doctorate in education programs california

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PhD in Education

Welcome to the graduate group in education phd program.

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

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

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

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

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

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

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

PhD Student Antoinette Banks Wins $1 Million Black Ambition Prize

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

Kaozong Mouavangsou

MA ’16, PhD ’22

Education Cred/PhD

The Berkeley School of Education (BSE) prepares leaders in education practice, policy, and research. BSE faculty members support a vision of public education that promotes equity and social justice by empowering practitioners to meet the highest standards of engagement and enrichment in classrooms, schools, communities, and districts. Through this commitment, the Berkeley School of Education supports cutting-edge research and positive social transformation in education. The faculty and students at the Berkeley School of Education develop projects and strategies in interdisciplinary scholarship and field studies that positively impact educational outcomes at the state, national, and international levels.

The Berkeley School of Education offers Doctor of Philosophy (PhD), Master's of Arts (MA), and credential degree programs as well as an Education major and minor for undergraduate students.

PhD and Master's Programs at the Berkeley School of Education

Students collaborate in dynamic learning environment that develops expertise in areas including:

Critical Studies of Race, Class, and Gender

Learning Sciences and Human Development

Policy, Politics, and Leadership

Social Research Methodologies

Leadership and Excellence in K-12

Students develop professional leadership skills and explore new opportunities in pedagogy, curricula, and policy. Innovations in teaching and leadership in the classroom prepare students for influential administrative roles - e.g. for principals, district and system-wide administrators, and policy influencers.

Learn more about the Berkeley School of Education's Professional Programs .

Additional Programs

Graduate Group in Science and Mathematics Education (SESAME) SESAME is the Berkeley School of Education's interdisciplinary graduate program for students who seek advanced expertise in a scientific discipline. SESAME students earn a doctoral degree by researching the educational theories and research methodologies in science, technology, engineering and mathematics (STEM) education.

Intersection of Sport and Education In the Intersection of Sport and Education program students research facets of institutionalized sports that complements and conflict with the educational missions of American secondary and post-secondary schools.

School Psychology The Berkeley School of Education's School Psychology program brings together psychology professionals, teachers, and educational leaders to clarify and resolve problems regarding the educational and mental health needs of children in classrooms.

Special Education (Joint Doctoral Program with San Francisco State University) The Special Education Joint Doctoral program prepares leaders in research, teaching, administration, and supervision to address the professional needs facing children, youth, and adults with disabilities. By combining the resources of both Berkeley and SFSU, students pursue theoretical interests and applied practices in a broad spectrum of specializations within Special Education.

Leaders for Equity and Democracy (LEAD) Berkeleys educational doctorate (EdD) is a three year program that engages passionate, equity-conscious leaders who apply practice, theory, and research design to develop excellence and integrity in education. Using guiding principles, operational efficiencies, and professional networks, LEAD doctoral students influence all-encompassing change and innovation in education.

Contact Info

[email protected]

2121 Berkeley Way

Berkeley, CA 94720

At a Glance

Department(s)

Admit Term(s)

Application Deadline

December 4, 2023

Degree Type(s)

Doctoral / PhD

Degree Awarded

Ph.D., Cred/Ph.D.

GRE Requirements

• GGSE Resources

Department of Education

Ph.D. Program

Course requirements.

In the revamped doctoral program that was implemented in Fall 2021, all Education graduate students are required to take two proseminar courses and three core courses. They will take two research methodology courses in common and then choose from a menu of additional methods courses. Each student will also be required to take a series of advanced courses: courses in an advanced course pathway and elective courses. All courses that count toward requirements must be taken for a letter grade and passed with a B or better (with the exception of courses only offered on an S/U basis).

Proseminars:  • 2-unit course as ED 200A (first-year one-quarter seminar)

• 2-unit course as ED 200B (second-year community building events)

Research Methods : • Total of 5 research methods courses

• All students are required to take ED 214A Introduction to Statistics and ED 221A

Introduction to Qualitative Methods.

• Quantitative courses to be used to fulfill the rest of the requirement are the following:

ED 214B Inferential Statistics

ED 214C Linear Models for Data Analysis

ED 216A Advanced Multivariate Statistics

ED 216B Factor Analysis

ED 216F Structural Equation Models

ED 217A Constructing Measures

ED 217B Analyzing and Validating Measures

ED 217C Philosophy of Measurement

• Qualitative courses to be used to fulfill the rest of the requirement are the following:

ED 221B Qualitative Interviewing

ED 221CC Observational Research

ED 221D Video Analysis

ED 221EE Discourse Analysis in Educational Settings

ED 221F Community Ethnography

ED 221GG Case Study Methods: Research and Practice

ED 221H Design-Based Research and Research-Based Design

ED 224AA Interactional Ethnography

ED 224B Narrative Analysis

ED 224CC Textual Analysis

If you already have a substantial background in research methodology, it is possible to waive the introductory courses, with the consent of both the advisor and the instructor of the relevant course. Other appropriate research methods courses can also be substituted for courses on these lists.

Core Courses:  • 3 courses, one course in each of the three Program Areas

Advanced Courses:  • 6 courses from advanced program pathways, with courses within a given advanced  pathway strongly recommended but not required

• 3 courses as electives (to be determined with the advisor, to be taken from any department, and to not include independent study courses)

Culture, Language and Human Development (CLHD)

1. Human Development

ED 209A Seminar in Language Development OR ED 202A Bilingual Language Development

ED 209B Seminar in Social Development

ED 209C Cognitive Development

ED 209H Physical Development and Health

ED 276 Immigrant Education and Literacy Development

ED 277 Latino Children and Their Families

2. Language, Culture & Literacies

ED 202B Seminar in Language Socialization OR ED 202A Bilingual Language Development

ED 202I Literacy Assessment (currently Assessment of Writing)

ED 205 Anthropology of Education

ED 210E Sociocultural Learning Theory

ED 270F Second Language Learning and Educational Contexts

ED 270H Language, Culture and Learning

Learning, Teaching and Teacher Education (LTTE)

1. STEM Education

ED 210B Introduction to Children's Thinking

ED 258J Seminar in Curriculum: Development and Analysis

ED 286C Learning Theories and Instructional Practices in STEM (currently Learning Theories and Instructional Practices in Science Education)

ED 279 Foundations of Teacher Education (currently Perspectives on Teacher Education and Professional Development)

ED 287 Research in Informal STEM Education OR ED 256 Technology in Learning Contexts

ED 293 Equity in STEM (currently Mathematics: Cultural Comparisons)

2. Special Education

ED 222F Inclusive Education

ED 228 M or N Research in Teaching, Learning and Assessment in Special Education I (Focus on students with Extensive Support Needs) OR (NEW) Research in Teaching, Learning and Assessment in Special Education II (Focus on Learning Disabilities, ADHD, and Emotional Disabilities)

ED 222D Law, Ethics and History of Special Education

ED 228E Families and Disabilities

Two additional courses from another LTTE pathway

3. Teacher Education

Teacher Education Research /Practice Practicum

ED 203A Foundations of Education in the US (currently Foundations of Education)

ED 210E Foundations of Sociocultural Learning Theory

ED 284 Teacher Knowing and Learning

4. Literacy Education

ED 202C Development of Academic Literacies (currently Development of Writing Abilities)

Policy, Program Evaluation and Research Methods (PPRM)

1. Quantitative Research Methods

ED 225 Evaluation Procedures

ED 227 Mixed Methods

ED 216F Structural Equation Modeling

2. Policy and Leadership

ED 205 Anthropological/Sociological Perspectives on Education

ED 201G Applied Causal Inference

ED 240A Education Policy

ED 242A Organizational Theories

ED 247A Educational Leadership

Development

ED 211G Theories in Human Development 4.0 ED 210B Children’s Thinking 4.0 ED 228E Families and Disabilities 4.0

Milestone Requirements

Research Apprenticeship : During the first year, each student is required to participate in a research apprenticeship under the guidance of his or her faculty advisor or another qualified faculty member. The purpose of the apprenticeship is to acquaint students with the hands-on conduct of research by having them participate in the research activities of a faculty mentor.

Independent Research Project : The Independent Research Project should involve a topic of interest to the student.  The student should assume major responsibility for all aspects of the project, from the review of research, through data collection, to analysis. Completion of the project should result in a paper that is appropriate for submission for publication. There is an oral defense of the project.

Qualifying Exam : The Qualifying Exam has both a written component and an oral component. The student chooses substantive topics and develops a reading list for each of these topics that is approved by the doctoral committee. The written component of the exam can consist of either a literature review based upon the reading lists or essays written in response to questions posed by the doctoral committee. The oral component takes place after the written exam has been reviewed by the committee.

Dissertation Proposal : The dissertation proposal is a detailed proposal for the dissertation research, including a description of the problem or issue to be addressed, a review of the relevant literature, and a description of the procedures by which the study will be conducted. There is an oral defense of the proposal with the doctoral committee.

Dissertation Defense : A dissertation defense involves a formal oral presentation of the dissertation project by the student and a series of questions by the doctoral committee.  The oral presentation can include a public component if the student wishes.  The dissertation is considered complete once it has been approved by the faculty and filed with the Graduate Division.

Program Learning Outcomes

The program learning outcomes for doctoral students in Education are listed in the Student Handbook as well below.

PLO Area: Core Knowledge

• Demonstrate general knowledge of educational research and theory consistent with that of a faculty member in a department of education at a research university.
• Demonstrate extensive specialized knowledge of a sub-field (e.g., mathematics education, educational leadership, special education, language and literacy education, etc.) of educational research and theory sufficient to carry out substantive independent research in that sub-field.

PLO Area: Research Methods and Analysis

• Identify and demonstrate knowledge of a select range of qualitative and quantitative methodologies typically used in education research and their underlying epistemology, and critically read research that uses these methods.
• Systematically analyze and critically evaluate data to come up with appropriate findings and interpretations.

PLO Area: Independent Research

• Frame an empirical research study guided by theory and prior research. 
• Design and implement a study using appropriate research questions, methods, and techniques.

PLO Area: Academic Communication

• Review and cogently synthesize relevant literature. 
• Structure a coherent academic argument that presents and evaluates evidence to support claims.
• Prepare proposals (e.g., conferences, fellowships, and grants) and manuscripts that meet the standards of the profession and respond appropriately to recommendations for revision.
• Prepare and deliver presentations that meet the standards of professional conferences.

PLO Area: Professionalism

• Demonstrate the ability to identify pressing educational questions and problems, and communicate relevant aspects of them to the general public.
• Demonstrate knowledge of and adherence to the ethical standards of the American Educational Research Association, and the Institutional Review Board.

Additional Resources

• All degree requirements, listed on the  PhD Degree Sheet
• Milestone requirements  (described in greater detail in the Student Handbook)
• Department of Education  Student Handbook 2023-2024 .

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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Academic Services team:

Stanford Graduate School of Education

482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109

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Berkeley School of Education

Ma and phd programs, about our ma and phd.

Earning a Master’s of Arts degree (MA) or doctorate (PhD) from Berkeley’s School of Education often leads to a career as an educational scholar and researcher in schools, colleges, and universities; non-profits and think tanks; and corporations.

In your application, we encourage you to describe your research interests as well as your desire to study with particular faculty in their application materials. If you wish to study educational topics outside those framed in the list below, we still encourage you to apply to earn your MA or PhD because we want innovative thinkers among us.

During the first semester, all students build a plan of study in consultation with their advisor(s). This plan is revisited, updated, and revised yearly thereafter.

What Doctoral Students Can Expect

During the first two years of study, the Berkeley PhD in Education introduces you to research on current issues in education, theories of learning, human development, and inequality, educational policy, and research methods. Students proceed through the program during the first two years in a cohort, taking core courses together.

The degree program’s structure ensures that you have a broad understanding of important topics in education and that you begin developing the research expertise needed to carry out independent research projects. You will also begin to take elective courses within and outside the BSE in your expected areas of expertise.

By the third and fourth years of study, you are expected to develop greater expertise in your research specialties in close consultation with your faculty advisors. You also take advanced seminars; engage in independent studies and research apprenticeships; and complete an oral exam.

The concluding part of your doctoral studies is preparation of your dissertation proposal and the research and writing of your dissertation.

What Master's Students Can Expect

As a Master’s student, you join the Berkeley community for one academic year, affiliating with a cluster of specialization. MA students often complete courses and their Masters projects during the summer. You are required to complete 24 semester units, which equals seven to eight classes, depending on how many units are awarded for each class.

You will have access to your faculty advisors, an MA Coordinator, and Student Services staff within the School of Education.

Learn more about the core requirements for earning a Master's in Education .

Our faculty’s interests span a range of critical topics and issues that are crucial for the attainment of educational equity and greater impact in schools and communities. The broad clusters of our faculty’s expertise are listed below. Click on any of the titles to see faculty who are engaged in this research.

Critical Studies of Race, Class, and Gender

• Critical Social and Cultural Theories
• Globalization, Immigration, and Migration
• Race & Social Inequality in Urban Education
• Domination and Resistance across Educational Settings
• Social Identities in Educational Contexts
• Language, Literacy, and Digital Media

Language, Literacy, and Culture

• Sociocultural aspects of language use and development across the lifespan
• Linguistic and cultural diversity in language and literacy education
• Intersections of disability and language and literacy learning
• Race and inequality in language and literacy education
• Bi/multilingualism and translanguaging in schools and communities
• Indigenous language maintenance and education in local and global contexts
• Literacy in a Digital Age
• Literacy in and out of School

Learning Sciences and Human Development

• Cognitive, Human, and Social Development 
• Mathematics and Science Education
• Teacher Learning and Education
• Technology and Digital Media

Policy, Politics, and Leadership

• Leadership in Educational Organizations
• Policy Analysis and Program Implementation
• Politics of Education Advocacy
• School Improvement

Social Research Methodologies

• Data Science
• Design-Based Research
• Measurement
• Qualitative Research Methods
• Statistics and Econometrics

School Psychology

    •     Program Aims and Training Goals     •     Faculty     •     Sequence     •     How to Apply     •     Student Admissions, Outcomes, and Other Data     •     Student Handbook     •     Publications and Presentations     •     School Psychology-Resources

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Doctoral Programs

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• Ed.D in Educational Leadership

Doctor of Education in Educational Leadership

The  University of California, San Diego , and  California State University, San Marcos  jointly offer a Doctor of Education (Ed.D.) in Educational Leadership. This coho rt based three year (including summers) Doctor of Education degree is designed to enable education leaders to participate in a r esearch-based program while still working in an educational setting .

Develop passionate and empathetic educational leaders who shape an equitable future for a diverse society.

Mission of the JDP Program

The Joint Doctoral Program (JDP) in Educational Leadership at UCSD/CSUSM is committed  to innovation, equity, social justice, inclusiveness, compassion, and diversity of thought, culture, and backgrounds.

  JDP Community of Leaders:

• Creates inclusive, compassionate, and safe environments
• Learns from and with others
• Demonstrates empathy with a desire to cross boundaries
• Dreams, wonders, and imagines new educational environments
• Designs creative solutions with and for people
• Questions convention, status quo, and assumptions
• Works relentlessly to close equity gaps
• Embraces doubt
• Nurtures strengths and vulnerabilities

We seek educators who wish to e xpand their knowledge of discipline-specific pedagogy, research methodology, and education reform in order to lead curricular and instructional improvement efforts with pre-service, beginning, and experienced teachers in local schools. Our students represent great depth in diversity and professional experience. Students include primary, secondary and post-secondary educational practitioners. We address a broad range of edu cational issues specifically concentrating on:

• P-12 Leadership/Administration
• Higher Education Administration & Student Affairs

The Joint Doctorate in Educational Leadership has three foci. First, we are committed to a program of study that addresses issues of social justice in all aspects of education. Second, we teach using a strength and asset-based inquiry approach.  This will enable you to embrace your own strengths and to identify and build on the strengths of others as stepping stones to powerful leadership. Third, we engage you in exploring cutting-edge research and practices that will enable you to design and lead educational systems in and for the future.

JDP Community Principles

• Commit to having our thinking challenged
• Speak from our own experiences
• Open to listening and hearing others
• Create and nurture a space where all voices are heard.
• Respect confidentiality
• Share the lesson, not who or where it was said
• Participate with a “value-added” approach
• Be mindful about both the message and delivery

Please complete our  Ed.D. Interest Form  to receive progam updates.  

Our JDP Ed.D. program invites you to our Spring 2024 online informational sessions where you will have the opportunity to meet with our program faculty, current students and alumni. Learn about admission requirements, tuition, schedule and much more. 

Register for either Zoom Sessions here

Email Melissa Wolf with any questions you may have. 

Which is for me? Ph.D. and Ed.D. Comparison Chart

Program Overview

The Joint Doctorate in Educational Leadership is a year-round intense learning experience that starts in the Winter Quarter (semester at CSUSM) and requires at a minimum of three full years of study with classes held winter, spring, summer, and fall. Students are registered for 8-10 units each quarter, which translates into two 4-unit classes and in some quarters a 2-unit practicum or in the third year two (2-unit) colloquia. At the graduate level this is the equivalent of a full-time load.

Students will take courses designed to develop five specific leadership capacities that form the foundation of the program. They are: (1) Leadership for Learning; (2) Leadership for a Diverse Society; (3) Leadership for Organizational Change; (4) Leadership for Organizational Development; and (5) Leadership for the Future. The program prepares leaders for culturally, linguistically, and economically diverse educational settings, and provides the tools to conduct research in such settings.

In each of these classes, students collaboratively explore current research and theory and are asked to critically analyze and relate the readings to their practice. In addition, practice is reviewed in relation to how it informs theory and research. In the research strands, students critically review current research, learn how to do a literature review that helps frame new avenues for future research, learn the basics of research design, investigate both qualitative and quantitative research methodologies, and learn how these methods can be combined to conduct more valid and reliable research.

Leadership Capacities

Leadership for Learning: The foundation of this Joint Ed.D. rests on the belief that the work of school leaders must always address the common objective of enhancing and providing the best conditions for student learning. Learning to apply the effective tools of leadership requires the acquisition of flexible communication skills, creative decision-making capabilities, a collaborative approach to problem-solving, and the confidence to take calculated risks. At its core, effective leadership depends on one's ability to advance the skills and dispositions of the adults involved in the instruction of students.

Leadership for a Diverse Society: Leadership for a diverse society requires diversity of designs, practices, and solutions. Candidates in the Joint Ed.D. Program will learn to implement inclusive practices, not only as a matter of policy, but also as a matter of personal commitment and understanding of how institutions are historically transformed as a result.

Leadership for Organizational Change: Developing leaders who are prepared for and understand the importance of organizational change is a program priority. Meeting the needs of an evolving educational system will require leaders who support a myriad of strategic innovations that will lead to positive changes in their organizations. Candidates will focus on developing critical habits of action to support effective problem solving, build leadership capacity within institutions, and alter institutions in ways that significantly improve the learning condition for their students.

Leadership for Organizational Development: The program will help individuals design organizational growth plans and encourage them to actively support each other as they work to implement their plans. This experience will help graduates understand the importance of building leadership capacity within their educational organizations. One of the essential features of the program is the development of a community of learners who have experience creating safe, reflective environments for academic study, risk taking , and the practice of academic leadership.

Leadership for the Future: The program will help leaders plan for the future as leaders. This strand is comprised of a specific course focused on the future as well as two advanced topic classes and two colloquia designed to address cutting issues in leadership such as legal issues, technology, cognitive development, learning theory, and social concerns that impact all leaders. The goal is not just to focus on the problems of today, but to design and lead learning organizations able to create positive futures.

Research: In addition to expanding students’ theoretical and practical knowledge in leadership that can address issues of social justice, a key component of a doctoral program is conducting research. A series of research courses enable students to learn about both qualitative and quantitative research paradigms and to know how to design and conduct a major study often using the student's own workplace as the laboratory.

Admission and Application

Candidates must meet the general admissions requirements and be accepted by the Graduate Divisions of Cal State San Marcos and UC San Diego. In addition, students must be recommended for admission by the Joint Ed.D. Graduate Admissions Committee.

Applicants interested in being considered for Financial Aid should complete the Free Application for Financial Student Aid ( FAFSA ) as soon as possible. UC San Diego's School Code is 001317.

Please complete our  Ed.D. Interest Form  to receive program updates.  If you missed our Spring 2023 informational meetings, please reach out to Melissa Wolf for a copy of our presentation.   

New cohorts begin in January (Winter Quarter) every year.

Application Deadline:   Thursday, August 1st, 2024. 

A completed JDP Ed.D. Application will include the following components:

1. Application Form

Start date of January 2025. 

Select 'Doctor of Education', Program Interest 'Educational Leadership', Entry Term '2025 Winter'

2. Statement of Purpose

Your Statement of Purpose should address the following four areas: 

• Demonstrated leadership experience (Examples include completion of work for the Administrative Services Credential for P-12 candidates; Program director at a school, district or regional institution; community college project director; postsecondary administration; in-region professional education experience)
• Knowledge of educational research and application to practice
• Plan for how participation in the program will shape your future in leadership practice
• Areas of interest for dissertation research

3. Recommendation Letters

Three letters of recommendation need to be submitted via the online recommendation form available within the application. You may find it useful to consider in advance whom you will ask to serve as recommenders so that you can contact these individuals and confirm their willingness. We suggest selecting recommenders who can comment on your ability to be successful in a rigorous Ed.D program as well as speak to your leadership skills.

An applicant must submit a professional resume. 

5. Writing Sample

An applicant must submit a publication or a sample of academic writing, which demonstrates analytical skills in thinking.

6. Transcripts

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

*Do not mail hard copies until provisionally admitted

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

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

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

7. Application Fee 

The non-refundable fee is payable by credit card through the online application. You may also pay by check, following the instructions in the online application. If you choose to pay by check, please note that your application will not be processed until your check has been received.

* Former UC San Diego graduate students should contact  Melissa Wolf  to complete the necessary application requirements. 

What Are the Criteria for Selection?

The Committee will look for the following evidence in selecting top candidates:

• Distinguished academic record, including completion of a Master's degree (if no Master's degree, may be asked to produce additional or "equivalent" information). 
• Outstanding letters of recommendation
• A track record of successful leadership experience  

After you Apply

Admissions decisions are usually made within four to six weeks after the deadline. Once you have submitted a complete application, it will be reviewed to determine if the admissions committee would like to schedule an interview. Interviews are required for admission and are by invitation only. We prefer to conduct interviews in person to get to know you better and learn more about your background and goals.

Program of Study

What courses will I take?

JDP Program of Study 

The required work during the program provides: (1) a series of core courses that address fundamental subject areas in educational leadership, such as leadership in curriculum design and delivery, instructional leadership and research, equity and diversity, change theory and human motivation, and current issues and policy analysis and (2) broad training in research methods appropriate to topics in education. The core coursework and other program experiences will contribute to the preparation of doctoral dissertation research. The Ed.D. program is scheduled using the UC San Diego quarter system. 

What are the costs of the program? 

Students pay tuition quarterly, including the summer quarter, which is the same cost as the other academic quarters.  Students are automatically enrolled in the Student Health Insurance Plan (SHIP) however, students already covered by an insurance plan may qualify for a health fee waiver. Please see the  Student Health Insurance Plan  page for more information, including waiver criteria, submission process and deadline.  

UC San Diego's Joint Ed.D. Program (UCSD/CSUSM)  tuition and fees for the 2023–2024 academic year.

In addition to the three academic quarters (FALL, WINTER, SPRING), students are also responsible for paying summer quarter tuition which is the same amount as the academic year quarter.  

JDP Lead Lab Speaker Series

Jdp lead lab speaker series .

Speaker Bios may be found here

The focus of this speaker series is to bring together a collaborative community of educational practitioners from the region to create coherent effective systems of instruction. We have developed a series of speakers to facilitate learning and reflection on education issues today.  Please invite your teams to learn and participate in connecting leaders.

There is no cost to participate and all presentations will be from 5:30 pm- 7:00 pm followed by a reception/networking opportunity from 7-7:30 pm.  

*Please RSVP to  bit.ly/jdpleadlab to  all  the presentation(s) you plan to attend.

If you have any questions, contact us at: Dr. Theresa Meyerott  (619) 852-5022 or  [email protected]  or Melissa Wolf  (858) 822-2177 or  [email protected].

Monday, February 26, 2024

Title : Using Queer Epistemologies to Explore Equity and Justice in Educational Spaces

Presenters:

Dr. Allison Mattheis, Professor

Lucio Lira, Pride Center Counselor Coordinator, Mesa Community College, Doctoral Student, UCSD

Friday, March 8, 2024

Title: Strength and Resiliency: Reimaging Relationships with Self, Others, and Institutions

Dr. Maria Oropeza Fujimoto, Associate Professor

Friday, March 15, 2024

Title:  Institutionalizing Anti-racist Education in K-12 Settings  

Presenter: 

Dr. Miguel Zavala, Associate Professor 

Friday, April 19, 2024

Title:  Leading from the Inside Out

Presenter:   

Dr. Ashanti Hands, President, San Diego Mesa College 

Friday, April 26, 2024

Title: Forge Ahead: Mastering Challenges in Academia and Beyond through Mental Grit and Positive Reframing

Dr. Franklin Garrett, Associate Dean, San Diego College of Continuing Education

Friday, May 17, 2024

Title:   Cultural Proficiency: Leading with Purpose Using Culturally Responsive Leadership Practices to Empower Teams across Educational Systems to Ensure Student Success

Presenters: 

Dr. Theresa Meyerott, Assistant Professor

Mercedes Hubschmitt, Director in Learning Support Services and Homeless and Foster Liaison, Poway Unified School District, Doctoral Student, UCSD

Faculty & Staff

Faculty members from both institutions will serve as instructors for all courses, as well as dissertation advisors. Where appropriate, practitioner-scholars will join faculty members in delivering instruction. Instructors bring an extensive background in leadership practice and theory. Students will experience a dynamic blend of scholarly inquiry and practical application from instructors who are actively engaged in understanding the nature of leadership.

Program Core Faculty: 

Ucsd affiliated faculty: .

Alison Wishard Guerra

Amanda Datnow

Amy Bintliff

Andrew Phuong

Chris Halter

Christoforos Mamas

Makeba Jones

Megan Hopkins

Mica Pollock

Shana Cohen

Sherice Clarke

Thandeka Chapman

Theresa Ambo 

CSUSM Affiliated Faculty: 

Ana Hernández

Annette M. Daoud

Anthony Matranga 

Christiane Wood

Emiliano Ayala

Erika Daniels

Gilbert Valadez

Ingrid Flores

Jodi Robledo

Joni Kolman

Laurie Stowell

Moses K. Ochanji

Rong-Ji Chen 

Xochitl Archey 

Administrative Staff:

  , uc san diego, department of education studies .

Alan Daly  JDP Co-Director (858) 822-6472  [email protected]

Melissa Wolf  JDP Executive Program Associate (858) 822-2177 [email protected]

CSU San Marcos, School of Education

Brooke Soles JDP Co-Director (760) 750-8284  [email protected]  

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News & Announcements

Jdp news and announcements  , fellowships and awards.

Congratulations to Shanelle Watkins, JDP Cohort 18 Student.  Shanelle won the   2024 CSU San Marcos Glad  Slam   Graduate  Non-Stem Award . She will represent CSU San Marcos at the CSU-wide  Grad   Slam  on May 3, 10-2:30pm via Zoom. Congratulations, Shanelle! 

Rochelle Smarr is a proud recipient of the  2022 Richard E. Cone Award for Emerging Leaders . The Richard E. Cone Award recognizes an exemplary early-career individual who is an emerging leader in the field of community engagement, whose work has had a positive impact on campus and in the community, and who is guided by the best practices of community-campus partnerships.

JDP Graduate Student Resources

JDP Student Handbook

JDP Library Resources

UC San Diego Graduate Student Resources

Google map of  JDP Alumni

Graduate Student Resources: Student Health and Wellbeing 

Online Peer Support:  Togetherall  is a  safe, free, online mental health support community  where  students  may anonymously connect with others who understand what they're going through – 24/7.

Triton2Triton  is a supportive, online connection space where  students  may connect via chat with trained peers who understand what they're going through and can help with navigating  resources .

Counseling and Psychological  Services  (CAPS):  CAPS provides no-cost, integrative,  student -centered  services  that are designed to support UC San Diego  students ’ academic success, personal development, and holistic well-being.  All registered UC San Diego  students  may access CAPS  services  by calling  858-534-3755  or visiting the  CAPS website .

Faculty Resources

JDP Faculty Handbook

General Resources

UC San Diego IRB

CSU San Marcos IRB

UC San Diego Graduate Studies Preparing to Graduate 

CSU San Marcos Dissertation Formatting Requirements

Student-Parent Resource Site

Graduate Fees and Funding Opportunities

Graduate Fees for the JDP in Educational Leadership

Funding Opportunities + Scholarship and Grant Opportunities Specific to EDS

Graduate Student Association Travel Grants  for students who have a first-authored paper accepted for presentation

• Meet our Students
• CSUSM JDP Faculty
• JDP Speaker Series Bios
• Ph.D. in Education

PhD in Education

The PhD program in Education is committed to a multidisciplinary approach to educational theory and research as well as to developing educational environments that are just, relevant, and rigorous.

Program Highlights

• Flexible programming for working and commuting professionals. Most classes meet once a week at 4:00 or 7:00 pm, and others are held on weekends.
• Apply up to 20 MA units of graduate work to your PhD
• Enjoy small, interactive classes. You will also work closely with a faculty mentor who helps you navigate your way through graduate school based upon your specific aspirations and interests.
• Take some or all the classes needed to concurrently earn an Allies of Dreamers certificate . The first program of its kind nationally, Allies of Dreamers is a graduate‐level certificate program that provides the historical context, theoretical framework, and specific knowledge needed by K12 teachers and administrators, student affairs professionals in higher education, and community leaders to offer mentorship and advocacy for Dreamers and other undocumented students.
• Join a well-established network of alumni from the School of Educational Studies. There are educators across the nation (and especially prevalent in California) who are ready to welcome new students as kindred spirits and advocates of “the CGU Way.”
• For those interested in a cohort-model PhD program for working professionals in urban K–16 education, check out our Urban Leadership PhD in Education program .

Program At-a-glance

required units

degree awarded

Program Entry

Spring, Summer, Fall

4 years | full time*

estimated completion time

7 years | part time

Areas of Concentration

Higher education/student affairs.

Take an approach to study based on a multidisciplinary view of theory and research and a commitment to developing educational environments that are just, relevant, and rigorous.

K12 Education & Equity

Prepare for a career as a forward-thinking educator who focuses upon the important roles schools play to support our diverse communities.

Urban Leadership

Join an innovative cohort program designed to meet the needs of urban K–14 educational leaders who have a demonstrated potential for leadership in education or a related field.

Carina Navarro

Assistant Director of Admissions

Where You Can Find Our Alumni

San Bernardino County

Superintendent of Schools

Kit-Macquarie Brain Research Laboratory

Los Angeles Unified School District

Cedars-Sinai Medical Center

University of California, Berkeley

Deborah Faye Carter

Associate Professor of Higher Education

Research Interests

Higher education; transition to college; college student outcomes; access to college; race in education; mentoring, equity, and diverse learning environments in STEM

Professor of Education Joseph B. Platt Chair in the Management of Technology

STEM education, data science, model building, technology development and management

DeLacy Ganley

Dean, School of Educational Studies Professor of Education

Culturally relevant education; resiliency and achievement of marginalized populations; intersection of families, community, and school; language acquisition; social capital theory; systems theory

Tom Luschei

Professor of Education

International and Comparative Education; Economics of Education; Teacher Quality, Teacher Policy, and Teacher Distribution; Education Policy across the Americas; Bilingual Education Policy and Practice

Dina C. Maramba

Equity and diversity issues in higher education; theory and practice in student affairs; college student development; access and retention; first-generation college students; Asian American and Pacific Islander populations; minority serving institutions

Susan J. Paik

Educational productivity; talent and leader development; giftedness and creativity; learning and achievement; psychosocial and environmental factors; urban and international studies; underserved students; Asian Americans and education; family-school-community partnerships; research methods, design, and evaluation

Linda Perkins

University Professor Director, Applied Gender Studies

Women and African-American higher education, history and contemporary issues on women in higher education, especially Black women, global gender issues.

Mary Simpson Poplin

Senior Research Fellow Professor Emerita

Highly effective teachers in Los Angeles area; effective teaching methods; students, schools and poverty; differences between Judeo Christian and secular thought; Mother Teresa (worked with her in 1996)

Guan K. Saw

Associate Professor of Education

Educational inequality; diversity and inclusion; STEM education and workforce; college access and success; sociology of education; educational psychology; educational evaluation and policy analysis; quantitative, qualitative, and mixed methods; health disparities

Deborah Deutsch Smith

Professor Emerita of Education

Special education, Special education faculty, Disability policy, Learning disabilities, Cross-cultural and inclusive education

Torie Weiston-Serdan

Clinical Assistant Professor

Critical mentoring; critical youth work; non-profits and social enterprises; diversity and equity; non-profits and philanthropy; youth-serving non-profits; culturally sustaining pedagogy; abolitionist teaching; Black Feminism in education; learning and teaching

Senior Research Fellow Professor Emeritus

Education, Urban education, Education policy

Daryl G. Smith

Organizational implications of diversity, Assessment and evaluation, Leadership and change, Governance, Diversity in STEM fields, Faculty diversity

Eligio Martinez

Senior Research Fellow

P-20 education pipeline; college access and retention; community colleges; boys and men of color; middle school education; Chicana/o and Latina/o Students

Program Features

• You will take an introductory course, Proseminar for Doctoral Study, designed to orientate you to doctoral study. Toward the end of your program, you will take another course, Capstone for Doctoral Research, to prepare you for the move from coursework into doctoral research and dissertation writing.
• Sample research and methods courses include: Introduction to Educational Evaluation, Assessment & Effectiveness, Introduction/Advanced Qualitative Inquiry, Introduction/Advanced Quantitative Research Methods, Research Methods & Design, Community-based Participatory Research – Focus on Transformative Movement Organizing, Research Practicum
• CGU embraces transdisciplinary learning and thinking. To foster the ability to communicate across discipline areas, you will take at least one transdisciplinary course.

Application Guidelines

Key dates and deadlines.

CGU operates on a priority deadline cycle. Applicants are strongly encouraged to submit complete applications by the priority dates in order to assure maximum consideration for both admission and fellowships.

Once the priority deadlines have passed, the University will continue to review applications for qualified candidates on a competitive, space-available basis. The final deadlines listed are the last date the University can accept an application in order to allow sufficient time to complete the admissions, financial aid, and other enrollment processes.

Spring 2024 Priority Deadline – November 1, 2023 Final Deadline (International) – November 15, 2023 Final Deadline (Domestic) – December 1, 2023 Classes begin – January 16, 2024

Summer 2024 Priority Deadline – February 1, 2024 Final Deadline (International) – March 1, 2024 Final Deadline (Domestic) – April 1, 2024 Classes begin – May 13, 2024

Fall 2024 Priority Deadline – February 1, 2024 Final Deadline (International) – July 5, 2024 Final Deadline (Domestic) – August 1, 2024 Classes begin – August 26, 2024

Review General Guidelines

ESTIMATED TUITION (CALIFORNIA RESIDENTS, NON-RESIDENTS, INTERNATIONAL)

*Based on 2023-2024 tuition rates.

STUDENT FEES (PER SEMESTER)

For estimates of room & board, books, etc., please download CGU’s  Cost of Attendance 2022-2023  .

Review General Costs

Are you ready to apply?

Request More Info

Contact us for more information, while waiting for our answer, take a look at our faq, maybe you'll find some answers to your questions.

About the Ed.D. Program

The California State University Doctor of Education (Ed.D.) in Educational Leadership programs represent an innovative professional doctorate in education that explicitly aim to achieve high levels of quality and relevance.

These unique doctoral programs for educational leaders were authorized by the California Legislature to respond to the urgent need for well-prepared administrators to lead the state's public schools and community colleges.

Every Ed.D. program in the CSU:

• Is designed to equip leaders with the knowledge and skills needed to achieve reforms that improve student achievement
• Uses a common framework that builds on nationally recognized P-12 and Community College professional standards and competencies for leaders
• Links theory, research and practice in programs that are responsive and relevant to P-12 and Community College needs in specific regions of California
• Is characterized by strong partnerships with P-12 and Community College practitioners. We collaborate with our local educational partners on program design, recruitment, admissions, teaching, and program assessment and evaluation.

Please contact Marquita Grenot-Scheyer, Ed.D., Assistant Vice Chancellor, Educator Preparation and Public School Programs, CSU Office of the Chancellor, at 562-951-4747, [email protected] .

• Find & Compare Programs

Doctor of Philosophy in Education

The USC Rossier PhD program name will be updated from "PhD in Urban Education Policy" to "PhD in Education," effective fall 2023. Prospective students entering in fall 2024 will join under the name PhD in Education. The update will not impact our core mission or curriculum, and course offerings will remain the same. The primary reason for updating the program name is to reflect our belief that the PhD at Rossier has an impact both within and beyond “urban education” and “policy.” For more information, please read this letter from our PhD faculty .

This program is designed for aspiring research scholars whose research interests align with USC Rossier’s mission.

The PhD program aims to prepare students to conduct high quality, consequential research promoting educational excellence and social justice. This effort stands on three pillars: preparing students to pursue educational equity through research; studying educational equity across disciplines; and constructing a diverse, inclusive professional community.

Program Overview

The Doctor of Philosophy in Education (PhD) program will prepare you to pursue educational equity through research. The program offers four concentrations: Educational Psychology, Higher Education, K-12 Education Policy and Teacher Education. Concentration specific knowledge is obtained through your research assistantships, teaching assistantships, and cognate courses, as well as professional development opportunities. Additionally, most course assignments allow students to select topics that enable them to explore specific areas of interest. Students can also acquire specific skills or content under the guidance of USC faculty through directed research units.

Through this program, you will:

• Gain interdisciplinary knowledge of education and equity theory and research, including diverse methodological and epistemological approaches.
• Research alongside USC Rossier’s distinguished faculty experts at a Tier 1 research university.

The PhD curriculum allows you to study diverse theories and research methodologies. These include case studies, survey research, statistical analysis, regression analysis and econometrics and multivariate statistical analysis research design.

To reflect an interdisciplinary perspective, you will also take courses outside of your discipline-specific area at other schools at the University of Southern California. These courses will allow you to gain breadth in disciplines such as public policy, sociology, business, economics, social work, history, anthropology, psychology or American studies.

Degree Benchmarks

In order to successfully complete the PhD program, students need to complete the following program and university benchmarks:

Doctoral screening – After you have completed 24 units of coursework, the doctoral screening committee will assess your performance and determine your readiness to continue in the program.

Qualifying exam – As a prerequisite to candidacy for the PhD, you must pass written and oral qualifying examinations. The written qualifying examination is designed to assess your readiness to undertake dissertation research and ability to critically analyze and synthesize theoretical and methodological knowledge.

Teaching and research portfolios – As part of the qualifying exam benchmark, you will be required to complete a teaching and research portfolio for the PhD degree. You will present the portfolios during the qualifying examination oral defense meeting. 

Dissertation proposal – Once you have successfully completed all coursework and passed the qualifying examination, you will write a doctoral dissertation proposal.

Doctoral dissertation – A dissertation is an original contribution to current knowledge in the field and a demonstration that you have achieved sufficient mastery in the field to pursue independent research and scholarship. 

Assistantship

As an admitted student in the PhD program, you will be awarded a teaching and research assistantship funded by USC Rossier and grant-funded projects. Your assistantship will provide you with an opportunity to work closely with faculty to produce important new work in education and develop essential skills related to course delivery and instruction.

You must remain in good academic standing based on the terms of your funding offer and devote approximately 15-20 hours a week to your teaching and research assistantship duties throughout the four years of the program.

The assistantship includes:

•   $38,700 annual PhD stipend for living expenses (distributed over fall, spring and summer for four years).
•   12 units of tuition coverage per semester that may be used for degree-relevant courses.
•   Coverage of a health and dental benefits premium.
•   Access to the USC Student Health Center.
•   Professional development opportunities.

Additional Funding Options

As an alternative to the USC-provided assistantship stipend, you have the option to apply for external fellowships and grants . 

If needed, you may also apply for loans to obtain additional funds for living expenses. In order to be considered for financial aid, you must apply by filing the FAFSA by the annual deadline. After you apply, the financial aid office will determine your financial need and process your financial aid summary document, which will consist mostly of federal loans. In addition, USC participates in a variety of private student loan programs.

Career Outcomes

Our PhD students are positioned for research careers as tenure-track faculty, postdocs, research faculty, institutional researchers and researchers in policy institutes, government agencies, non-governmental organizations (NGO), private research firms and school districts. Learn more about our alumni placements .

Program Details

Degree awarded, estimated length, program cost.

Tuition and stipend funded by assistantship

Next Deadline

December 1, 2024

August 15, 2025

Class Times

Various times during the day, Monday through Friday

More in this program

Take the Next Step

The application for the program is currently closed and will reopen on August 1.

• Request Info

USC Rossier’s renowned faculty is committed to training the next generation of scholars and researchers to the highest standards.

Stephen J. Aguilar

• Assistant Professor of Education
• Educational Psychology
• Learning Analytics • EdTech & Generative AI • Digital Equity • Educational Data Science • Motivation & Self-Regulation

• Dwuana Bradley
• Higher Education
• Critical Education Policy • Higher Ed • K–12

Patricia Burch

• Professor of Education
• Co-director of CEPEG
• K-12 Education Policy
• Organizational and Institutional Change • Education Policy • Intersection of Public and Private Partnerships in Education • Digital Instruction • Policy Implementation and Impact • Equity and Quality in Public School Instruction

Darnell Cole

• Co-director of the Center for Education, Identity and Social Justice
• Race/ Ethnicity, Diversity, Student-Faculty Interactions, Learning, and Student Experiences within K12 and Higher Education Environments.

Yasemin Copur-Gencturk

• Associate Professor of Education
• Teacher Education
• knowledge for teaching mathematics, teacher knowledge, mathematics education, mathematics teacher education, professional development, teacher learning.

Jessica T. DeCuir-Gunby

• Impact of race and racism on the educational experiences of African Americans • Critical race theory • Mixed methods research • Emotions and coping related to racism

Shaun Harper

• University Professor
• Provost Professor of Education and Business
• Clifford and Betty Allen Chair in Urban Leadership
• USC Race and Equity Center Founder and Executive Director
• Race in K-12 • Higher Education, and Corporate Contexts • Urban Education • Boys and Men of Color • College Student Success • Intercollegiate Athletics

Adrian H. Huerta

• Boys and Young Men of Color • College Access and (In)equity • Gang-associated Youth and Adults • High School to College Transition • Student Parents in Higher Education

Mary Helen Immordino-Yang

• Fahmy and Donna Attallah Chair in Humanistic Psychology
• Director, USC Center for Affective Neuroscience, Development, Learning and Education (candle.usc.edu)
• Professor of Education, Psychology & Neuroscience
• Brain & Creativity Institute; Rossier School of Education University of Southern California Member, U.S. National Academy of Education
• Neuroscience of Learning • Creativity • Culture • Morality and Social Interaction

Huriya Jabbar

• Associate Professor
• Critical Policy Analysis; Market-Based Reforms and Privatization in Education; Equity and Access in School Choice Policy; Teacher Job Choices, Retention, and Recruitment; Community College Transfer; Links between Systemic Inequality, Housing, and Schools

• Royel M. Johnson, PhD
• Associate Professor & Director
• Racial Equity • Education Access • Student Success • Education Policy • Carcerality in Education • Foster Care • Juvenile Justice

Adrianna Kezar

• Dean's Professor of Leadership
• Wilbur-Kieffer Professor of Higher Education
• Director Pullias Center for Higher Education
• Higher Education • Leadership • Diversity

Julie Marsh

• K-12 Education Policy and Governance • Accountability • Teacher Incentive Programs • Data-Driven Reforms • School District Reform • School Choice • Equity-Oriented Reforms • Literacy Coaching

Tatiana Melguizo

• Higher Education • Finance • Affirmative Action • Community Colleges • College trajectories of students of color, Program Evaluation

Harry O'Neil

Erika A. Patall

• Professor of Education and Psychology
• Motivation • Autonomy Support • Choice Provision • Student Agency • Need Support • Education Practices • Research Synthesis • Meta-Analysis

Lawrence O. Picus

• Richard T. Cooper and Mary Catherine Cooper Chair in Public School Administration
• Professor of Education Finance and Policy
• Associate Dean for Faculty Affairs
• Public Financing of Schools

Morgan Polikoff

• K-12 Education Policy • Curriculum • Standards-based Reform • Assessment Policy • Alignment • Survey Research • Quantitative Methods • COVID and Education

Julie R. Posselt

• Equity & Diversity in Higher Education • Organizational Theory • Sociology of Education • Research Methods

David M. Quinn, (On Leave)

• Gale M. Sinatra
• Stephen H. Crocker Chair
• Associate Dean for Research
• Learning Theory • Knowledge Construction • Conceptual Change Learning • Science Learning • Public Understanding of Science

• Brendesha Tynes
• Director of CELDTECH
• Social Media • Cyberbullying • Socio-Emotional Learning • Racial Discrimination • Identity • Adolescent Development in Urban Schools and Online Contexts • Mobile Interventions

Meet Our PhD Students

Our student body, one of the most diverse in the country, is comprised of accomplished research-scholars. Each year, we enroll approximately 12 new students in the incoming cohort.

Jimmy Aguilar

Jacob Alonso

Kaylan S. Baxter

Jessica Leila Carranza

Isabel Clay

Margaret Dawson-Amoah, Miss

Kirsten Elliott

Michael Fienberg

Emily Gonzalez

Jennifer Gribben

Keena Jones

Laurel Kruke

Jingxian Li

Edgar Fidel Lopez

Andrea Jackelyn Macias

Milie Majumder

Alvin Makori

Saba Modaressi

Elizabeth (Liddy) Morris

Desiree O'Neal

Salomé Otero

Glenda Palacios Quejada

Nicolas Pardo

Sarah Rabovsky

Maritza E. Salazar

Jake Scollan-Rowley

Shelby Leigh Smith

Gabriela Torres

Natsumi Ueda

Akunna Faith Uka

Amanda Vite

Elif Asli Yucel

From our alumni.

I received invaluable research training during my time at USC. From day one of the program I was able to work on research projects that were innovative and important in urban education, and I was fortunate to do so alongside a vibrant and passionate community of scholars.

Federick J. Ngo, PhD ’17

My time in Rossier allowed me to cultivate mutually beneficial networks with peers and mentors who are challenging the status quo in higher education. These connections continue to shape how I navigate the professoriate as an agent of change.

Raquel M. Rall, PhD ’14

The training and mentorship I received at Rossier prepared me well for a tenure-track faculty position.

Daniel J. Almeida, PhD ’16

News and Insights

May 6, 2024

‘You don’t have to fit in the box that society puts you in’

USC Rossier alum Mariah Lora MAT '24 shares her academic journey from the basketball court and pageant stage to the classroom and commencement podium.

April 30, 2024

Message from Dean Pedro Noguera regarding the USC Rossier Commencement Ceremonies

The USC Rossier ceremony will proceed as planned. We are excited to host your friends and family and to celebrate your accomplishments.

Featured Faculty

• Pedro Noguera

April 22, 2024

Environmental justice and education: How schools can help foster a sustainable future

Climate change conference brought together artists, activists, public officials, school board members, higher education leadership, district administrators and teachers to share their commitment to sustaining the environment.

• Tracy Poon Tambascia

April 18, 2024

USC Rossier researchers awarded $1M grant to advance criminal justice prevention research and practice

During Second Chance Month, USC Rossier professors are making meaningful contributions to criminal justice reform.

• Kendrick Davis

April 15, 2024

New study finds that Black and Latinx youth online engagement can foster a positive sense of self

Building on data from a project led by USC Rossier professor Brendesha Tynes, Naila Smith is the lead author of a new research paper that examines how online spaces created by Black and Latinx youth benefit their ethnic-racial identity development.

Featured Research Centers

Pullias center for higher education.

One of the world’s leading research centers on higher education, the Pullias Center advances innovative, scalable solutions to improve college outcomes for underserved students and to enhance the performance of postsecondary institutions. Website  |  Brochure

Center for Empowered Learning and Development with Technology

Established in 2017, the Center for Empowered Learning and Development with Technology (CELDTECH) is a transdisciplinary research center that promotes equity in digital learning and development among urban populations in formal and informal contexts. CELDTECH takes an intersectional approach to the study of learning with technology and foregrounds the nexus between students’ histories, cultural assets and developmental needs.

Website  |  Brochure

Center for Affective Neuroscience, Development, Learning and Education

The USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE) brings educational innovation and developmental affective neuroscience into partnership, and uses what is learned to guide the transformation of schools, policy, and the student and teacher experience for a healthier and more equitable society.

Website  | Learn More

Center for Education, Identity and Social Justice

Established in 2017, the Center for Education, Identity and Social Justice has a compelling interest in eradicating all forms of discrimination based on the intersection of an individual’s identities that include religion, gender, sexual orientation, race, ethnicity and disability. Using rigorous research and legal analysis, we empower educators to utilize laws and policies in order to identify and extricate bias and unequal distributions of power within educational institutions.

The University of Southern California Race and Equity Center

Established in 2017, the Race and Equity Center is the epicenter for interdisciplinary scholarship, resources and meaningful activities on racial equity that significantly benefit the University, other institutions of higher education and the broader society.

USC EdPolicy Hub

Public education in Southern California and across the nation faces a daunting array of challenges: longstanding structural inequities, declining enrollments, staffing shortages, funding shortfalls, political conflicts, and the ongoing effects of the pandemic on student academics and mental health. The challenges are often systemic, with causes and consequences crossing school systems and other boundaries, and disproportionately affecting minoritized and low-income communities.

The USC EdPolicy Hub collaborates with schools, education systems, and community colleges throughout Southern California to conduct rigorous, actionable, boundary-spanning research. Research results—shared with language and formats geared for practitioners and policymakers—inform decisions for educators, policymakers, and families, ultimately improving student outcomes.

Program Contact

Laura Romero

Director, PhD Program

• [email protected]
• (213) 821-1517

Alex Hazard

Assistant Director, PhD Program

Request More Information

Connect with us to receive more information about this program and reminders about upcoming events and application deadlines.

Privacy Policy: USC Rossier School of Education will never share or sell your personal information.

Related Programs

Educational leadership.

Doctor of Education (EdD)

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EdDPrograms.org

Ed.D. Programs in California

Last updated on April 7th, 2024 at 09:34 pm

Choosing California for your Ed.D.? We've put everything you need to know about CA doctoral programs in education in one easy place! Along with a comprehensive program directory , you'll discover info on online degrees, the ASC process, and Ed.D. grants & scholarships. Our practical guide also contains a substantial career section & lots of ideas for building your network.

Earning a Doctor of Education Degree in California

What kind of california ed.d. programs are available.

The gods of education have blessed California. It’s a big state, with tons of Ed.D. programs—including CAEP-accredited options (look for the CAEP badge in our school listings )—and plenty of career-building opportunities for administrators who are moving up in the world. Many universities in California offer substantial doctoral education grants & scholarships and a number have developed online doctorates in education.

How Do I Choose a California Doctorate in Education?

Case study #1: the california k-12 educator on a budget.

Let’s say you live in Southern California and you’re seeking to earn a low-cost doctorate in education in K-12 leadership. You’ve evaluated your career goals and you’re ready to approach your employer for tuition assistance. But you want to prove that you’ve done your research on affordable programs in your area. Here are a few steps to help you achieve your goal:

• Use our listings to draw up a shortlist of degrees from schools that are close to home. Note that programs in the CSU system typically have reasonable tuition prices and a range of Ed.D. awards & scholarships .
• Consider distance learning. We’ve profiled California online doctorates below and flagged them in our listings. You’ll still have the name of a California university on your résumé, but you’ll cut the cost of commuting and save time. Talk to recent Ed.D. alumni to get a sense of the pros & cons of the program.
• If you don’t like the feel of public university programs, seek out unique funding opportunities. Faith-based schools like APU often offer scholarships & discounts to Christian educators. Private universities like UR have developed tuition partnerships with K-12 school districts. You could also knock the price down by applying for continuing education scholarships from state & national associations (e.g. CTA ).

Case Study #2: The Aspiring California Administrator

Thinking of earning your PASC or CASC? Start with our section on California’s Administrative Services Credential (ASC) . We’ve provided links to CTC-approved programs and information about schools that offer concurrent training with Ed.D. offerings. You’ll be able to earn your doctorate in education and your credential at the same time!

If you’re looking for real-world wisdom and advice on this career path, reach out to credentialed administrators in our list of California educational leadership associations & professional groups . Latinx educators can find mentorship & training programs through CALSA. African American educators can connect through CAAASA’s professional development summit. And anyone can attend ASCA conferences & events.

Case Study #3: The Seasoned California Educational Leader

Let’s say you have 5-10 years of administrative experience under your belt and you’re looking for a high-level doctorate that will truly challenge your ideas of leadership. In this scenario, you may wish to narrow your search to executive-style Ed.D. programs from prestigious California universities.

In our listings , that applies to programs from schools like USC Rossier, UCLA, and UC Davis. These cohort-based doctorates will often include personalized attention from Ed.D. professors and plenty of high-level networking opportunities. As a consequence, tuition prices are often high and admissions can be competitive.

Online Doctor of Education Programs in California

Online ed.d. providers in california, alliant international university (for-profit), california baptist university.

• California State University-Channel Islands

California State University-Fresno

Loyola marymount university, national university, trident university international (for-profit), umass global, university of southern california, what to know about california online ed.d. programs.

Online Ed.D. programs in California are available, but it pays to shop wisely. In California, online doctoral programs in education fall into two broad categories:

• Ed.D. programs in leadership offered by established non-profit universities.
• Ed.D. programs offered by for-profit institutions like Trident and Alliant.

Keep in mind that California online Ed.D. programs can be just as challenging as on-campus doctorates. Dissertations are standard and hands-on work may be required. Even with for-profit options, candidates are expected to have a minimum 3.0 GPA and some experience under their belt.

Online Ed.D. Programs at California Non-Profit Universities

Each CA university will have its own quirky take on the doctorate in education. Generally speaking, non-profits tend to play to their School of Education strengths. For example:

• USC’s Online Doctor of Education in Organizational Change and Leadership is run by the USC Rossier School of Education. The Ed.D. combines online assignments with real-world applications, such as an annual immersion weekend. And there’s a capstone, which consists of a dissertation, a reflective self-assessment, and additional deliverables.
• In addition to exploring ideas around leadership and social justice advocacy, Loyola Marymount University’s 3-year Online Doctorate in Educational Leadership for Social Justice also includes practical administrative training in areas like educational policy, law, and the management of human & fiscal capital.

These are just a couple of examples to give you a taste of what’s out there! You can also consider CSUCI and its focus on equity & justice; CBU and its work on organizational change; or Fresno State’s online doctorate in PreK-20 educational leadership. Explore our listings to uncover more distance learning opportunities from non-profit universities in California.

Note: In 2022, National merged with the for-profit Northcentral University and acquired its degrees. That’s why some of NU’s programs have an unusual feel. For instance, the all-purpose Online Doctor of Education in Educational Leadership is built on a one-to-one learning model (no classroom discussions) and there are—wait for it—52 weekly start dates.

Online Ed.D. Programs at California For-Profit Universities

For-profits tend to design their doctorate in education programs for working professionals with tight schedules. For example:

• Trident is known for being a) explicitly devoted to online learning; and b) a popular choice with the military. You can see that approach play out in its Online Doctor of Education in Leadership .
• Alliant also has small classes and multiple enrollment periods. But it has blended management into the education mix. In its Online Doctorate of Educational Leadership and Management , there are hands-on case studies and courses in areas such as finance & business.

Think long and hard about earning a doctorate in education from a California for-profit university. They do not have the same standing as non-profit institutions and they may hurt more than help when you start applying for high-level administrative jobs. Remember, too, that there are scores of strong online programs available throughout the country. You don’t have to limit yourself to California schools.

Doctoral Education Funding in California

Alliant is a for-profit university with a number of scholarships on offer for education students. Sort by “School: California School of Education” to see all the options.

Azusa Pacific University

APU offers a number of School of Education Scholarships that apply to graduate students, including the Lillian B. Wehmeyer Scholarship and the Simmerok Family Encouragement Scholarship.

• For the Ed.D. in Educational Leadership, check out the Ed.D. Program Scholarship, which is awarded to candidates who demonstrate outstanding leadership potential in K–12 education and who are committed to serving under-resourced schools and districts.
• For the Ed.D. in Higher Leadership, there are tuition discounts & breaks , including the CCCU Employees Tuition Discount and the Plus One Discount.

Biola University

The Talbot School of Theology offers Biola’s Ed.D, so be sure to check out the section on Talbot Graduate Financial Aid . There’s a Graduate Grant, an International Student Aid Grant , and a variety of faith-centered scholarships .

CBU offers a 20% tuition scholarship to employees of partner institutions .

California Lutheran University

Cal Lutheran has an assortment of modest Graduate Scholarships & Grants on offer, including a Graduate Academic Scholarship (based on need and GPA) and a Congregational Partners in Education (CPE) Award.

California State Polytechnic University-Pomona

We didn’t spot any doctoral awards in the Scholarships section of Cal Poly Pomona’s College of Education and Integrative Studies, but low-income Ed.D. students are eligible for the LOGRAR/PPOHA Scholarship .

California State University System

Any doctoral student in a CSU System school (see below) is eligible to apply for awards such as the California State University Foundation – CSU Trustees Award .

California State University-Bakersfield (CSU System)

CSUB maintains a CSU Bakersfield Scholarship database where you can search for relevant funds.

California State University-Channel Islands (CSU System)

CSUCI’s section on Funding for Graduate School contains links to external scholarships & fellowships.

California State University-Easy Bay (CSU System)

Ed.D. students at CSUEB who fill in the FAFSA may be eligible for student loans and a doctoral grant. You can also explore Graduate Opportunities & Financial Resources .

California State University-Fresno (CSU System)

CSU-Fresno’s Kremen School of Education & Human Development offers a number of General Scholarships , but it’s always best to ask if Ed.D. candidates qualify.

California State University-Fullerton (CSU System)

CSUF’s College of Education has an application for Scholarship & Grants . Modest funds like the Dr. Olivia Veloz Scholarship, the Founders Scholarship, and the Teacher Trust Scholarship are open to doctoral students.

California State University-Long Beach (CSU System)

CSULB’s College of Education (CED) has a solid Overview of Scholarships & Financial Aid , including details on plenty of annual & endowed CED Scholarships .

California State University-Los Angeles (CSU System)

Start with the section on Scholarships & Financial Aid from Cal State LA’s Charter College of Education (CCOE) and the university’s Scholarship database. There are some funds available for CCOE graduate students.

California State University-Northridge (CSU System)

CSUN’s Department of Educational Leadership & Policy Studies in the Michael D. Eisner College of Education offers the Deborah Leidner Educational Leadership Award . Students enrolled in MDECOE courses also receive an email describing available scholarships in late September.

California State University-Sacramento (CSU System)

Sacramento State has a couple of dedicated Ed.D. Awards —the EdD Pay-It-Forward Scholarship and the SchoolsFirst Credit Union Scholarship in Education Leadership. You can also look into College of Education Scholarships for graduate students.

California State University-San Bernardino (CSU System)

CSUSB’s Office of Graduate Studies can provide Financial Support such as doctoral loans for aspiring faculty members. The Office of Student Research also supplies Funding Opportunities , including grants for research projects and dissertation support.

California State University-Stanislaus (CSU System)

For the Ed.D. in Educational Leadership, Stanislaus State offers some Financial Aid , including an Ed Doctoral Grant (based on financial need).

Fielding Graduate University

Fielding is aimed at adult learners, so it has an established Monthly Payment Plan in place. There are also Scholarships like the Provost Achievement Scholarship for incoming students who exhibit strong competency or potential in their field, as well as demonstrated financial need.

La Sierra University

La Sierre’s School of Education offers a number of Scholarships , some of which are open to graduate students. Institutional Awards may also be available, but most are intended for undergraduates.

In the section on LMU’s School of Education Scholarship & Aid Opportunities , you’ll find a School of Education Graduate Scholarship and a City Year Alumni Scholarship at the forefront. However, the SOE also has a large number of Donor Scholarships on tap.

NU has a list of Scholarships & Grants Funded by National University . We didn’t see any that were specific to doctoral students, but you may wish to ask if Ed.D. students are eligible for any of the military scholarships or the Collegiate Honor Award.

Pepperdine University

Pepperdine’s Graduate School of Education & Psychology (GSEP) offers a healthy number of Scholarships for doctoral students, especially those in the Ed.D. in Organizational Leadership program!

Saint Mary’s College of California

The Kalmanovitz School of Education awards KSOE Admissions Scholarships to newly admitted students, including those enrolled in doctorate programs. If you’re in the San Francisco area, there’s also a super-generous, tuition-free Lasallian Educator Fellowship Program that prepares educators—including administrators—to work in Lasallian schools for three years.

San Diego State University (CSU System)

SDSU’s Office of Financial Aid & Scholarships has general info on aid options. However, doctoral students in SDSU’s College of Education can also apply for a number of unique Education Scholarships .

San Francisco State University (CSU System)

SFSU’s section on Financial Aid & Scholarships highlights three major College of Education scholarships open to Ed.D. students. In addition, SFSU has a special Graduate Equity Fellowship , which is a diversity initiative that awards up to $5,000 to graduate students in doctoral programs. Graduate assistantships and travel awards for conferences are also available!

San Jose State University (CSU System)

Visit the Lurie College of Education’s section on Financial Aid Opportunities and the Spartan Scholarships database to learn more about opportunities for doctoral students. You only have to submit a single application to be considered for all awards.

TUI is a for-profit university, but it is regionally accredited by the Higher Learning Commission (HLC). That means you can apply for federal financial aid. Military members, alumni, and employees of certain companies may also be eligible for Scholarships & Grants .

University of California-Berkeley

UC Berkeley states that the LEAD program does have some funding that can help Ed.D. students offset costs. We also recommend a visit to the Berkeley School of Education’s section on Fees & Fellowships and the university’s info on Graduate Fellowships, Grants and Awards .

University of California-Davis

Financial Aid for the CANDEL program (i.e. the Ed.D.) comes from a variety of sources. UC-Davis has a professional fee that gets funneled back into grants for CANDEL students with financial need. It receives funds from the University Student Aid Program (USAP) for a similar purpose. And it offers a UC Employee Tuition Discount.

University of California-Los Angeles

UCLA’s Ed.D. in Educational Leadership is a self-supporting program , but you’re welcome to ask the program coordinator about Division of Graduate Education Fellowships and Programs .

University of La Verne

A limited number of Ed.D. Scholarships are available to new first-year students in ULV’s hybrid program. The university also offers general Graduate Scholarships & Assistantships .

University of Redlands

UR’s School of Education has a section on Financial Aid for Graduate Students . Be sure to visit the section on Employer Partnership Discounts .

University of San Francisco

USF’s School of Education has a section devoted to Financial Resources , with details on general scholarships (open to doctoral students), graduate assistantships, and conference stipends. Be sure to investigate the Social Justice Scholarship, which rewards students who are interested in community service and engagement.

USC Rossier’s School of Education grants Rossier Scholarships to incoming students. A separate application is not required. The distance learning arm of USC Rossier also has a useful list of External Scholarships , including funds for doctoral students.

University of the Pacific

In its section on Scholarships , Pacific states that graduate students in the Benerd School of Education automatically receive a 31% tuition discount. In addition to the list of Competitive Endowed Scholarships , take a look at the Segal AmeriCorps Education Award Match .

Note: If a university name is missing from the list, we couldn’t find specific examples of Ed.D. funding beyond private & federal loans and external aid.

School Administration License and Credential Requirements in California

Administrative services credential.

Credentialing for teachers & educators in California is handled by the California Commission on Teacher Credentialing (CDC) . Education administrators aiming for jobs in the CA school system usually complete the Administrative Services Credential (ASC) . The ASC will provide you with opportunities to:

• Serve as a school leader (e.g. principal) or district leader (e.g. superintendent)
• Develop, coordinate & assess instructional programs
• Supervise & evaluate staff and faculty
• Recruit & train education personnel
• Manage school operations & fiscal services
• Create student support services

According to the CTC, California school administrators must have the ASC in order to provide the following services at the school site level to preschool, K-12, and adults:

• Evaluate the quality & effectiveness of instructional services
• Evaluate certificated personnel, with the exception of the site administrator
• Administer student & certificated personnel employee discipline services

Note: On its Administrative Services Credential (ASC) page, the CTC has specific guidelines for Out-of-State teachers.

Administrative Services Credential Process

The ASC credential process is split into two tiers of training and preparation. You’ll need to go through the first tier before you can advance to the second. Many California universities offer ASC credential preparation programs; some will allow you to earn an Ed.D. at the same time (i.e. concurrently).

Use the CTC’s Commission-Approved Educator Preparation Programs database to find your match!

Tier 1: Preliminary Administrative Services Credential (PASC)

To apply for the preliminary credential, you must have 5 years of experience as a credentialed professional (i.e. teacher, counselor, librarian, and/or health & rehabilitation services professional). Teachers who wish to apply must also have a Clear Teaching Credential .

The preliminary program is a combination of coursework, fieldwork, and performance demonstrations. You can earn the prelim credential by doing one of the following:

• Complete a CTC-approved Preparation Program in Administrative Services , including the California Administrators Performance Assessment (CalAPA)
• Complete a CTC-approved Intern Program , which consists of supervised, in-service training conducted in a program run by a California college or university
• Achieve a passing score on the California Preliminary Administrative Credential Examination Program (CPACE)

You will also need to satisfy a basic skills requirement and verify your employment in an administrative position. If you don’t have an offer of employment for this position, you can apply for a Certificate of Eligibility instead.

Tier 2: Clear Administrative Services Credential (CASC)

Once you’ve earned your preliminary credential, you can start thinking about the Clear Administrative Services Credential (CASC). Candidates for this second tier must have:

• A valid Preliminary Administrative Services Credential (PASC)
• Two years of verifiable work experience in a full-time administrative position in a California school

You will also need to complete a CTC-approved Clear Induction Program in Administrative Services . This is a 2-year, job-embedded individualized program focused on your employment position. These programs are offered by California universities, Offices of Education, and school districts.

Keep in mind that the CTC expects you to enroll in a Clear Induction Program no later than one year from the activation of your preliminary credential.

Ed.D. Programs and Administrative Services Credential (ASC) Training

As we mentioned, a number of California universities offer CTC-approved credentialing programs that are incorporated into Ed.D. studies or offered concurrently. For example:

• UMass Global (formerly Brandman) offers a concurrent enrollment option. If you’re employed as a California administrator and hold a Preliminary ASC, you can study for your Online Ed.D. in Organizational Leadership and complete the Online Clear Administrative Services Credential (CASC) Program at the same time.
• CSU Fullerton has embedded studies for the Clear Administrative Services Credential (CASC) into its Ed.D. in PreK-12 Leadership .
• The University of San Francisco allows students to combine the Transformative School Leadership Program (Preliminary Services Credential) with its Doctor of Education in Organization and Leadership .

This isn’t the case for all California universities. Some still like to keep their credentialing programs and their doctorate completely separate. However, if you are looking at applying for an ASC credentialing program, it’s worth asking if any of your course credits will transfer to an Ed.D. in the future.

Educational Leadership Jobs in California

Educational leadership career outlook.

California doctoral education programs are often the first pick for professionals who aspire to jobs where education and leadership go hand-in-hand. Think of:

• Higher Education (e.g. College President, Dean, Vice President for Student Affairs, etc.)
• PreK-12 Schools (e.g. Superintendent, District Administrator, Principal, etc.)
• Private Firms (e.g. Corporate Trainer, Director of Corporate Development, HR Director, etc.)
• Non-Profits (e.g. Executive Director, Chief Operating Officer, Education Consultant, etc.)
• Government Organizations (e.g. Museum Director, Educational Coordinator, etc.)

Fortunately, California is awash with these kinds of opportunities. According to the the Bureau of Labor Statistics (BLS)’s Occupational Employment Statistics, in 2022, California was second only to Texas in the employment of elementary & secondary school education administrators (e.g. principals).

Educational Leadership Salaries

California is also one of the top-paying states for administrators.

• Every year, BLS posts useful wage data for Education Administrators, Postsecondary and Education Administrators, Elementary and Secondary School . If you look at the wage maps, you’ll notice that CA administrators can command great salaries in either category.
• You can compare these stats with the AASA’s Superintendents Salary and Benefits Survey. This is published annually, with a summary of major findings, in the AASA’s Research Papers section.
• You may also want to check out Payscale’s cumulative data for all holders of the Doctor of Education (Ed.D.) Degree . For example, you can see how the salary of an Executive Director compares to a School Superintendent (the Super always wins).

Educational Leadership Job Boards

Along with the usual job boards (e.g. Indeed, HigherEdJobs, SchoolSpring, etc.), there are a few CA-specific job sites worth investigating:

• The Association of California School Administrators (ACSA) has an excellent Career Center , with plenty of job listings in senior positions.
• California Community Colleges allows you to search for faculty & management jobs in the CCC system.
• The University of California Jobs section includes positions posted at all UC campuses and medical centers.
• CSU Careers lists job opportunities in the California State University system.

Educational Leadership Organizations in California

Educational leadership associations.

• Association of California School Administrators (ACSA) : This is the big one! The ACSA bills itself as the largest umbrella organization for school leaders in the United States, serving 17,000+ California educators. It’s an important advocacy group for public school students in K-12, as well as adult learners.
• California Association of African-American Superintendents and Administrators (CAAASA) : CAAASA is a group of California educational leaders who tackle critical issues in education through public policy relative to the status and performance of African-American students.
• California Association of Latino Superintendents and Administrators (CALSA) : CALSA is a community of educational leaders focused on addressing the needs of Latino/a students and dedicated to increasing the number of highly effective Latino/a administrators.
• California Association of School Business Officials (CASBO) : Founded in 1928, CASBO is the oldest statewide school administrator organization in California. Members work in areas such as finance, accounting, payroll, HR, risk management, transportation, school nutrition, maintenance and operations, IT, purchasing, school safety, and school facilities.
• California Association of Urban School Administrators (CAUSA) : CAUSA is a union that represents 6,000+ front-line managers (both certificated and classified) from numerous school district union/associations in California.
• California County Superintendents Educational Services Association (CCSESA) : CCSESA is an advocacy group that helps the 58 County Superintendents of Schools in California design and implement statewide programs that promote high-quality, cost-effective educational practices and services. It also provide supports to school districts in the areas of student services, curriculum and instructional services, fiscal accountability and business services, personnel services, and technology and telecommunications.
• California School Boards Association (CSBA) : CSBA is a non-profit educational association representing elected officials who govern public school districts and county offices of education. It represents statewide interests of public education in legal proceedings with state and federal courts and state agencies through the Education Legal Alliance .
• California Teachers Association (CTA): CTA is the designated union for certified school employees like teachers, counselors, psychologists, librarians, and education support professionals in most school districts in California.

Educational Leadership Professional Groups

• California Institute for School Improvement (CISI) : Housed in UC Davis, CISI is a membership organization created to support district and county instructional leaders. 140+ school districts and county offices of education are currently CISI members.
• California League of Schools (CLS) : CLS is a non-profit K-12 organization that serves the needs of teachers and administrators via professional development, school-community ties, and local educator networks.
• Council of the Great City Schools (CGCS) : CGCS is an organization of the nation’s largest urban school systems, including a number in California (e.g. Los Angeles, San Diego, San Francisco, etc.).
• EdVoice : EdVoice is a non-profit organization & advocacy group that aims to increase student achievement in California and eliminate inequality of educational opportunity in public schools.
• Policy Analysis for California Education (PACE) : PACE is an independent, non-partisan research center led by faculty directors at Stanford University, the University of Southern California, UC Davis, the UCLA, and UC Berkeley.
• Public Policy Institute of California (PPIC) : PPIC is a non-profit, nonpartisan think tank that provides independent, objective, nonpartisan research on public policy challenges.

Note: Remember that state and national educator organizations often have funds and scholarships available for continuing education (e.g. Ed.D.). Check the website and ask about opportunities.

Educational Leadership Events in California

Educational leadership conferences.

• ACSA Conferences : ACSA organizes multiple events throughout the year, including the ACSA Superintendents’ Symposium, the Women in School Leadership Forum, the Principals’ Summer Institute, and much more!
• CAAASA Professional Development Summit : CAAASA’s vibrant educational & networking summit takes place in spring each year.
• CASBO Annual Conference & California School Business Expo : CASBO’s annual conference is open to all educational leaders, newbies and pros alike. CASBO also hosts an invitation-only CBO Symposium. Check out CASBO Events for more info.
• CGCS Conferences : CGCS hosts an annual fall conference, as well as multiple meetings aimed at senior-level educational administrators (e.g. Bilingual Directors Meeting, Curriculum & Research Directors Meeting, Chief Information Officers Meeting, etc.).

School Listings

35 Schools Found

Alliant International University

School of Education

San Diego, California

Doctorate in Education in TESOL

• Curriculum Info
• How To Apply

Online EdD in Educational Leadership and Management

Azusa, California

Doctor of Education in Educational Leadership

Doctor of education in higher education leadership.

Talbot School of Theology

La Mirada, California

EdD in Educational Studies

Graduate School of Education

Thousand Oaks, California

EdD in Educational Leadership - (K-12)

Edd in higher education leadership.

Education Department

Pomona, California

Doctor of Educational Leadership

California state university-bakersfield.

Department of Teacher Education

Bakersfield, California

Ed.D. in Educational Leadership

California state university-east bay.

College of Education and Allied Studies

Hayward, California

Doctorate in Educational Leadership for Social Justice

Fresno, California

Doctor of Education in Educational Leadership - PK-12 Educational Leadership

Offered Online

Doctor of Education in Educational Leadership - Postsecondary Educational Leadership

California state university-fullerton.

College of Education

Fullerton, California

Doctorate of Education in Educational Leadership - Community College Leadership

Doctorate of education in educational leadership - pre-k-12 leadership, california state university-long beach.

Long Beach, California

Doctor of Education in Educational Leadership - Community College/Higher Education Educational Leadership

Doctor of education in educational leadership - elementary/secondary educational leadership, california state university-los angeles.

Los Angeles, California

EdD in Educational Leadership

California state university-northridge.

Northridge, California

Doctor of Education in Educational Leadership - Community College Leadership

Doctor of education in educational leadership - pre k-12 leadership, california state university-sacramento.

Sacramento, California

Doctorate in Educational Leadership - Community College

Doctorate in educational leadership - k-12, california state university-san bernardino.

San Bernardino, California

Doctorate in Education - Community College Leadership

Doctorate in education - pk-12, california state university-stanislaus.

College of Education, Kinesiology and Social Work

Turlock, California

EdD in Educational Leadership - Community College Leadership

Edd in educational leadership - pk-12, evangelia university.

Anaheim, California

Doctor of Education in Christian Ministry

School of Leadership Studies

Santa Barbara, California

Doctor of Education in Leadership for Change - Communicative Leadership Concentration

Doctor of education in leadership for change - community college leadership for change, doctor of education in leadership for change - community college leadership for change concentration, doctor of education in leadership for change - creative longevity and wisdom concentration, doctor of education in leadership for change - dual language concentration, doctor of education in leadership for change - evidence based coaching concentration, doctor of education in leadership for change - inclusive leadership for social justice concentration, doctor of education in leadership for change - leadership for social and ecological sustainability concentration, doctor of education in leadership for change - media, technology, and innovation concentration, doctor of education in leadership for change - organization development concentration, doctor of education in leadership for change - reflective practice/supervision concentration, edd in leadership for change.

Department of Administration and Leadership

Riverside, California

Doctor of Education in Administration and Leadership

Doctor of education in curriculum and instruction, doctor of education in curriculum and instruction - educational psychology, doctor of education in curriculum and instruction - higher education, doctor of education in curriculum and instruction - leadership and administration, doctor of education in curriculum and instruction - neuroscience and education, doctor of education in educational psychology, doctor of education in educational psychology - mental health, doctor of education in school psychology, doctor of education in school psychology - bcba.

Sanford College of Education

La Jolla, California

Online Ed.D. in Organizational Innovation

Graduate School of Education and Pschology

Malibu, California

Doctor of Education in Educational Leadership, Administration and Policy

Doctor of education in learning technologies, doctor of education in organizational leadership, saint marys college of california.

Kalmanovitz School of Education

Moraga, California

Doctorate in Educational Leadership

San diego state university, edd in community college leadership, san francisco state university.

Department of Educational Leadership

San Francisco, California

San Jose State University

San Jose, California

Trident University International

Cypress, California

Online EdD in Educational Leadership - Higher Education

Online edd in educational leadership - pk-12.

Irvine, California

Ed.D. in Organizational Leadership

Berkeley, California

Leadership for Educational Equity

Davis, California

Capital Area North Doctorate in Educational Leadership

Graduate School

La Verne, California

Department of Leadership and Higher Education

Redlands, California

Doctorate in Leadership for Educational Justice

Doctor of education in catholic educational leadership, doctor of education in international and multicultural education, doctor of education in learning and instruction - education technology, doctor of education in learning and instruction - special education, doctor of education in organization and leadership.

Rossier School of Education

Doctor of Education in Educational Leadership - Educational Psychology

Doctor of education in educational leadership - higher education administration, doctor of education in educational leadership - teacher education in multicultural societies, global executive doctor of education, online doctor of education in educational leadership - k-12 leadership in urban school settings, online doctor of education in educational leadership - leading instructional change.

Benerd School of Education

Stockton, California

EdD in Education - Counseling Psychology

Edd in educational and school psychology - educational psychology, edd in leadership & innovation - educational and organizational leadership, edd in leadership & innovation - educational leadership.

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UCLA Graduate Programs

Graduate Program: Educational Leadership Program

UCLA's Graduate Program in Educational Leadership Program offers the following degree(s):

Doctor of Education (Ed.D.)

With questions not answered here or on the program’s site (above), please contact the program directly.

Educational Leadership Program Graduate Program at UCLA 1029 Moore Hall Box 951521 Los Angeles, CA 90095-1521

Visit the Educational Leadership Program’s faculty roster

COURSE DESCRIPTIONS

Visit the registrar's site for the Educational Leadership Program’s course descriptions

• Admission Requirements
• Program Statistics

(310) 206-0558

[email protected]

MAJOR CODE: EDUCATIONAL LEADERSHIP PROGRAM

Doctor of Education in Educational Leadership

The USC Rossier EdD in Educational Leadership online (EDL online) program prepares you to be a leader in various sectors of education.

Designed to accommodate your schedule as a working professional, the three-year program will train you to become a critically conscious leader with the skills to address inequities in education.

Students pursuing their online doctorate in education must have a master’s degree, a minimum of three years of relevant full-time work experience and leadership experience. The EDL online program offers four concentrations for students to develop knowledge and expertise in a specific discipline: 

• K-12 Leadership in Urban School Settings 
• Leading Instructional Change
• Higher Education Administration
• Educational Psychology

Request information about the EdD in Educational Leadership online program.

Become a Leader in Education

The EdD in Educational Leadership online program will prepare you to: 

• Critically reflect on the way your position in society and worldview supports or impedes your ability to lead effectively.
• Analyze institutional oppression and develop strategies to advance equity. 
• Drive organizational improvement and ensure compliance with laws, policies and mandates. 
• Use evidence-based research to improve practice for all learners. 
• Model high standards of ethical practice. 

Learn more about our online EdD.

Online EdD Curriculum

To earn your online doctorate in education, you must complete coursework consisting of four components: core courses, concentration courses, research methods courses and the dissertation in practice. 

The dissertation in practice is a doctoral dissertation with a more practical focus than a traditional dissertation. Under the guidance of faculty in your concentration, you will apply relevant research methods to tackle a problem of practice that impedes access to equitable educational opportunities and outcomes.

The purpose of the dissertation in practice is to equip students earning their online EdD with the knowledge and skills to address existing problems in the workplace well beyond your completion of the program.

Program Specifications

The EdD in Educational Leadership online program requires a minimum of 43 units. The program can be completed in three years with two courses in most semesters. 

Online Learning Experience

Classes are conducted live in a real-time virtual classroom environment. The live sessions are facilitated by faculty and include highly interactive, engaging and collaborative discussions. Prior to attending live sessions, you will complete assignments submitted through the learning management system.

Take the next step in your career. Request information about our online EdD program in educational leadership.

Related Online Graduate Programs

School : California School of Education

Modality(ies) : Online

Calendar(s) : 8-week term

CIP Code : 13.0406

Program Description/Overview

This degree prepares the candidate for leadership in a comprehensive consideration of educational settings inclusive of public and private schools, lower and higher educational settings, and government entities, as well as other private and public organizations.

Emphasis/Concentration/Tracks

This program offers two tracks:

TK-12 Leadership

Higher education leadership, program learning outcomes/goals.

This program prepares competent, confident, and conscientious educational leaders, committed to service and social justice for all in a global society, with the knowledge, skills and abilities to exemplify the following outcomes:

• Lead change in educational organizations in a diverse and global society.
• Understand the philosophical and social underpinnings of world educational systems, multiculturalism and futuristic educational trends and developments.
• Evaluate the political, societal, economic, legal and cultural influence on learning organizations.
• Demonstrate and articulate effective theories and principles of teaching and leading adult learners.
• Model personal and professional ethics, integrity, justice and fairness.
• Evaluate and design research that addresses educational issues.
• Apply educational leadership theory and leadership practice skills to address challenges in Higher Education. 

Internship, Practicum, and/or Dissertation Information

The dissertation phase begins after the student has successfully completed all required courses and has passed the Comprehensive Exam. If a student fails the Comprehensive Exam, the student will be referred to the Student Evaluation and Review Committee (SERC), which may lead to dismissal. Students may conduct research or an applied dissertation, and consider either quantitative or qualitative research methods, after consultation with the course instructor for Dissertation Plan. Students who follow the dissertation guided process should be able to complete their dissertation at the end of the Dissertation Preparation course.

Credit Units

Total Credit Units: 46

Total Core Credit Units: 37

Total Elective Credit Units: N/A

Total Concentration Credit Units: 9

Credit for Previous Work

Transfer of credit may be awarded on the following basis:

• Coursework beyond the master’s degree may be transferred from a regionally accredited institution. All such coursework must have been earned in addition to the master’s degree required coursework.
• Credit that has been used to complete a second master’s degree may be considered for transfer up to 9 units.

Emphasis/Concentration/Track Requirements

• ELM88590 - Current Leadership Trends & Issues in TK12 (3 units)
• ELM88580 - Governance of Educational Systems (3 units)
• ELM88740 - Leadership for the Digital Educator (3 units)
• ELM88110 - Leadership and Change Management (3 units)
• ELM88650 - Higher Education Leadership (3 units)
• ELM88790 - Academic Support Services (3 units)

Curriculum Plan

8-week calendar.

The following curriculum plan is a sample and serves only as a general guide. Curriculum plans and course sequence are subject to variation depending on a student’s start term. Students must complete all coursework required for their program as set forth in their individual master plan of study.

Term 1 (6 units)

• ELM88110 - Leadership and Change Management (3 units) -Higher Education Leadership Track
• ELM88590 - Current Leadership Trends & Issues in TK12 (3 units)   - TK-12 Leadership Track
• GSE80300 - Research Design (3 units)

Term 2 (6 units)

• ELM88300 - Leadership and Learning Organizations (3 units)
• ELM88650 - Higher Education Leadership (3 units) -Higher Education Leadership Track
• ELM88580 - Governance of Educational Systems (3 units)   - TK-12 Leadership Track

Term 3 (6 units)

• GSE80330 - Quantitative Research Methods (3 units)
• ELM88320 - Law, Ethics and Equity (3 units)

Term 4 (6 units)

• ELM88790 - Academic Support Services (3 units) -Higher Education Leadership Track
• ELM88740 - Leadership for the Digital Educator (3 units)   - TK-12 Leadership Track
• ELM88720 - Financial and Business Management (3 units)

Term 5 (6 units)

• ELM81750 - Integrative Technology Systems (3 units)
• GSE80360 - Qualitative Research Methods (3 units)

Term 6 (7 units)

• ELM82100 - Foundations in Multicultural and Global Educational Systems (3 units)
• CCS82100 - Foundations in Multicultural and Global Educational Systems (3 units)    
• ELM89980 - Special Topics Field Project (4 units)

Term 7 (1.5 units)

• GSE99010a - Dissertation Plan (1.5 units)

Term 8 (1.5 units)

• GSE99010b - Dissertation Plan (1.5 units)

Term 9 (1.5 units)

• GSE99020a - Dissertation Proposal (1.5 units)

Term 10 (1.5 units)

• GSE99020b - Dissertation Proposal (1.5 units)

Term 11 (1.5 units)

• GSE99200a - Dissertation Preparation (1.5 units)

Term 12 (1.5 units)

• GSE99200b - Dissertation Preparation (1.5 units)

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Counseling Programs Information Session: Virtual 08/15/2024

Event Date and Time:    Thursday, August 15, 2024 - 3:30PM - 4:30PM

Virtual:  

This information session will be hosted via Zoom Webinar.  Reservations for these information sessions are required, please RSVP .  

Overview:  

The Graduate Studies Office hosts Counseling Programs Information Sessions to provide an overview of the Counseling Programs: Counseling Psychology, School Counseling (K-12), and Student Development in Higher Education. The application process, degree requirements, and career objectives of the program will also be discussed.  

Reservations for these information sessions are required, please  RSVP .  

If you would like to request accommodations, please contact the Bob Murphy Access Center at least 72 hours in advance before the information session at 562.985.5401 or  [email protected]  

Doctor of Education (EdD) in Special Education Prepare for Your Next Step

Credit Hours

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100% online,* 8-week courses

Transfer in up to 50% of the degree total

Prepare to Shape the Future of Special Education with a Doctor of Education in Special Education Degree

Are you interested in furthering your career in education? Do you have experience in or are looking to branch out into special education? Do you want to develop a deep understanding of the inner workings of a successful special education program?

It takes dedicated and equipped individuals to make a positive impact in the field of education – even more so in special education. Our Doctor of Education (EdD) in Special Education is designed to help you become well-equipped to communicate through various mediums, critically problem-solve, and increase information literacy through examining current literature and research. These skills are essential to effectively lead in special education.

This program can help enthusiastic educators like you develop the knowledge and skills needed to make a profound impact in the field of special education. If you have a passion for molding the minds of others and desire specific training in the area of special education, Liberty University’s 100% online EdD in Special Education may be the right fit for you.

Partner with us and further your education so you can invest in others and create change for the good. Embark on this transformative educational experience and discover how our program can empower you to become a leader, advocate, and catalyst for change in the lives of individuals with special needs.

*Some exclusions apply. Please refer to our exclusions page for more information.

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

Why Choose Liberty’s Special Education EdD Degree?

Liberty University is committed to preparing future educators and leaders who can impact the broader field of education for Christ. Our EdD in Special Education is a 100% online program that provides advanced training for educators across various fields. Whether your goal is to work directly with those who have special education needs, design curricula, serve in the administration, or lead an organization, this program can provide you with a well-rounded understanding of learning theory and help you apply it to your professional endeavors.

At Liberty University, we believe in the integration of faith and learning. Our program is founded on a strong Christian worldview, providing a distinct perspective that permeates every course we offer. You can have the opportunity to explore the intersection of biblical truth and the principles of special education, allowing you to develop a deeper understanding of the ethical and moral dimensions of this field.

Additionally, our dedicated faculty members are accomplished professionals in the field of special education. They bring a wealth of experience and expertise to the virtual classroom, ensuring that you receive the highest quality education. You can learn from professors who are committed to mentoring and guiding you throughout your doctoral journey, providing valuable insights and personalized support.

The 100% online format of our EdD in Special Education degree program allows you to further your education and career while maintaining your personal life. When you partner with Liberty University, you can be confident that you are entering an environment designed with your success in mind.

What Will You Study with Our EdD in Special Education Degree?

The EdD in Special Education program is structured to help you expand your knowledge in the realm of serving students with special needs. Through this program, you can:

• Analyze pedagogical concepts and approaches based upon research and knowledge of the discipline for high-impact practices.
• Assess educational theories within the field for professional and academic practice.
• Design and conduct original research that adds to the knowledge base of the discipline.
• Evaluate the process of designing a curriculum and implementing instructional practices.
• Integrate a biblical worldview when defending ethical and moral decision-making within the field of education.

The courses in the EdD in Special Education online program are broken down into 4 groups: education courses, special education core courses, research courses, and capstone project courses. You can have the unique opportunity to deepen your understanding of the broader education field while further focusing on special education. The education courses cover advanced learning theory and research, theories of historical and philosophical foundations, and your choice of either issues and trends in learning technologies or organizational analysis and problem-solving.

The courses specific to special education incorporate the history and future of the field, administration and supervision, collaboration and communication, assessment and evaluation, disability and learning, and critical review of special education literature. You’ll explore principles of special education and disability advocacy from a Christian perspective as well as trace current and historical trends and issues in the treatment of people with disabilities. You can develop the necessary skills for effective leadership, management, and supervision in special education and disability services.

The EdD in Special Education is specifically designed to emphasize the analysis of applied research and the practical application of that research through the creation and presentation of a capstone project. Toward the end of the program, before developing your capstone, you will take research courses that include a survey of educational research, applied research methods, literature review for applied research, and applied research concepts and methodology. To culminate the program, you will conduct original research in the field of special education to be developed into a final capstone project.

Potential Career Opportunities

• Education instructor
• Educational consultant
• K-12 educational technology director
• University administrator
• University professor

Featured Courses

• EDSP 722 – History and Future of Special Education
• EDSP 724 – Collaboration and Communication in Special Education
• EDSP 725 – Assessment and Evaluation in Special Education
• EDSP 726 – Disability and Learning

Degree Information

• This online EdD degree falls under the School of Education .
• View the Graduate Education Course Guides ( login required ).
• This is a non-licensure program.

Degree Completion Plan (PDF)

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Admission Requirements

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

The Office of Graduate Admissions may request additional documentation when conducting admission reviews to evaluate a candidate’s record before a final admission decision can be made.

Please note: Guidelines are subject to change in federal or state regulations for the licensure of school personnel.

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

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Email for Questions

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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
• Current Department of Defense Employees

Available Benefits:

• Tuition discounts – $275 per credit hour for EdS and EdD courses
• Additional discount for veterans who service in a civilian capacity as a First Responder (less than $625 per course)
• 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)

Frequently Asked Questions

What is the online doctor of education (ed.d.) program.

Do you want to reach the pinnacle of achievement for advanced education studies? Liberty University’s online Doctor of Education (Ed.D.) program provides all of the advanced education administration, research, curriculum development, and learning theory skills and knowledge needed to help you make a positive impact on the world of education. Through Liberty University’s doctorate in education online program, you will engage with knowledgeable professionals in the field of education who will mentor you in your development as an educator, administrator, and researcher.

Our Ed.D. degree offers a robust theoretical framework that extends your teaching methods and theories to a higher order of application, allowing you to evaluate and address teaching challenges in K-12 institutions and at the university level. Liberty’s online Ed.D. degree allows you to focus on your coursework at home and complete essential hands-on training with flexible scheduling that will meet your needs. To add to this flexibility, our online Ed.D. degree integrates the doctoral capstone project research into your course material so that you can complete this comprehensive demonstration of your education expertise more quickly.

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Education | Public vs. Private: When is a California…

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Education | When is a California college degree worth the cost? A new study has answers

BY MIKHAIL ZINSHTEYN | CalMatters

Nathan Reyes lives with his family five minutes from Cal State Los Angeles, where he’s paying close to nothing to earn a bachelor’s degree that typically lands graduates a salary of $62,000 within five years of completing college .

He’s one of hundreds of thousands of California low-income students who attend colleges that, because they’re affordable enough , cost the equivalent of a few months of a typical salary that students earn within a few years of graduation.

A new report today compares California’s colleges by analyzing how long it would take low- and moderate-income students to recoup the money they spent to earn a college credential. It shows that many community colleges, Cal States and University of California campuses — all public campuses — have better returns on investment than most nonprofit private colleges and for-profit institutions.

Reyes’ only expenses are car upkeep, gas, a few books and helping his family with some housing costs. The third-year student didn’t need to take out loans.

RELATED:  FAFSA relief? Dept. of Education launches $50 million program to boost lagging federal student aid applications

“I feel very lucky,” Reyes, a communications major, said. “In high school, I was always stressing about, ‘Oh, man, I’m gonna have a whole bunch of debt racked up after college’. And now that I’m in my third year, I don’t have to worry about any of that.”

Reyes, who’s 20 years old, receives state grants to cover all his tuition and federal aid for other academic and living expenses . He also works for a state volunteer program that pays students a stipend.

Report calculates time it takes to recoup cost of degree

The report was commissioned by College Futures Foundation, a nonprofit that promotes college completion. The report merges several concepts into one number:

• The net price of a college degree after all financial aid is calculated
• The typical earnings 10 years after a student first enrolls in a school
• How much higher those wages are compared to what young adults earn with just a high school diploma.

It defines low- and moderate-income households as those earning below $75,000 annually.

The data, all from the federal government, show that the time it takes to recoup the net costs of earning a degree at Cal State San Bernardino is less than three months. That’s because low-income students there incur about $5,000 in out-of-pocket expenses if they finish in four years. Within a few years they earn about $53,000 a year — double what young adults with only a high school diploma make.

At Cal State Los Angeles, the time to recoup the net costs of earning a bachelor’s is also less than three months of a typical post-college annual salary.

“​​This is really a first-of-its kind look,” said the report’s author, Michael Itzkowitz, who headed the federal government’s first consumer tool for comparing college costs under the Obama administration. The approach is a mathematical way of demonstrating which colleges confer economic value to students beyond what a high school diploma would.

A CalMatters analysis of Iztkowitz’s data found that the average time needed for a student to recoup their net costs is about two years at public institutions and a little over three years at nonprofit private colleges in California.

Some of those private campuses are as affordable as a Cal State, UC or community college after factoring in financial aid. Stanford University costs low-income students nothing. However, only 4% of students who apply are admitted, while all but three Cal States admit more than 70% of the students who apply . Most undergraduates in California attend a public institution .

Pitzer, Pomona and the University of Southern California and several other highly selective nonprofit private colleges cost students less than a year’s worth of the typical salary they’ll earn within a few years of completing their degree.

Return on investment varies by college

While some for-profit colleges have strong returns on investment, most do not.

And that doesn’t even account for the 22 for-profit institutions that show no return on investment, meaning students from those schools earned no more than what a young adult with just a high school diploma makes. In the report, 24 campuses in total, or 8% of all California colleges, showed no return on investment, including two small nonprofit private colleges.

“There are for-profit institutions that can offer an affordable education and good employment outcomes and they’re recognized within the data,” Itzkowitz said. “But what we also see is that there are a disproportionate amount that show more worrisome outcomes for students in comparison to other sectors.”

Most California for-profit colleges, however, predominantly issue certificates, which are shorter-term credentials that don’t regularly lead to the economic gains associated with bachelor’s degrees .

At 79% of California institutions in the report, low and moderate-income students typically recoup their costs in five years or less. For nearly a third of campuses, it was less than a year.

For many students, the ultimate costs of a degree will be higher than the data published today. That’s because they need more than two years to earn an associate degree or beyond four years to earn a bachelor’s, assuming they graduate at all. The longer they chase a degree, the less time they spend in the workforce earning the higher salaries that come with a college credential. Also, the federal net price data has limits: It only calculates what full-time freshmen pay. Students attending part time will experience different annual costs.

But the basic trend remains the same: State and federal financial aid at public campuses plus typical salaries that far exceed the wages for those with a high school diploma make college worth the investment.

Itzkowitz plans to produce a follow-up report that measures the return on investment by major. His organization, the HEA Group, produced an analysis of typical wages by major last year . Some majors lead to higher wages than others, which can skew school-wide results.

The data in today’s report show variation within public universities, too, even in the same city. UCLA’s net price-to-earnings ratio is about seven months and its students tend to earn more than those from Cal State LA after graduating. But the typical cost of a degree after four years for low-income students is roughly $31,000 — far higher than the $5,500 at Cal State LA, which is 20 miles away.

“I wanted to go to UCLA, but it was too expensive for me,” Reyes said. “I did get accepted.”

Like he did at Cal State LA, he would have probably qualified for the Cal Grant, which waives tuition at public universities. But the distance from home would have forced him to either live in a UCLA dorm or commute about two hours daily between home and the crosstown campus. Housing, not tuition, is usually the largest expense for students at public universities. Borrowing money was out of the question for him.

So was a long drive to UCLA. “If I ended up missing a class or something, I’d beat myself up over it,” he said.

For the record: College Futures is a funder of CalMatters. Our news judgments are made independently and not on the basis of donor support.

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5 Public Health Courses Premeds Should Take

Epidemiology and health policy are among courses that can help help aspiring medical students become physician leaders.

Premeds Take 5 Public Health Courses

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Studying health policy helps future doctors understand policies at local, national, and international levels, and teaches them to advocate for their patients.

As a premedical student, you can take public health courses that will allow you to better understand health at a population level. An understanding of public health can help you become a physician leader in the community.

The COVID-19 pandemic put a spotlight on the importance of public health . While not perfect, our local and national public health infrastructure allowed the public to understand the severity of the COVID-19 disease as well as create measures to protect the health of our communities.

While the COVID-19 pandemic highlighted the importance of public health, there are other diseases where doctors are called upon to promote population-level changes while taking care of patients.

Doctors serve as leaders in their communities by providing medical expertise and advocating for public health initiatives. They can translate their insights from patient care to create hospitalwide and communitywide policies to protect other individuals, and doctors who are trained in epidemiology and community health can study the transmission of the diseases. They can also spearhead community public health initiatives, including health education campaigns and community clinics, to expand access to medical care.

Dr. Rishi Mediratta graduated from Johns Hopkins University in Maryland with a bachelor’s in public health studies. That degree gave him a foundational understanding of global health issues, public health theories and statistics that enabled him to conduct research and create community health programs in Ethiopia focused on combatting child mortality.

"Throughout college and during my first gap year before medical school, I founded the Ethiopian Orphan Health Foundation, a nonprofit organization that provided community-based health care and education to 91 orphans near Gondar, Ethiopia," he says.

"I integrated lessons that I learned from my classes in epidemiology and public health to partner with community members to help orphaned children. For instance, I saw how Ethiopians bonded during traditional coffee ceremonies. I used coffee ceremonies to create a dialogue with the community about stigmatized child health topics.”

Mediratta then pursued a master’s of science in public health at the London School of Hygiene & Tropical Medicine as a British Marshall Scholar.

“Further public health studies showed me the various stakeholders involved in creating global health policies for newborns and children. I learned how health policies were created based on synergies from multiple perspectives. These insights were instrumental when I worked with policymakers at the World Bank and World Health Organization.”

Mediratta received his medical degree at Stanford University School of Medicine in California, where he continued to spearhead initiatives to improve population health, primary care and global health. Now he is a clinical associate professor of pediatrics at Stanford medical school and a faculty fellow at the Center for Innovation in Global Health.

These public health classes and topics will be helpful for premedic students :

• Biostatistics • Epidemiology • Health equity • Health policy • Community health and community-based classes

Biostatistics

Biostatistics is the application of statistics to life sciences, including public health. In a biostatics class, premeds learn quantitative and qualitative data collection methods as well as when to use different types of statistical analyses.

Premed students who take biostatistics will be able to better understand the role of evidence in public health research, policy and clinical practice, critically evaluate medical literature and tailor their treatment plans for patients based on rigorous scientific evidence, Mediratta says.

Epidemiology

Epidemiology is the study of diseases or disorders within groups of people and ways to prevent or control them. Premed students who take an epidemiology course will be able to understand the causes, prevalence and distribution of a disease in the community. Doctors who understand the epidemiology of a disease can help make informed decisions about prevention and treatment for their patients.

“Knowing epidemiology allows me to appreciate nuances in the distribution of clinical symptoms, risk factors, and diseases in populations," Mediratta says. "For example, I learned how newborns in low- and middle-income countries die from prematurity, complications from birth and sepsis. I developed and validated a Neonatal Mortality Score that predicts which newborns are likely to die when they are admitted to neonatal intensive care units in Ethiopia. I hope that one day, health care providers can use our research to more quickly identify newborns who are at risk of dying and provide them with monitoring and interventions that save their lives.”

Health Equity

Health equity courses teach premedical students about health care disparities – which vary by income, race/ethnicity, sexual orientation and disability status – and inequities within populations. These courses also give students ways to advocate for disadvantaged individuals and populations.

Premedical students can take a general health equity class or seminars focused on specific populations or health systems that incorporate health equity. “Doctors who are knowledgeable about health care disparities can advocate for equitable access to health care services," Mediratta says. "Through research, advocacy and community involvement, physicians can address the social determinants of health that contribute to health inequities.”

Health Policy

In a health policy class, premeds will learn about health care systems and the stakeholders influencing health care policies. Studying health policy helps future doctors understand policies at local, national, and international levels, and teaches them to advocate for their patients by supporting policies that promote better access to quality health care and decrease health care disparities.

Reflecting on his clinical practice, Mediratta says, “understanding the factors that influence health policies has allowed me to help my patients navigate our complex health care system, such as connecting patients to services covered by their medical insurance or accessing transportation services to and from hospitals.”

Community Health and Community-Based Classes

A community health course explores the multifaceted factors influencing health outcomes, including social determinants of health and environmental factors, and also examines public health interventions. Some courses include an experiential learning component so students can conduct projects that address community health needs.

Mediratta, for instance, taught an elective at Stanford University that allowed students to collaborate with community partners to creatively implement projects that address COVID-19-related challenges.

"One student produced a children’s book that combatted vaccine hesitancy and created read-aloud videos of the book. Even after the class ended, the student organized workshops in elementary schools to educate children about vaccine. Our class serves as a model for how universities can implement medical service-learning courses to empower students while simultaneously addressing the community’s needs.”

Taking public health courses during your premedical career will give you strong foundational knowledge to be a health care leader. As a doctor, you will be able to help your patients navigate through the challenges of health care systems, participate in policymaking that affects millions of individuals, and direct research projects that advance the health of our communities.

Medical School Application Mistakes

Tags: medical school , public health , graduate schools , education , students

About Medical School Admissions Doctor

Need a guide through the murky medical school admissions process? Medical School Admissions Doctor offers a roundup of expert and student voices in the field to guide prospective students in their pursuit of a medical education. The blog is currently authored by Dr. Ali Loftizadeh, Dr. Azadeh Salek and Zach Grimmett at Admissions Helpers , a provider of medical school application services; Dr. Renee Marinelli at MedSchoolCoach , a premed and med school admissions consultancy; Dr. Rachel Rizal, co-founder and CEO of the Cracking Med School Admissions consultancy; Dr. Cassie Kosarec at Varsity Tutors , an advertiser with U.S. News & World Report; Dr. Kathleen Franco, a med school emeritus professor and psychiatrist; and Liana Meffert, a fourth-year medical student at the University of Iowa's Carver College of Medicine and a writer for Admissions Helpers. Got a question? Email [email protected] .

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Pathways to Nursing: How to Get Your Nursing Degree

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Interested in nursing, but cannot commit to a traditional four-year program?

There are many ways to reach your goals and join this in-demand field. Nursing jobs are expected to grow faster than average through 2031, with advanced nursing professionals in even greater demand, per the Bureau of Labor Statistics .

Sacred Heart University’s Dr. Susan L. Davis, R.N., & Richard J. Henley College of Nursing offers many options for earning a nursing degree and qualifying for registered nurse (RN) licensure besides its four-year program . You can even explore advanced degrees that include online and hybrid options, which will help you climb the career ladder and become a leader in health care.

Associate Degree in Nursing

The associate degree in nursing program allows students to earn their degree and enter the nursing field within two to three years. The part-time program combines nursing theory and a strong general education foundation with hands-on experience in state-of-the-art labs and clinical rotations at area hospitals and other health-care facilities. Often, faculty are still working in the field to offer practical, helpful advice and mentorship.

Second Degree Accelerated Bachelor of Science (BSN) in Nursing

The second degree accelerated bachelor’s in nursing program allows students who have a bachelor’s degree in another field to complete the BSN degree in just 15 months. The accelerated program builds on the student’s existing undergraduate degree while focusing exclusively on nursing coursework.

RN to BSN (Online)

The RN to BSN program is specifically designed for RNs returning to college to finish their baccalaureate education. As a working nurse, you are seeking a trusted, affordable program that fits your schedule. Grounded in healing and humanity, SHU’s RN to BSN carries a long tradition of nursing education excellence.

RN to BSN to Master of Science in Nursing (MSN) (Online)

If you have a diploma or associate’s degree in nursing, this RN to BSN to MSN program provides you with a faster route to both a BSN and a master’s degree, along with more career opportunities.

Master of Science in Nursing

The following three programs are specializations offered in SHU’s MSN program.

Clinical Nurse Leader (CNL) (Online)

Designed to focus on the skills and knowledge needed to fulfill this new role, this MSN specialization shows you how to evaluate patient outcomes, assess risk and coordinate with a multidisciplinary team to ensure safe, high-quality care. After completion of the program, students are eligible to sit for the American Association of Colleges of Nursing CNL Certification Exam.

Nursing Management and Executive Leadership (Online)

This MSN specialization prepares students to adopt the necessary leadership principles and practices to assume greater responsibility ensuring effective and efficient care across all levels of a health-care organization. Learn how to practice positive management and leadership with an emphasis on quality and safety.

Nursing Education (Online)

The nursing education online specialization provides skills in teaching and learning to prepare the next generation of nurses. The curriculum is designed to provide you with an understanding of issues in nursing education, curriculum design, evaluation theory and experience in the faculty role needed to educate nurses in an education setting or health-care facility.

In the online FNP program , you will learn to provide family-focused care to patients throughout the lifespan, including primary care. Gain the knowledge and skills to pass national certification examinations from the American Nurses Association and the American Academy of Nurse Practitioners.

Psychiatric Mental Health Nurse Practitioner (Online)

This program prepares graduates with the knowledge and skills to manage the care of patients with psychiatric mental health conditions independently through advanced assessment, diagnosis, and treatment. Individual and group psychotherapy, medication management, emergency psychiatric care and other content are included in this 42-credit program.

Doctor of Nursing Practice

Post-master’s doctor of nursing practice (hybrid).

Ideal for academically talented nurses, the DNP program serves nurse practitioners, clinical nurse leaders, nurse executives and educators, as well as other master's prepared nurses.

Doctor of Nursing Practice Family Nurse Practitioner (FNP) (Hybrid)

The FNP program prepares RNs to become certified FNPs, which is a quickly growing field offering great autonomy.

Sacred Heart University takes great pride in preparing caring, compassionate and driven leaders who can thrive in the field of nursing, and we would love to help you jumpstart your career.

For more information about these programs, visit Davis & Henley College of Nursing .

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