental understanding of the discipline alongside research essentials. 

Once you complete the required classes, you will sit for comprehensive exams and submit a dissertation or project proposal. This is something you develop with a mentor. 

As an online student, you'll connect one-on-one with faculty via online office hours, email, and video conferencing. A bad internet connection or technical difficulties can hinder you.  You may also need to or want to travel to meet with them personally.

Some online Ph.D. programs may provide you with a computer , while others have research resources to help you. 

Much of the research you undertake is done independently and requires self-motivation and dedication. Asking questions, reaching out for help, and remaining in close contact with your mentor is key throughout the process. 

The best online Ph.D. programs: Our picks

We picked the best online Ph.D. programs using ZDNet's ranking methodology. Our proprietary formula for assessing online doctoral degrees uses federally reported data, programmatic and professional outcomes, and industry insights. We consider the whole picture to offer an unbiased look at the top online Ph.D. programs. 

Unless otherwise indicated, data is drawn from the Integrated Postsecondary Education Data System , College Scorecard , and each school's website. Note that for public colleges, the average annual net price given is for in-state students.

1. A.T. Still University Kirsville, Missouri

About the program: ATSU offers online doctoral programs in health professions, health administration, health sciences, medical science, and nursing practice. 

• Acceptance rate: Not publicly available
• Graduation rate: Not publicly available
• Avg. annual tuition: $40,978
• Time to completion: Varies
• Average MCAT score : 505
• Enrollment periods per year: Four
• Course delivery method: Asynchronous and synchronous programs 

Accreditation: A.T. Still University is accredited by the Higher Learning Commission (HLC). 

2. Amridge University Montgomery, Alabama 

About the program: Dedicated to academic programs infused with the ideals and heritage of the Churches of Christ, Amridge offers six online Ph.D. programs alongside three doctor of ministry programs and one doctor of education degree.

• Acceptance rate: 100%
• Graduation rate: 32%
• Avg. annual net price: $17,618
• Time to completion: Three to seven years
• Minimum GRE / GMAT / LSAT score: N/A
• Enrollment periods per year: Three
• Course delivery method: Asynchronous and synchronous 

Accreditation: Amridge University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). 

3. Andrews University Berrien Springs, Michigan

About the program: Steeped in the beliefs and traditions of the Seventh-day Adventist church, Andrews offers online doctoral programs in physical therapy, occupational therapy, nursing, and education.

• Acceptance rate: 49%
• Graduation rate: 55%
• Avg. annual net price: $23,408
• Minimum GRE/GMAT/LSAT score: N/A
• Enrollment periods per year: Varies

Accreditation: Andrews University is accredited by the Higher Learning Commission (HLC).

4. Ball State University Muncie, Indiana

• About the program: All of Ball State's online doctoral programs focus on education. Areas of study include adult and community education, educational administration and supervision, elementary education, and special education.
• Acceptance rate: 87%
• Graduation rate: 61%
• Avg. annual net price: $14,765
• Course delivery method: Asynchronous

Accreditation: Ball State University is accredited by the Higher Learning Commission (HLC).

5. Barry University Miami, Florida

About the program: Grounded in the Roman Catholic Dominican tradition, Barry offers online doctoral programs in nursing, occupational therapy, and education. 

• Acceptance rate: 65%
• Graduation rate: 48%
• Avg. annual net price: $20,539
• Minimum GRE/GMAT/LSAT score: GRE required, no minimum
• Enrollment periods per year:  Three

Accreditation: Barry University is accredited by the Southern Commission of Colleges and Schools Commission on Colleges (SACSCOC).

6. Baylor University Waco, Texas

About the program: A Baptist institution, Baylor offers online doctoral programs in occupational therapy, physical therapy, nursing, and education.

• Acceptance rate: 68%
• Graduation rate: 76%
• Avg. annual net price: $37,309
• Enrollment periods per year:  Varies

Accreditation: Baylor University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

7. Bethel University Saint Paul, Minnesota

About the program: Bethel, the largest member of a 13-institution Baptist college consortium, offers online doctorates in K-12 education administration and higher education leadership.

• Graduation rate: 71%
• Avg. annual net price: $28,178
• Time to completion: Three to five years

Accreditation: Bethel University is accredited by the Higher Learning Commission (HLC).

8. Boston University Boston, Massachusetts

About the program: BU offers online doctoral programs in mechanical engineering and occupational therapy.

• Acceptance rate: 20%
• Graduation rate: 87%
• Avg. annual net price: $30,395
• Minimum GRE/GMAT/LSAT score: Varies

Accreditation: Boston University is accredited by the New England Commission of Higher Education (NECHE).

9. University of Massachusetts Global Irvine, California

About the program: Dedicated to serving non-traditional students and adult learners, UMass Global offers two online doctoral degrees: A education doctorate organizational leadership , and a post-masters to doctor of nursing practice program.

• Acceptance rate: 93%
• Graduation rate: 64%
• Avg. annual net price: $26,346
• Minimum GRE/GMAT/LSAT score: Not publicly available
• Course delivery method: Asynchronous, synchronous, hybrid 

Accreditation: The University of Massachusetts Global is accredited by the Western Association of Schools and Colleges (WASC) Senior College and University Commission (WSCUC).

10. Brenau University Gainesville, Georgia

About the program: Brenau offers six online doctoral programs in education. Concentration areas include elementary education, higher education leadership, higher education teaching and learning middle grades, and special education. A degree completion program is also available.

• Acceptance rate: 92%
• Graduation rate: 44%
• Avg. annual net price: $22,402
• Time to completion: Two to five years
• Enrollment periods per year:  One

Accreditation:  Brenau University is accredited by the Southern Association of Schools and Colleges Commission on Colleges (SACSCOC). 

ZDNET Recommends

• Harvard Business School →
• Doctoral Programs →

PhD Programs

• Accounting & Management
• Business Economics
• Health Policy (Management)
• Organizational Behavior
• Technology & Operations Management

Students in our PhD programs are encouraged from day one to think of this experience as their first job in business academia—a training ground for a challenging and rewarding career generating rigorous, relevant research that influences practice.

Our doctoral students work with faculty and access resources throughout HBS and Harvard University. The PhD program curriculum requires coursework at HBS and other Harvard discipline departments, and with HBS and Harvard faculty on advisory committees. Faculty throughout Harvard guide the programs through their participation on advisory committees.

How do I know which program is right for me?

There are many paths, but we are one HBS. Our PhD students draw on diverse personal and professional backgrounds to pursue an ever-expanding range of research topics. Explore more here about each program’s requirements & curriculum, read student profiles for each discipline as well as student research , and placement information.

The PhD in Business Administration grounds students in the disciplinary theories and research methods that form the foundation of an academic career. Jointly administered by HBS and GSAS, the program has five areas of study: Accounting and Management , Management , Marketing , Strategy , and Technology and Operations Management . All areas of study involve roughly two years of coursework culminating in a field exam. The remaining years of the program are spent conducting independent research, working on co-authored publications, and writing the dissertation. Students join these programs from a wide range of backgrounds, from consulting to engineering. Many applicants possess liberal arts degrees, as there is not a requirement to possess a business degree before joining the program

The PhD in Business Economics provides students the opportunity to study in both Harvard’s world-class Economics Department and Harvard Business School. Throughout the program, coursework includes exploration of microeconomic theory, macroeconomic theory, probability and statistics, and econometrics. While some students join the Business Economics program directly from undergraduate or masters programs, others have worked in economic consulting firms or as research assistants at universities or intergovernmental organizations.

The PhD program in Health Policy (Management) is rooted in data-driven research on the managerial, operational, and strategic issues facing a wide range of organizations. Coursework includes the study of microeconomic theory, management, research methods, and statistics. The backgrounds of students in this program are quite varied, with some coming from public health or the healthcare industry, while others arrive at the program with a background in disciplinary research

The PhD program in Organizational Behavior offers two tracks: either a micro or macro approach. In the micro track, students focus on the study of interpersonal relationships within organizations and the effects that groups have on individuals. Students in the macro track use sociological methods to examine organizations, groups, and markets as a whole, including topics such as the influence of individuals on organizational change, or the relationship between social missions and financial objectives. Jointly administered by HBS and GSAS, the program includes core disciplinary training in sociology or psychology, as well as additional coursework in organizational behavior.

Accounting & Management  

Business economics  , health policy (management)  , management  , marketing  , organizational behavior  , strategy  , technology & operations management  .

Doctoral Program

Stanford's Ph.D. program is among the world's best. Our graduate students receive their training in a lively community of philosophers engaged in a wide range of philosophical projects. Our Ph.D. program trains students in traditional core areas of philosophy and provides them with opportunities to explore many subfields such as the philosophy of literature, nineteenth-century German philosophy, and medieval philosophy.

Among other areas, we are exceptionally strong in Kant studies, the philosophy of action, ancient philosophy, logic, and the philosophy of science. We attract some of the best students from around the world and we turn them into accomplished philosophers ready to compete for the best jobs in a very tight job market.

The most up-to-date requirements are listed in   t he Bulletin .  

CHECK PHD REQUIREMENTS

From the 2020-2021 edition of Explore Degrees:

Doctor of Philosophy in Philosophy

Prospective graduate students should see the  Office of Graduate Admissions  web site for information and application materials. 

The University's basic requirements for the Ph.D. degree including candidacy, residence, dissertation, and examination are discussed in the " Graduate Degrees " section of this bulletin.

University candidacy requirements, published in the " Candidacy " section of this bulletin, apply to all Ph.D. students. Admission to a doctoral degree program is preliminary to, and distinct from, admission to candidacy. Admission to candidacy for the doctoral degree is a judgment by the faculty in the department or school of the student's potential to successfully complete the requirements of the degree program. Students are expected to complete department qualifying procedures and apply for candidacy at the beginning of the seventh academic quarter, normally the Autumn Quarter of the student's third year.

Admission to candidacy for the doctoral degree is granted by the major department following a student's successful completion of qualifying procedures as determined by the department. Departmental policy determines procedures for subsequent attempts to become advanced to candidacy in the event that the student does not successfully complete the procedures. Failure to advance to candidacy results in the dismissal of the student from the doctoral program; see the " Guidelines for Dismissal of Graduate Students for Academic Reasons " section of this bulletin.

The requirements detailed here are department requirements. These requirements are meant to balance structure and flexibility in allowing students, in consultation with their  advisors , to take a path through the program that gives them a rigorous and broad philosophical education, with room to focus on areas of particular interest, and with an eye to completing the degree with an excellent dissertation and a solid preparation for a career in academic philosophy.

Normally, all courses used to satisfy the distribution requirements for the Philosophy Ph.D. are Stanford courses taken as part of a student's graduate program.  In special circumstances, a student may petition to use a very small number of graduate-level courses taken at other institutions to satisfy a distribution requirement.  To be approved for this purpose, the student’s work in such a graduate-level course would need to involve an appropriate subject matter and would need to be judged by the department to be at the level of an 'A' in a corresponding graduate-level course at Stanford.  

Courses used to satisfy any course requirement in Philosophy (except Teaching Methods and the summer Dissertation Development Seminar) must be passed with a letter grade of 'B-' or better (no satisfactory/no credit), except in the case of a course/seminar used to satisfy the third-year course/seminar requirement and taken for only 2 units. Such a reduced-unit third-year course/seminar must be taken credit/no credit. 

At the end of each year, the department reviews the progress of each student to determine whether the student is making satisfactory progress, and on that basis to make decisions about probationary status and termination from the program where appropriate.

Any student in one of the Ph.D. programs may apply for the M.A. when all University and department requirements have been met.

Proficiency Requirements

• First-year Ph.D. Proseminar : a one quarter, topically focused seminar offered in Autumn Quarter, and required of all first-year students.
• two courses in value theory including ethics, aesthetics, political philosophy, social philosophy, philosophy of law. At least one of the courses satisfying this distribution requirement must be in ethics or political philosophy.
• Two courses in language, mind, and action. One course satisfying this requirement must be drawn from the language related courses, and one from mind and action related courses.
• two courses in metaphysics and epistemology (including metaphysics, epistemology, philosophy of science). At least one of the courses satisfying this requirement must be drawn from either metaphysics or epistemology.
• Instructors indicate which courses may satisfy particular requirements. If a course potentially satisfies more than one requirement the student may use it for only one of those area requirements; no units may be double-counted. Students must develop broad competencies in all these areas. Those without strong backgrounds in these areas would normally satisfy these distribution requirements by taking more basic courses rather than highly specialized and focused courses. Students should consult with their advisor in making these course decisions, and be prepared to explain these decisions when reviewed for candidacy; see requirement 6 below.
• Logic requirement:  PHIL 150  Mathematical Logic or equivalent.
• History/logic requirement. One approved course each in ancient and modern philosophy, plus either another approved history of philosophy course or  PHIL 151  Metalogic.
• Students should normally take at least 64 graduate level units at Stanford during their first six quarters (in many cases students would take more units than that) and of those total units, at least 49 units of course work are to be in the Philosophy department. These courses must be numbered above 110, but not including Teaching Methods ( PHIL 239  Teaching Methods in Philosophy) or affiliated courses. Units of Individual Directed Reading are normally not to be counted toward this 49-unit requirement unless there is special permission from the student's advisor and the Director of Graduate Studies.
•  Prior to candidacy, at least 3 units of work must be taken with each of four Stanford faculty members.

Writing Requirement: Second Year Paper

The second year paper should demonstrate good scholarship and argumentative rigor, and be a polished piece of writing approximately 8000 words in length. The second year paper need not bear any specific relationship to the dissertation. It may be a version of a prospective dissertation chapter, but this is not required. The final version must be turned in on the last class of the Second Year Paper Development Seminar in Summer Quarter of the second year. Extensions of this deadline require the consent of the instructor of the Second Year Paper Development Seminar and the Director of Graduate Studies and are only granted in exceptional cases (e.g., documented illness, family crisis). The final paper is read by a committee of two faculty members and it is an important consideration in the department’s decision on the student’s candidacy. 

Teaching Assistancy

A minimum of five quarters of teaching assistancy are required for the Ph.D. Normally one of these quarters is as a teaching assistant for the Philosophy Department's Writing in the Major course,  PHIL 80  Mind, Matter, and Meaning. It is expected that students not teach in their first year and that they teach no more than two quarters in their second year. Students are required to take  PHIL 239  Teaching Methods in Philosophy during Spring Quarter of their first year and during Autumn Quarter of their second year. Teaching is an important part of students’ preparation to be professional philosophers.

Review at the End of the Second Year for Advancement to Candidacy

The faculty's review of each student includes a review of the student's record, an assessment of the second year paper, and an assessment of the student's preparation for work in her/his intended area of specialization, as well as recommendations of additional preparation, if necessary.

To continue in the Ph.D. program, each student must apply for candidacy at the beginning of the sixth academic quarter, normally the Spring Quarter of the student's second year. Students may be approved for or denied candidacy by the end of that quarter by the department. In some cases, where there are only one or two outstanding deficiencies, the department may defer the candidacy decision and require the student to re-apply for candidacy in a subsequent quarter. In such cases, definite conditions for the candidacy re-application must be specified, and the student must work with the advisor and the DGS to meet those conditions in a timely fashion. A failure to maintain timely progress in satisfying the specified conditions constitutes grounds for withholding travel and discretionary funds and for a denial of advancement to candidacy.

• Writing Seminar : In the Summer Quarter after the second year, students are required to attend the Second Year Paper Development Seminar. The seminar is intended to help students complete their second year papers. 
• Upon completion of the summer writing seminar, students must sign up for independent study credit,  PHIL 240  Individual Work for Graduate Students, with their respective advisors each quarter. A plan at the beginning, and a report at the end, of each quarter must be signed by both student and advisor and submitted to the graduate administrator for inclusion in the student's file. This is the process every quarter until the completion of the departmental oral.
• In Autumn and Winter quarters of the third year, students register in and satisfactorily complete  PHIL 301  Dissertation Development Proseminar. Students meet to present their work in progress and discuss their thesis project. Participation in these seminars is required.
• During the third and fourth years in the program, a student should complete at least three graduate-level courses/seminars, at least two of them in philosophy (a course outside philosophy can be approved by the advisor), and at least two of them in the third year. The three seminars can be taken credit/no-credit for reduced (2) units. Courses required for candidacy are not counted toward satisfaction of this requirement. This light load of courses allows students to deepen their philosophical training while keeping time free for thesis research.

Dissertation Work and Defense

The third and following years are devoted to dissertation work. The few requirements in this segment of the program are milestones to encourage students and advisors to ensure that the project is on track.

• Dissertation Proposal— By Spring Quarter of the third year, students should have selected a dissertation topic and committee. A proposal sketching the topic, status, and plan for the thesis project, as well as an annotated bibliography or literature review indicating familiarity with the relevant literature, must be received by the committee one week before the meeting on graduate student progress late in Spring Quarter. The dissertation proposal and the reading committee's report on it will constitute a substantial portion of the third year review.
• Departmental Oral— During Autumn Quarter of the fourth year, students take an oral examination based on at least 30 pages of written work, in addition to the proposal. The aim of the exam is to help the student arrive at an acceptable plan for the dissertation and to make sure that student, thesis topic, and advisors make a reasonable fit. It is an important chance for the student to clarify their goals and intentions with the entire committee present.
• Fourth-Year Colloquium— No later than Spring Quarter of the fourth year, students present a research paper in a 60-minute seminar open to the entire department. This paper should be on an aspect of the student's dissertation research. This is an opportunity for the student to make their work known to the wider department, and to explain their ideas to a general philosophical audience.
• University Oral Exam— Ph.D. students must submit a completed draft of the dissertation to the reading committee at least one month before the student expects to defend the thesis in the University oral exam. If the student is given consent to go forward, the University oral can take place approximately two weeks later. A portion of the exam consists of a student presentation based on the dissertation and is open to the public. A closed question period follows. If the draft is ready by Autumn Quarter of the fourth year, the student may request that the University oral count as the department oral.

Below are yearly lists of courses which the faculty have approved to fulfill distribution requirements in these areas: value theory (including ethics, aesthetics, political philosophy, social philosophy, philosophy of law); language; mind and action; metaphysics and epistemology (including metaphysics, epistemology, philosophy of science); logic; ancient philosophy; modern philosophy.

The most up-to-date requirements are listed in  t he Bulletin .  

Ph.D. Minor in Philosophy

To obtain a Ph.D. minor in Philosophy, students must follow these procedures:

• Consult with the Director of Graduate Study to establish eligibility, and select a suitable  advisor .
• 30 units of courses in the Department of Philosophy with a letter grade of 'B-' or better in each course. No more than 3 units of directed reading may be counted in the 30-unit requirement.
• Philosophy of science
• Ethics, value theory, and moral and political philosophy
• Metaphysics and epistemology
• Language, mind and action
• History of philosophy
• Two additional courses numbered over 199 to be taken in one of those (b) six areas.
• A faculty member from the Department of Philosophy (usually the student's advisor) serves on the student's doctoral oral examination committee and may request that up to one third of this examination be devoted to the minor subject.
• Paperwork for the minor must be submitted to the department office before beginning the program.

Interdisciplinary Study

The department supports interdisciplinary study. Courses in Stanford's other departments and programs may be counted towards the degree, and course requirements in Philosophy are designed to allow students considerable freedom in taking such courses. Dissertation committees may include members from other departments. Where special needs arise, the department is committed to making it possible for students to obtain a philosophical education and to meet their interdisciplinary goals. Students are advised to consult their advisors and the department's student services office for assistance.

Graduate Program in Cognitive Science

Philosophy participates with the departments of Computer Science, Linguistics, and Psychology in an interdisciplinary program in Cognitive Science. It is intended to provide an interdisciplinary education, as well as a deeper concentration in philosophy, and is open to doctoral students. Students who complete the requirements within Philosophy and the Cognitive Science requirements receive a special designation in Cognitive Science along with the Ph.D. in Philosophy. To receive this field designation, students must complete 30 units of approved courses, 18 of which must be taken in two disciplines outside of philosophy. The list of approved courses can be obtained from the Cognitive Science program located in the Department of Psychology.

Special Track in Philosophy and Symbolic Systems

Students interested in interdisciplinary work relating philosophy to artificial intelligence, cognitive science, computer science, linguistics, or logic may pursue a degree in this program.

Prerequisites—Admitted students should have covered the equivalent of the core of the undergraduate Symbolic Systems Program requirements as described in the " Symbolic Systems " section of the Stanford Bulletin, including courses in artificial intelligence (AI), cognitive science, linguistics, logic, and philosophy. The graduate program is designed with this background in mind. Students missing part of this background may need additional course work. In addition to the required course work listed in the bulletin, the Ph.D. requirements are the same as for the regular program, with the exception that one course in value theory and one course in history may be omitted.

Joint Program in Ancient Philosophy

This program is jointly administered by the Departments of Classics and Philosophy and is overseen by a joint committee composed of members of both departments:

•         Christopher Bobonich , Philosophy (Ancient Greek Philosophy, Ethics)
•         Alan Code , Philosophy, Philosophy (Ancient Greek Philosophy, Metaphysics)
•         Reviel Netz , Classics (History of Greek and Pre-Modern Mathematics)
•         Andrea Nightingale , Classics, (Greek and Roman Philosophy and Literature)
•        Josh Ober , Classics and Political Science (Greek Political Thought, Democratic Theory)

It provides students with the training, specialist skills, and knowledge needed for research and teaching in ancient philosophy while producing scholars who are fully trained as either philosophers with a strong specialization in ancient languages and philology, or classicists with a concentration in philosophy.

Students are admitted to the program by either department. Graduate students admitted by the Philosophy department receive their Ph.D. from the Philosophy department; those admitted by the Classics department receive their Ph.D. from the Classics department. For Philosophy graduate students, this program provides training in classical languages, literature, culture, and history. For Classics graduate students, this program provides training in the history of philosophy and in contemporary philosophy.

Each student in the program is advised by a committee consisting of one professor in each department.

Requirements for Philosophy Graduate Students: These are the same as the proficiency requirements for the Ph.D. in Philosophy.

One year of Greek is a requirement for admission to the program. If students have had a year of Latin, they are required to take 3 courses in second- or third-year Greek or Latin, at least one of which must be in Latin. If they have not had a year of Latin, they are then required to complete a year of Latin, and take two courses in second- or third-year Greek or Latin.

Students are also required to take at least three courses in ancient philosophy at the 200 level or above, one of which must be in the Classics department and two of which must be in the Philosophy department.

Ph.D. Subplan in History and Philosophy of Science

Graduate students in the Philosophy Ph.D. program may pursue a Ph.D. subplan in History and Philosophy of Science. The subplan is declared in Axess and subplan designations appear on the official transcript, but are not printed on the diploma.

1.  Attendance at the HPS colloquium series. 2.  Philosophy of Science courses.  Select one of the following:

• PHIL 263 Significant Figures in Philosophy of Science: Einstein
• PHIL 264: Central Topics in the Philosophy of Science: Theory and Evidence
• PHIL 264A: Central Topics in Philosophy of Science: Causation
• PHIL 265: Philosophy of Physics: Space and Time
• PHIL 265C: Philosophy of Physics: Probability and Relativity
• PHIL 266: Probability: Ten Great Ideas About Chance
• PHIL 267A:  Philosophy of Biology
• PHIL 267B: Philosophy, Biology, and Behavior

3.  One elective seminar in the history of science. 4.  One elective seminar (in addition to the course satisfying requirement 2) in philosophy of science.

The PhD program provide 5 years of  financial support . We also try to provide support for our sixth year students and beyond though we cannot guarantee such support. In addition to covering tuition, providing a stipend, and covering Stanford's health insurance, we provide additional funds for books, computer equipment, and conference travel expenses. Some of the financial support is provided through requiring you to teach; however, our teaching requirement is quite low and we believe that this is a significant advantage of our program.

Stanford Support Programs

Additional support, such as advances, medical and emergency grants for Grad Students are available through the Financial Aid Office. The University has created the following programs specifically for graduate students dealing with challenging financial situations.

Graduate Financial Aid  homepage :

https://financialaid.stanford.edu/grad/funding/

Cash Advance:  https://sfs.stanford.edu/gradcashadvance

Emergency grant-in-aid :  https://financialaid.stanford.edu/pdf/emergencygrant-in-aid.pdf, family grants:  https://financialaid.stanford.edu/pdf/gradfamilygrant2021.pdf, housing loans:  https://financialaid.stanford.edu/loans/other/gradhousing.html, program characteristics.

Our program is well known for its small size, streamlined teaching requirements, and low average time to degree.

The program regulations are designed to efficiently provide students with a broad base in their first two years. In the third year students transition to working on their dissertations. During the summer prior to the third year, students are required to attend a dissertation development seminar. This seminar introduces students to what is involved in writing a dissertation. During the third year the course load drops to just under one course per quarter.

The rest of the time is spent working closely with a faculty member, or a couple of faculty members, on the student's area of research interest. The goal of the third year is that this process of intensive research and one-on-one interaction will generate a topic and proposal for the dissertation. During the fourth and fifth year the student is not required to take any courses and he or she focusses exclusively on research and writing on the dissertation.

Stanford University

Being a part of  Stanford University  means that students have access to one of the premier education institutions in the world. Stanford is replete with top departments in the humanities, social sciences, and natural sciences. In addition, our professional schools, such as the  Stanford Law School , are among the best. The range of research in a variety of areas, many of which touch on or relate to philosophical issues, is simply astounding. Students have the freedom to take courses across the university. Graduate students also regularly earn joint degrees with other programs.

Doctor of Education Leadership

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

America needs transformative leaders in preK–12 education whose passion for education quality and equity is matched by a knowledge of learning and development, the organizational management skills to translate visionary ideas into practical success, and a firm grasp of the role of context and politics in shaping leadership. Graduates of the three-year, multidisciplinary Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education will be prepared to become those leaders.

The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level leadership positions in school systems, state and federal departments of education, and national nonprofit organizations. Ed.L.D. is a full-time, three-year program built on a cohort learning model. Cohorts consist of up to 25 students from diverse professional backgrounds (including district/charter management leaders, nonprofit directors, principals, teachers, and policy researchers) who progress through the program together.

All Ed.L.D. students receive a full tuition funding package plus stipends, work opportunities, and a paid third-year residency at a partner organization.

The Ed.L.D. Program prepares graduates to do work for the public good in the American public education sector, whether that be at the system or state level. Specifically, the program is designed to accelerate the progress graduates make toward achieving meaningful impact in influential roles and/or crossing boundaries in the following spaces in the public education sector:

• PreK–12 district or CMO leadership roles : superintendent of schools, chief academic officer, and/or deputy superintendent
• Foundation/philanthropy roles:  director, president and CEO, senior fellow
• Education nonprofit roles : president or executive director of backbone or collective impact organizations which support preK–12 schools. Ed.L.D. graduates will lead education nonprofits that explicitly focus on improving outcomes and opportunities for children, families, and communities.
• State or federal education leadership roles : commissioner or deputy commissioner roles. Could also include public education advocacy or education policy advisers to senior government officials.
• Social Entrepreneurship and Innovation roles:  Founder, CEO, president

Curriculum Information

The Ed.L.D. curriculum is a balance of multidisciplinary coursework and practice-based learning. Core courses and electives are taught by recognized leaders from across Harvard’s graduate programs in fields like data-based education reform, organizational change and innovation, and effective leadership strategies for urban schools. You will develop and test your leadership skills through team projects and an immersive third-year residency.

All students in the cohort take the same classes in four foundational content areas: learning and teaching, leadership and organizational change, politics and policy, adult development, and leadership inside and out (including one-on-one executive coaching). Courses taken during the first-year focus on practice-based learning and serve as the framework of your first-year experience.

Sample HGSE Courses

• Leading Change
• How People Learn
• Ed.L.D. Proseminar
• Leadership, Entrepreneurship, and Learning
• Race, Equity, and Leadership
• Practicing Leadership Inside and Out
• Sector Change
• The Workplace Lab for System-Level Leaders

View  all courses  in the Academic Catalog.

Each cohort member works with program advisers to choose an individualized sequence of electives from any of the Harvard graduate schools. You will work closely with the program faculty and staff during your second year to determine the best match with a partner organization for your third-year residency. Matches are driven by mutual interest between the resident and the partner organization, and each student's career and learning goals and geographic preferences.

• Second Year Practicing Leadership Inside and Out
• Driving Change 
• Education Sector Nonprofits
• Negotiation Workshop
• Coaching with Equity in Mind
• Ethnic Studies and Education
• Deeper Learning for All:  Designing a 21st Century School System
• Institutional Change in School Organizations, Systems, and Sectors

You will take part in a 10-month paid residency at one of our partner organizations. There, you will work on a strategic project which synthesizes your experience and learning into a written Capstone project. You will stay connected to your Ed.L.D. cohort and HGSE through technology and by returning to Harvard periodically for intensive workshops.

Paid Residency 

Our partner organizations include school systems and departments of education, as well as some of the nation's most influential and dynamic nonprofit, mission-based for-profit, and philanthropic organizations.

You will be intentionally pushed out of your comfort zones and asked to work systemically and make a significant contribution to the partner organization. In addition, the residency will provide you with the professional mentoring, practical experiences, and network of connections they need to position themselves as future leaders in the education sector. 

Strategic Project 

You will define (with supervisors from your partner organization) a strategic project on which to focus. You will have the opportunity to lead one or two major efforts on behalf of the organization, such as the creation or implementation of current initiatives. The project allows you to practice and improve leadership skills, add important value to the mission and strategy of the partner organization, work systemically, and hold high-level accountability.

During the residency period, you will produce a written Capstone. The Capstone is a descriptive, analytic, and reflective account of your third-year leadership contributions to a strategic project within an Ed.L.D. partner organization. It is a demonstration of your ability to engage others, develop strategy to successfully address and diagnose challenges, work toward a vision and goals, and learn from the results.

Sample Topics

• Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District
• Leadership Development for Entrepreneurial Education Leaders Working to Build Public & Private Sector Support
• Disrupting Teacher Preparation: Lessons in Collaboration and Innovation Across the Learning to Teach Community of Practice
• Pursuing Educational Equality for English Language Learners

Sample Summaries 

• Breaking Down Silos in a School District: Findings from an Ed.L.D. Project in Montgomery County
• Expanding Students' Access to Meaningful STEM Learning Opportunities Through Strategic Community Partnerships
• Developing a New Teacher Leadership and Compensation System in Iowa: A Consensus-Based Process
• Finding Great Teachers for Blended-Learning Schools

GSE Theses and Dissertations from Digital Access to Scholarship at Harvard (DASH)

Program Faculty

Ed.L.D. students learn with renowned faculty from the Harvard Graduate School of Education, Harvard Business School, and Harvard Kennedy School. Faculty from the three schools share their individual expertise in the Ed.L.D. Program and work collaboratively to provide a challenging and coherent experience for students. Faculty who teach in the Ed.L.D. core curriculum and advise Ed.L.D. students include:

Faculty Director

Frank D. Barnes

Frank Barnes is faculty director of the Doctor of Education Leadership Program. He has over 30 years experience as an educator, researcher, and organizer. As a chief accountability officer, he led turnaround efforts for large public school districts, including Boston Public Schools and Charlotte-Mecklenburg Schools.

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

Introduce Yourself

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

Program Highlights

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

Do We Need Happiness Teachers?

After a trip to meet with the Dalai Lama, an Ed.L.D. student says we do

Combatting Chronic Absenteeism with Family Engagement 

As post-COVID absenteeism rates continue unabated, a look at how strong family-school engagement can help

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Thinking of Pursuing a PhD in Economics? Info on Graduate School and Beyond

Kasey Chatterji-Len and Anna Kovner

Becoming a PhD economist can provide a fulfilling and financially secure career path. However, getting started in the field can be daunting if you don’t know much about the preparation you’ll need and the available job opportunities. If you’re wondering what it means to be an economics researcher or how to become one, please read on. We’ll review how to prepare for a career in economics research, what an economics PhD program entails, and what types of opportunities it might bring. Economic education is a core component of the Federal Reserve Bank of New York’s mission to serve the community. To empower would-be economists, this post provides information for students who seek a career in economics research. We hope this information will be helpful to students interested in economics, regardless of their background and economic situation.  This information is most applicable to students applying to programs in the United States.  

The Breadth of Economics Research  

Academic disciplines conduct research in different ways, so it’s important to have a basic understanding of the types of questions economists ask and how they approach answering them. There are many definitions of economics, but a broadly useful one is the study of how people, organizations, and governments make decisions under different constraints, and how those decisions may affect their outcomes. 

When answering these questions, economists seek to ground their analyses in models and to be quantitatively precise about the effects they assign to any given cause. The range of topics economists can study is wide, but the accepted approaches to answering questions are stricter. Some examples of what economists might ask: 

• How do different public housing programs affect the children who live there? 
• Does a certain type of law encourage businesses to innovate? 
• How will a change in the interest rate affect inflation and unemployment rates? 
• How much does affordable health insurance improve people’s health? 
• How can poor countries eradicate poverty? 

There are many different subfields within economics, including, but not limited to behavioral, econometrics, energy/environmental, development, financial, international, monetary, public, and urban economics. You can familiarize yourself with the latest work in economics by subscribing to working paper series, such as NBER’s New This Week or the New York Fed’s Staff Reports . To get an idea of the breadth of questions economists can answer, you could listen to Stephen Dubner’s “ Freakonomics Radio ” podcast. You may also want to explore the Journal of Economic Perspectives , the New York Fed’s Liberty Street Economics blog, VoxDev , or VoxEU .  

What Is a PhD Program Like?    

Economics PhD programs typically last five to seven years. Unlike masters programs, they are often fully funded with a stipend, though most require students to complete teaching assistant and/or research assistant (RA) work as part of their funding package. In the first two years, students take classes, many of which are mathematically demanding. The rest of the program can include additional classes but is primarily devoted to original research with the aim of producing publishable papers that will constitute the dissertation.  

Faculty advisors are a central part of PhD programs, as students look to them for guidance during the research process. Economics PhD programs are offered within university economics departments, but there are similar programs in public policy and business schools. You can look at their websites to understand any differences in coursework and subsequent job placements. 

What Can You Do with an Economics PhD?  

Upon graduation, students can obtain jobs in a variety of industries. Many PhD students hope to become university professors. Governments and public policy-related institutions such as the Federal Reserve System, the U.S. federal government, the World Bank, and the International Monetary Fund (IMF) also hire economists to work on policy, lead programs, and conduct research. Finally, economics PhD graduates can also find employment at a variety of private sector companies, including banks, economic consulting firms, and big tech companies. The pay for these different positions can vary. According to the American Economics Association (AEA), the average starting salary for economics assistant professors in 2022-23 was approximately $140,000 at PhD granting institutions and $98,000 at BA granting institutions. 

Programs often publish the placements of their PhD graduates, so you can look online to see specific employment outcomes. See, for example, the University of Maryland’s placements . Ultimately, economists are highly regarded as authorities on a variety of topics. Governments, nonprofits, philanthropic foundations, financial institutions, and non-financial businesses all look to economists to answer important questions about how to best achieve their goals. Thus, earning an economics Ph.D. can potentially help you to influence issues that are important to you. 

Preparing for an Economics PhD Program  

There are several components to an economics PhD program application: college transcripts, GRE scores, letters of recommendation, and personal statements. Please download the Appendix linked below to learn more about transcripts and letters of recommendation. The Appendix details ways in which you can select coursework, obtain research experience, and develop relationships to position yourself for success as a PhD applicant.  

If you feel that you are too far along in your academic career to take enough of the classes described in the Appendix, this does not necessarily preclude you from pursuing an economics PhD. For example, it’s possible to take some of these classes through a master’s program, or through a pre-doctoral RA job. Some pre-doctoral RA jobs, such as the one here at the New York Fed , may enable you to take classes in preparation for graduate school. If you are concerned about your transcript, reach out to an economist at your university for advice; program standards for coursework and grades vary, and it’s a good idea to get more personalized advice. 

Research Experience   

If you’re interested in becoming an economics researcher and applying to PhD programs, it’s best to get research experience as soon as possible. Working as an RA is a great way to learn how to conduct research and get a better idea of whether it’s the right career path for you. Additionally, it can help you obtain a letter of recommendation for graduate school applications and improve your qualifications.  

All types of academic research can be enriching, but it’s beneficial to gain experience working directly with an economist. To find a position, you can reach out to professors whose work you find interesting or find an RA program at your school. Typical RA tasks may involve data collection and cleaning, as well as running analyses and creating charts to represent results. This is where coding skills become crucial; having taken math, statistics, and econometrics courses will also enable you to take on more responsibilities. 

You may also have the opportunity to conduct your own research, possibly under the supervision of a professor at your university. This research could be self-initiated or part of a course such as a thesis workshop. Self-directed research is a great opportunity to learn about all stages of the research process. It’s also an excellent opportunity to create a writing sample for graduate school applications. Ultimately, though, your motivation for conducting your own research project should be that you want to answer a question.  One thing economists have in common is a love of answering questions using data and theory. 

Research experience is also often obtained after completing an undergraduate or master’s degree. Taking on a full-time RA position before applying to PhD programs is very common and can make you a more competitive applicant. You may either get an RA job working for a professor or participate in a pre-doctoral RA program.  

Research assistant programs are more structured than positions with individual professors or projects, which could be helpful. Universities, parts of the government, think tanks, research organizations, and the Federal Reserve System are all good places to look for research assistant programs. To help you decide which opportunities are most desirable, you may want to ask potential employers : Where do people in this program tend to go afterward? Will I be working directly with an economist? How much of my time will be spent on academic research work? Will I be able to take classes as part of this program? Considering whether an economist will be able to evaluate your performance is an important factor for recommendation letters. The ability to take classes, either through tuition reimbursement or waivers, can also be an important benefit. 

The Research Analyst program here at the Federal Reserve Bank of New York is one example of these programs and you should check it out here . The Federal Reserve Board of Governors also has a large program, and many other regional Federal Reserve Banks have similar programs. In addition, the PREDOC website and the  NBER post listings of RA opportunities. J-PAL and IPA also tend to recruit RAs for economic development projects. Another source of RA opportunities is the @econ_ra account on X. 

Who Should Get a PhD in Economics?  

A PhD may not be for everyone, but it is for anyone—people of all genders, religions, ethnicities, races, and national origins have PhDs in economics. Many economists majored in economics, but others majored in math, physics, or chemistry. Because economics is such an integral part of policymaking, it is important that economists come from a wide range of backgrounds so policy can be stronger and more effective. The inclusion of differing perspectives helps ensure that the contribution of economists to work in public policy, academia, and beyond effectively serves the broadest range of society. 

• Coursework Appendix

Kasey Chatterji-Len is a research analyst in the Federal Reserve Bank of New York’s Research and Statistics Group.

Anna Kovner  is the director of Financial Stability Policy Research in the Bank’s Research and Statistics Group.

How to cite this post: Kasey Chatterji-Len and Anna Kovner, “Thinking of Pursuing a PhD in Economics? Info on Graduate School and Beyond,” Federal Reserve Bank of New York Liberty Street Economics , May 31, 2024, https://libertystreeteconomics.newyorkfed.org/2024/05/thinking-of-pursuing-a-phd-in-economics-info-on-graduate-school-and-beyond/.

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