doctorate programs education

Education (Online), EdD

School of education.

To address the dramatically changing landscape of education in the 21st century, which includes new research on the science of learning, advances in technology, and the emergence of a for-profit education sector, the Johns Hopkins School of Education offers an innovative online Doctor of Education degree program. This EdD program is designed to prepare an exceptional corps of educational practitioner-scholars, both nationally and internationally, who can set a high standard for transformational leadership in education, apply evidence-based practices to improve educational outcomes, and meet the vast challenges associated with improving learning outcomes in both public and private educational environments.

For more information about the EdD program, please visit  https://education.jhu.edu/academics/edd/ . If you have any questions about the EdD program, please contact  [email protected] .

Admission Requirements

At minimum, applicants to the EdD program should hold a master’s degree from an accredited college or university. Previous degrees must document high academic achievement (a minimum GPA of 3.0) in an area of study closely associated with the objectives of the program. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants must submit the online admission application form, application fee, official transcripts from all post-secondary institutions attended, a curriculum vitae (résumé), online interview, and two letters of recommendation signed by each recommender. These letters should include the following:

• A professor with whom the applicant worked in their master's program who can speak to the applicant's competency to conduct rigorous scholarly work, and
• A colleague/supervisor from the applicant’s professional context/industry who can attest to the applicant's qualifications to pursue a doctorate, the applicant's impact on the recommender’s  professional practice, and knowledge of and support for the applicant's proposed area of research/Problem of Practice.

Additionally, applicants will submit a personal statement including responses to the following:

• Describe a significant Problem of Practice relevant to your current context/industry of professional practice.
• Indicate the importance of this problem within the applicant’s industry and/or their specific context of professional practice.
• Discuss the potential underlying causes for or contributing factors related to this Problem of Practice.
• Discuss the ways in which this problem aligns with at least one or two areas of interest.

All applicants who meet the entrance requirements will be asked to submit video and written responses to question prompts.

International students must fulfill the general requirements for admission and complete additional requirements—see  https://education.jhu.edu/admission-financial-aid/admissions/international-applicants/ .

Note: This program is not eligible for student visa sponsorship .

Students who enter the program will be required to successfully complete a series of pre-orientation modules prior to enrollment in the program. All students are expected to show competence in the content areas of these modules.

Please note that for the online EdD program, an offer of admission is for the specific cohort to which an application is submitted. Students may accept or decline the admission offer only; deferring to a future cohort is not an option.

Program Requirements

Program structure and requirements.

Program requirements include a minimum of 90 graduate credits. Students must enter the program with a master’s degree with a minimum of 36 graduate-level credits, which will be transferred into the EdD program. If a student does not have the required 36 master’s credits, the student will be admitted on a conditional basis and must complete the additional graduate-level credits at an accredited college or university. Students with post-master’s graduate credit in related education content completed prior to admission to the EdD program may petition to transfer in an additional six credits of equivalent coursework with appropriate documentation and with the approval of the EdD program director. Thus, students must complete between 48 and 54 credits at the doctoral level at JHU. The program includes the following required coursework components (subject to change):

• Foundations of Education (15 credit hours)
• Applied Research & Evaluation (12 credit hours)
• Areas of Interest / Electives (15 elective credit hours)
• Doctoral Dossier Research (12 credit hours)*

In addition to successfully completing all the coursework requirements, candidates must also satisfy written assessments and an oral comprehensive examination that document attainment of competencies. They must also complete either an Applied Dissertation or a Dossier Style Dissertation research project, depending upon the year the candidate was admitted to the program as per the following table:

Students who extend their program of study may be required to enroll in additional independent study credits.

With permission, students admitted between Fall 2013 and Fall 2020 may opt into the Dossier Style Dissertation if they choose not to do an intervention.

Problems of Practice and Doctoral Dossier

Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context—that becomes the focus of the student's Doctoral Dossier, which consists of three main projects described below.

As part of our commitment to social justice, the EdD program does not privilege one form of communication over another. Thus, all components of the Doctoral Dossier can be communicated in a modality of the student’s choosing: video, oral, scholarly writing, or public-facing writing. The Doctoral Dossier is embedded within the EdD program coursework, providing students the unique opportunity to examine an issue important to their field.

To begin their Doctoral Dossier process, students will spend their first year working on a Scholarship of Integration project (Project 1) that focuses on exploration and identification of underlying causes of and factors associated with their chosen POP. Using systems thinking, which includes perspective-taking, and the research literature, students will document their exploration in an introductory narrative that provides the rationale and supporting evidence for their decision to further pursue their research topic throughout their doctoral journey.

During the second year, following completion of the Scholarship of Integration project, students will choose one of the following two options for Project 2:

1. Scholarship of Application: Demonstrate the application of the research to practice. The purpose of this project is to a) consider how the research perpetuates and/or disrupts oppression, b) critique relevant systems, structures, and institutions, and c) determine avenues to effectively disseminate evidence to a wider audience and stakeholder group.

Example projects include: historical analysis of a topic, curriculum creation, community organization, autoethnography, instructional pedagogy, and others.   

2. Scholarship of Teaching: Development and improvement of pedagogical practices. Students examine teaching processes and assessments improve practice.

Example projects include : autoethnography of one’s teaching, innovative teaching materials, curricula, development of new courses, or development of a new pedagogical framework.   

During the third year, following completion of Project 2, students will choose one of the following:

• The scholarship option NOT chosen for Project 2, or
• Scholarship of Discovery: Search for new knowledge. Students conduct evidence-based research that leads to knowledge creation.    

Example projects include: written, oral, or other modalities of research, scholarly publications, empirical study, working paper, or book chapters.                

During the fourth year, students will complete Project 3, write an Executive Summary that ties their three projects together, and write a final reflection of their doctoral journey. The Doctoral Dossier will be presented and assessed during the fourth year.

Students are expected to complete four years of coursework and independent research concurrently. This program is cohort-based, thus if students require a leave of absence for any reason, they will return in the appropriate course sequence with the next cohort the following year.

Problems of Practice and Dossier Style Dissertation (for students admitted Fall 2021 and Fall 2022*)

Students examine a Problem of Practice (POP), which is an area of concern that they have observed within their professional context. This POP becomes the focus of the student's Dossier Style Dissertation. The Dossier Style Dissertation is embedded within the EdD program coursework, which provides students with a unique opportunity to examine an issue important to the organization in which they are employed.

During the first year in the program, students synthesize research literature to understand factors relevant to the POP from a broader systems perspective. During the second year of the program, students conduct an empirical project to investigate their POP within their professional context. Students are expected to collect and analyze data to further understand and refine their identified problem. Based on the evidence in the literature review and empirical project, students will engage in a final project that may further explore an aspect of their POP or articulate a potential solution.

Students will demonstrate mastery of first- and second-year competencies through written and oral comprehensive assessments, which will serve as indicators of readiness for conducting their applied research. Students will then evaluate the effectiveness of this solution as their Applied Project (Year 3). Characteristics of the Dossier Style Dissertation that make it unique to this program include:

• Written assignments within courses that focus on the student's POP.
• Coursework that leads students to consider applications that hold the potential for significant change or impact within their organization and/or have implications for policy.
• Dossier Style Dissertation components that are embedded within coursework and distributed across the three years of the program.

Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies. The Dossier Style Dissertation will be presented at a final oral defense before a Dossier Style Dissertation Panel.

Typically, we expect that students would complete three years of coursework and independent research concurrently. It is possible that some students may need more than three years to complete their research, in which case they will be required to enroll in at least one credit hour per semester after completion of the required 90 credit hours.

*Students admitted Fall 2021 can choose to complete either the Dossier Style Dissertation or the Applied Dissertation described below. Fall 2022 students may only complete the Dossier Style Dissertation.

Problems of Practice and Applied Dissertation (for students admitted Fall 2013-2021*)

Students examine a Problem of Practice (POP), which is an area of concern that they have observed within their professional context. This POP becomes the focus of the student's Applied Dissertation research. The Applied Dissertation is embedded within the EdD program coursework, which provides students with a unique opportunity to examine an issue important to the organization in which they are employed.

During the first year in the program, students examine their articulated POP to identify underlying causes and associated factors. During the second year of the program, students develop a potential solution, such as an intervention or policy change, and a plan to study the implementation of this intervention as well as proximal outcomes. Students will demonstrate mastery of first- and second-year competencies through written and oral comprehensive assessments, which will serve as indicators of readiness for conducting their applied research. Students will then evaluate the effectiveness of this solution as their Applied Dissertation (Year 3). Characteristics of the Applied Dissertation that make it unique to this program include:

• Coursework that leads students to consider solutions that hold the potential for significant change or impact within their organization and/or have implications for policy.
• Dissertation components that are embedded within coursework and distributed across the three years of the program.

Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Typically, students will complete three years of coursework and independent research concurrently. It is possible that some students may need more than three years to complete their research, in which case they will be required to enroll in at least one credit hour per semester after completion of the required 90 credit hours.

*Students admitted Fall 2013-2020 must complete the Applied Dissertation. Students admitted Fall 2021 can choose to complete either the Dossier Style Dissertation or the Applied Dissertation. Fall 2022 students may only complete the Dossier Style Dissertation.

Learning Outcomes

Program goals.

Upon successful completion of the EdD, we expect that graduates will:

• Participate as a self-reflexive, social justice-oriented learner within diverse educational or learning communities.
• Analyze and critique educational practice and research from a social justice and systems perspective.
• Apply relevant methodologies to address critical challenges in education.
• Demonstrate a curiosity for, and a systematic approach to, at least one major topic of study within education resulting in an emerging expertise.
• Integrate research and practice-based knowledge to develop research-informed decisions and opinions about educational experiences, processes, policies, and institutions.
• Communicate effectively to diverse audiences about educational research, experiences, processes, policies, and institutions.

EdDPrograms.org

25 Best Doctor of Education (Ed.D.) Programs

Learn more about admission requirements and doctorate in education specializations & coursework. And ask yourself the hard questions about earning an Ed.D. before you apply for program in your area.

Updated with 2024 Rankings on March 1, 2024

What is a Doctor of Education (Ed.D.)?

A Doctor of Education is a practice-based, research-driven qualification that will prepare you for leadership roles within your school or organization. During this terminal degree, you’ll often be exploring topics such as educational leadership, effective learning strategies, curriculum design, educational policy, organizational management, and more. Before you even graduate, you’ll be able to apply this newfound knowledge to real-life challenges in your workplace.

Because of its popularity, Schools of Education now offer scores of career-focused Ed.D. specializations. For example:

• A teacher might opt to major in Curriculum and Instruction.
• An education administrator or aspiring superintendent might choose Educational Leadership.
• A college or university professional might land on a specialization in Higher Education.
• A nursing director, military officer, or business executive might be interested in Organizational Leadership.

Explore the detailed descriptions in our on-campus & hybrid rankings to learn more about how each program is structured.

Best Ed.D. Rankings: On-Campus & Hybrid

You may have seen a number of “Best Ed.D.” lists elsewhere in the metaverse. So what are the unique ingredients that go into the rankings of our Top 25 Doctor of Education programs?

• First, we analyzed Times Higher Education (THE) & U.S. News and World Report rankings for graduate education programs, including rankings in specific fields (e.g. higher education administration).
• Using Integrated Postsecondary Education Data System (IPEDS) data, we factored student completion rates into our algorithm.
• We also made sure to include data on acceptance rates and earnings for education doctorate graduates from each school.
• Finally, we considered positive signals across these categories. Schools that only did well in one area didn’t necessarily make our rankings. Instead, schools that did well across the board earned the highest scores.

As you’ll discover, we’re highlighting doctorates that are on-campus or hybrid. These innovative programs often combine weekly evening or weekend coursework with summer residencies. Anyone looking to compare virtual options can browse through our separate rankings of the Best Online Ed.D. Programs in the USA.

How Our Placements Changed in 2024

Our Best Ed.D. rankings had a facelift in 2024! Although the big-name players still dominate our top 10, they’ve been joined by even more schools with a history of positive student outcomes, CAEP accreditation, and membership in the Carnegie Project on the Education Doctorate (CPED) . Here are a few highlights from our profiles:

• Even though it offers only one Doctor of Education, Harvard has muscled aside the other Ivies and climbed to #1 this year.
• Experienced CPED members like Texas A&M University, the University of Pittsburgh, and the University of Denver have joined our rankings!
• Hybrid learning is gradually replacing 100% campus instruction—just be aware that you’ll still need to commute to class.
• Schools of Education are freshening up their offerings. UCLA now puts more of an emphasis on social justice; Michigan State has an unusual new program for higher education professionals.
• Many schools have been dropping niche programs and focusing more on leadership majors.

We’ve also modified our profiles to give you a better sense of the school’s strengths in research, outreach, and subject matter. Urban leadership, national educational policy, AI & technology integration, race research, higher education initiatives—whatever you’re interested in, there is a superb Ed.D. program to match.

Top Schools with Doctor of Education (Ed.D.) Programs

25 university of southern california.

• Ed.D. in Educational Leadership (Multiple Concentrations)

Why Choose USC’s Ed.D. Program?

It’s a name—a big name. The USC Rossier School of Education is a juggernaut in the Los Angeles area. In addition to founding Ednovate in 2012, it has developed long-running partnerships & programs with the Los Angeles Unified School District. It’s strong on equity-focused higher education , urban issues, and education psychology research. It receives outstanding reviews from graduate students. And it’s now collaborating with the USC Institute for Creative Technologies and Army University on the AI Research Center of Excellence for Education . The only big downside is the price.

Ed.D. Offerings at USC

Los Angeles educators in USC’s cohort-based Ed.D. in Educational Leadership (EDL) can choose to focus on one of 4 concentrations: Educational Psychology, Higher Education Administration, K-12 Leadership in Urban Education or Leading Instructional Change. Classes are weekly & evening-based and all applicants are automatically considered for limited, merit-based scholarships of $10,000.

Check the concentration descriptions to learn more about the Dissertation in Practice (DiP)—they vary in format. For example, Higher Education Ed.D. and K-12 Leadership students finish with a traditional 5-chapter dissertation. But Educational Psychology students can focus on a design curriculum that addresses an existing problem of practice.

Note: Looking for a virtual alternative? USC also appears in our Best Online Ed.D. Rankings!

Learn More About the Ed.D. Program:

• USC Rossier School of Education
• Ed.D. Admissions
• Ed.D. Tuition

24 University of Denver

• Ed.D. in Educational Leadership and Policy Studies
• Ed.D. in Higher Education

Why Choose DU’s Ed.D. Program?

DU’s Morgridge College of Education is a quiet overachiever. It’s an Experienced CPED member with an impressive track record in community engagement and an intriguing assortment of faculty research projects . The gung-ho Center for Rural School Health & Education (CRSHE) is currently collaborating with 50+ school districts in Colorado. Morgridge professors are working with Denver Public Schools on initiatives like the Black Student Success (BSS) team and School Psychology Inclusive Rural and Innovative Training (SPIRIT). And in 2023, the Marsico Institute for Early Learning became an official DU Research Institute.

Ed.D. Offerings at DU

The 3-year, cohort-based Ed.D. in Educational Leadership and Policy Studies is geared toward educators with principal, teacher-leadership, or other formal leadership preparation. It’s a CPED-inspired doctorate, so you can expect a Dissertation in Practice (DiP) with field research in Morgridge’s partner schools and districts. There’s also an optional six-credit hour administrator internship for those who are pursuing an Administrative License through the Colorado Department of Education (CDE).

Your other option at DU is the Ed.D. in Higher Education . This is not a “sit back” doctorate in education—you’ll be expected to consult for Denver-area colleges and universities, tackling a real-life problem of practice in executive leadership and creating an actionable report. Ed.D. students are also encouraged to take part in internships, present at conferences, and collaborate with professors on projects. View the higher education faculty profiles to explore their research interests.

• Morgridge College of Education

23 University of Central Florida

• Ed.D. in Curriculum & Instruction
• Ed.D. in Educational Leadership

Why Choose UCF’s Ed.D. Program?

Commitment. That’s the word for UCF’s College of Community Innovation & Education (CCIE) . Not only does the CCIE support a Holmes Scholars program for underrepresented Ed.D. & Ph.D. students, it won the 2024 Outstanding Holmes Program award from the AACTE. We applaud it for supporting research centers on literacy, students with disabilities, and virtual technologies. But we particularly love the fact that the UCF Center for Community Schools champions a holistic model of improvement that involves collaboration between a school district, a community-based nonprofit, a healthcare provider, and UCF. In October 2023, the Center got a $3.9 million funding boost from Florida’s legislature.

Ed.D. Offerings at UCF

UCF’s high-flying Ed.D. in Educational Leadership is available in two concentrations: the 63-credit Higher Education track and the 3-year, 54-credit Executive track for PK-12 professionals. Higher Education students will emerge with a traditional dissertation. Executive Ed.D. students tackle a Dissertation in Practice/field project report that focuses on a complex problem in an education organization.

Alternatively, you could consider the Ed.D. in Curriculum & Instruction (or it’s online counterpart ). You’ll be able to select a 12-credit specialization in a wide range of disciplines—including Instructional Design and Technology, Educational Psychology, TESOL, Reading Education, and more. And you’ll be challenged to complete a 3-credit Laboratory of Practice/field-based experience and a Dissertation in Practice (DiP).

• College of Community Innovation & Education (CCIE)

22 Georgia State University

Why choose georgia state’s ed.d. program.

If you live anywhere near Atlanta, you’ll already know about the College of Education & Human Development . The College has been producing star-quality teachers for decades—more than 90% end up in the Metro Atlanta area and more than 85% are employed in urban high need schools. But it’s also big enough and prestigious enough to have received $29.8 million in funding in 2023 for its research & outreach initiatives . It fosters centers in urban educational excellence and principalship . It funds Ph.D. students through the Dean’s Research Doctoral Fellowship . And it supports a massive alumni network .

Ed.D. Offerings at Georgia State

Senior-level administrators in the PreK-20 arena will find Georgia State’s Ed.D. in Educational Leadership can be adapted to most any situation. Concentrations include Advanced Leadership, Higher Education, and Tier II for Georgia educators. The program hits all the major bases, including central office leadership, and it includes a unique dissertation. After choosing a current issue in educational leadership policy and/or practice, Ed.D. students will be expected to create a literature review and research paper for publication in professional journals.

Aspiring instructional leaders and curriculum specialists in Georgia also have the option to pursue the cohort-based Ed.D. in Curriculum & Instruction in almost any K-12 subject imaginable! We’re particularly pleased that this doctorate includes a school-based residency requirement, professional engagement activities (e.g. conference presentations), study abroad opportunities, and the chance to add the curriculum and instruction certificate Service Level 7 to your résumé.

• College of Education & Human Development

21 University of Illinois Chicago

• Ed.D. in Urban Education Leadership

Why Choose UIC’s Ed.D. Program?

UIC is one of our top picks for urban educators! The College of Education has an abiding commitment to African American & Latine education and community engagement . It has a highly active & award-winning Center for Urban Education Leadership (CUEL) that’s helping to transform Chicago Public Schools (CPS). It offers scores of rigorous Ph.D. programs. And it’s putting educational leaders to work. 1 out of every 11 CPS principals prepared for their job at UIC. Take a look at the section on recent research grants to learn more about Ed.D. faculty interests. A number of their projects involve wide-scale leadership & policy issues.

Ed.D. Offerings at UIC

The flagship program at UIC is the cohort-based Ed.D. in Urban Education Leadership , designed for aspiring and current school principals. After the first 1.5 years of coursework and supervised practicum experiences, you’ll be eligible to apply for the Illinois Principal Endorsement. After another 2.5-3 years and a culminating capstone, you’ll have a doctorate that has been recognized as an Exemplary Educational Leadership Preparation Program by the UCEA. You may even wish to add on a few courses to earn the Illinois Superintendent Endorsement. This is a competitive program, so get your ducks in a row before applying.

• College of Education

20 University of Pittsburgh

• View All Hybrid Ed.D. Degrees

Why Choose Pitt’s Ed.D. Program?

Connections! Pitt’s School of Education has a global alumni network of 32,000+ educators and a vibrant calendar of networking events for graduate students. Pitt is also an excellent pick if you’re involved in inner city leadership and Black education in Pennsylvania. The Center for Urban Education (CUE) has been active since 2003 and it hosts an educator forum every summer. Take a moment to investigate the Practices of Freedom Project and the PittEd Justice Collective . The Collective has spearheaded efforts such as the Higher Education and Racism Initiative (HEAR), which enables graduate students to publish research on institutional anti-racism in colleges and universities.

Ed.D. Offerings at Pitt

Another bonus? Pitt’s 3-year Hybrid Ed.D. Program is available in a dizzying array of topics, including majors in Education Leadership, Higher Education, and Urban Education. All Ed.D. students participate in a full-day campus orientation, a one-week campus experience, online coursework, and monthly visits to the campus (usually on Saturdays).

Although each major is different, the plan of study is guided by improvement science and applied research—Pitt has been a CPED member since 2010. You’ll also take part in a Laboratory of Practice and complete a Dissertation in Practice (DiP). The Lab is available as a job-embedded, aspirant, or global studies experience.

• School of Education

19 Texas A&M University – College Station

• Ed.D. in Educational Administration: PK-12 Educational Leadership

Why Choose TAMU’s Ed.D. Program?

You’ll be among heady company when you choose TAMU’s School of Education & Human Development (SEHD) for your doctorate! 25% of its students are first generation and almost a quarter are Latino. It’s a particularly strong pick for educators in multilingual settings. The School supports research centers in urban schools, technology-infused learning, and dual language & literacy acquisition. It’s invested in programs like the Project Enhancing Quality Teacher Preparation Through Research-based Instructional Best Practices for Bilingual and English Learners (EBEST) . And it has thousands of alumni working in Texas schools.

Ed.D. Offerings at TAMU

Aspiring school leaders who live in Texas should apply for the Ed.D. in Educational Administration: PK-12 Educational Leadership . This cohort-based, weekend program fulfills the requirements for Superintendent Certification in the state of Texas and meets State Board of Educator Certification (SBEC) standards for the superintendent certificate. For your final project, you can tackle a district analysis/redesign, a set of journal-ready articles, or a traditional dissertation.

• School of Education & Human Development

18 Pennsylvania State University – Main Campus

• Ed.D. in Comparative and International Education (CIED)
• Ed.D. in Higher Education (HIED)
• Ed.D. in Lifelong Learning and Adult Education

Why Choose Penn State’s Ed.D. Program?

A global outlook on education. Unique dual degrees. A firm commitment to social equity . These are just three of the reasons Penn State’s College of Education should be on your shortlist. We’re deeply impressed by the sheer variety of faculty projects and the work being done in the College’s many research centers & institutes . From civil rights and educational disparities to rural education and adult literacy, Penn State scholars are involved in nearly every aspect of learning. The College supports a Humphrey Fellowship for international mid-career professionals. It offers plenty of graduate scholarships . And it runs an alumni mentoring program . What’s not to like?

Ed.D. Offerings at Penn State

PreK-12 educators & administrators in Pennsylvania can investigate the Ed.D. in Educational Leadership . It’s a sturdy offering that covers everything from law and policy to organizational theory & practice. You may even wish to take advantage of the Joint Law Degree and Educational Leadership Program . Planning on working overseas? Be sure to consider the Ed.D. in Comparative and International Education . This unusual dual degree explores the analysis & operation of world education systems.

It doesn’t stop at high school! The College of Education also offers an Ed.D. in Higher Education that puts a premium on flexibility—an advisor will work with you to design an individualized program of study. In the Ed.D. in Lifelong Learning and Adult Education , you’ll dig into topics such as family literacy, adult learning theory, and program planning.

Note: Looking for a virtual alternative? Penn State also appears in our Best Online Ed.D. Rankings!

17 University of Georgia

• View All On-Campus & Hybrid Ed.D. Degrees

Why Choose UGA’s Ed.D. Program?

Engagement is at the heart of UGA’s Mary Frances Early College of Education . The College has invested a great deal into its outreach units and it’s doing some fascinating work in autism research and Latino achievement & success . Check out the currently funded research projects , including deep-dives into STEM topics. Student reviews of the College are glowing. Faculty are often praised for their helpfulness and passion. And diversity is prioritized. In addition to hosting an annual DEI Conference , the College runs a Graduate Students of Color Research Mentoring Program and Holmes Scholar Program for historically underrepresented doctoral students.

Ed.D. Offerings at UGA

School and district administrators in the Georgia area are welcome to explore the 3-year, cohort-based Ed.D. in Educational Leadership . This innovative program includes blended coursework, an Advanced Leadership Residency with 750 hours of fieldwork, and an action research dissertation. Teachers even have the option to advance their practice with a doctorate in science education or music education .

Working in the realms of higher education? Consider the 2-year Executive Ed.D. in Higher Education Management , with weekend campus intensives, leadership seminars, and an experiential trip abroad. Cohorts begin each January. The College also offers doctoral programs in adult learning and workforce issues & policy , as well as a hands-on Ed.D. in Student Affairs Leadership that features supervised internships and occasional campus meetings.

16 Ohio State University – Main Campus

• Ed.D. in Educational Studies: Educational Administration
• Ed.D. in Educational Studies: Higher Education and Student Affairs (HESA)
• Ed.D. in Kinesiology: Physical Education

Why Choose Ohio State’s Ed.D. Program?

It may not be big, but Ohio State’s College of Education and Human Ecology (EHE) punches above its weight. The College has an abiding commitment to early childhood education ; it even has its own School for Early Learning. Run your eyes down the list of faculty research interests and you’ll also notice strengths in urban education, adolescent & at-risk youth, and social justice. There are multiple opportunities for Ed.D. students to get involved in EHE graduate groups & forums . You may even wish to contribute to the EHE’s Inspire Podcast series.

Ed.D. Offerings at Ohio State

Ohio educators will find two sturdy options in the Department of Educational Studies . The cohort-based Ed.D. in Educational Studies: Educational Administration is built on the department’s P.L.A.C.E. Framework. This 3-year program makes a point of applying “practice, planning, and problem-solving” to real-life issues encountered in professional settings. In contrast, the Ed.D. in Educational Studies: Higher Education and Student Affairs (HESA) trains mid-career college & university administrators in the skills needed to reform organizations, improve learning, and evaluate teachers.

Unusually, Ohio State also offers an education doctorate in physical education. Current K-12 PE teachers can up their game with the Ed.D. in Kinesiology: Physical Education , offered by the Department of Human Sciences. For the final project, this Ed.D. degree contains a thesis or a non-thesis option.

• College of Education and Human Ecology

15 University of Virginia

• Ed.D. in Administration and Supervision (Hybrid)

Why Choose UVA’s Ed.D. Program?

It’s no wonder that U.S. News and World Report ranks UVA’s School of Education and Human Development as one of the best in the country. It’s keen on community outreach and rich in interdisciplinary research centers & labs . We especially want to highlight its work on the Partnership for Leaders in Education (PLE) initiative. By combining savvy business advice and thoughtful education research, PLE is turning around struggling schools. Over a multi-year timeline, K-12 administrators and teacher leaders learn how to implement system-wide and school changes that are in tune with their community’s needs.

Ed.D. Offerings at UVA

If you’re lucky enough to live in Virginia, UVA has two content-rich & practice-focused Ed.D. programs. In lieu of a dissertation, all Ed.D. students at UVA complete a capstone project. With small cohorts and monthly Saturday meetings, the Hybrid Ed.D. in Administration and Supervision is an ideal choice for the working professional looking to finish a doctorate within 4 years. Or you could consider the innovative and part-time Ed.D. in Higher Education , with service projects and a content minor of your choice.

• School of Education and Human Development

14 Indiana University Bloomington

Why choose iub’s ed.d. program.

IUB isn’t resting on its laurels! The energetic School of Education supports a huge range of undergraduate & graduate programs, backed by 120+ faculty members with interests in everything from art education to Chinese ESL. Browse through the faculty bookshelf to learn more. As an Ed.D. student, you can explore ways to become involved in the School’s global engagement projects, learn from its current research initiatives (e.g. Equity in Action), or help develop its PK-12 outreach . The possibilities are practically endless. If you need a hand in navigating your choices, reach out to graduates. The School has a massive alumni network .

Ed.D. Offerings at IUB

Like many schools, IUB offers a cohort-based Hybrid Ed.D. in Educational Leadership —for K-12 leaders and aspiring superintendents who wish to dive deep into senior-level issues—and a similar Ed.D. in Higher Education for college and university administrators. The Educational Leadership program takes ~3 years to complete. Higher education students who are able to identify a dissertation topic by the end of their second year can finish the Ed.D. degree in 3-4 years.

13 The University of Texas at Austin

• Ed.D. in Cooperative Superintendency
• Executive Ed.D. in Higher Education Leadership (Hybrid)

Why Choose UT Austin’s Ed.D. Program?

Yes, UT Austin is one of the best public universities in the country. And, sure, the College of Education has outstanding rankings across the board. But what truly impresses us is how much effort they’ve put into improving the lives of students in their state. Half of its research centers & institutes are focused on Texas educational challenges. The College runs the University of Texas at Austin High School Special Purpose District (UTHSD) . It’s using GEAR UP Partnership grants to support college readiness among underrepresented students in Central and Deep East Texas. And it’s advocating for research-driven policy changes.

Ed.D. Offerings at UT Austin

Aspiring superintendents and chief executives in Texas state education agencies should put UT Austin’s cohort-based Cooperative Superintendency Program on their shortlist. This highly-ranked Ed.D. readies leaders for the mercurial world of public education systems. You’ll take classes like School Restructuring & Renewal and School District Functions and complete a Superintendent Practicum. It takes 30 months/2.5 years to complete.

If you’re aiming for executive or high-level administration roles in education, you can apply to the Executive Ed.D. in Higher Education Leadership . In this blended doctorate, you’ll learn about technology in education, student success and learning, and policy and governance from a renowned and diverse faculty. Some e-learning components are offered alongside on-campus work.

• Executive Ed.D. Tuition

12 University of Maryland-College Park

• Ed.D. in School System Leadership (Hybrid)

Why Choose UMD’s Ed.D. Program?

Over the years, UMD’s College of Education has been building up a rock-solid reputation for quality. Alumni praise the encouraging advisors, excellent staff, and flexibility of programs for working educators. (Reviews of the Ph.D. programs are not as fulsome.) Thanks to its position as a major research university near Washington, D.C., UMD has plenty of resources available for practice-based investigations. Within its research centers , you’ll find work on urban initiatives and innovation & improvement in public schools. Within the Department of Teaching and Learning, Policy and Leadership, you’ll encounter Dr. Sophia Rodriguez and her ImmigrantEdNext lab . The College also hosts a huge number of colloquiums, conferences & events .

Ed.D. Offerings at UMD

UMD’s 3-year doctorate in education is ideal for Maryland K-12 administrators who wish to tackle current school system challenges, collaborate with like-minded peers, and implement system improvement initiatives. Better yet, this Ed.D. is approved by the Maryland State Department of Education for Superintendent II Certification.

The cohort-based Hybrid Ed.D. in School System Leadership is offered in a blended format, with all-day Saturday seminars and online modules. It contains an 8-credit apprenticeship. And—in lieu of a dissertation—it features a real-world capstone project. Bear in mind that you must have Maryland Administrator I Certification or the equivalent to apply.

11 Michigan State University

• Ed.D. in Educational Leadership: K-12 Administration (Hybrid)
• Ed.D. in Leadership for Equity-Minded Change in Postsecondary Education

Why Choose MSU’s Ed.D Program?

It’s easy to fall in love with MSU’s College of Education ! It has a superb national reputation . It makes a point of partnering with Michigan schools on outreach programs. And faculty within its Department of Educational Administration (EAD) are refreshingly diverse. MSU is an especially strong pick for educational leaders with STEM and urban interests. The College funds a dynamic Create for STEM Institute and a number of its current research projects revolve around improving math & science literacy. It has also developed an innovative Urban Educators Cohort Program and Urban Immersion Fellowship for teaching students.

Ed.D. Offerings at MSU

The EAD supports two Ed.D. programs. The 3-year Hybrid Ed.D. in Educational Leadership: K-12 Administration aims to develop diverse leaders for Michigan schools and community organizations. This CPED-approved program blends face-to-face and online learning with summer intensives. In the third year of the program, group capstone projects bring a team of students face-to-face with a community problem of practice. Ed.D. students will also be prepared to meet the standards for achieving Michigan Central Office Administrator (COA) certification.

In 2024, the EAD launched a new degree—the on-campus and cohort-based Ed.D. in Leadership for Equity-Minded Change in Postsecondary Education for higher education professionals. Over the course of 3 years, students in this program will be able to collaborate together on higher education challenges, complete an individual Dissertation in Practice (DiP), and design & sequence a common 45-credit curriculum. This engaging program is the brainchild of MSU’s Higher, Adult, and Lifelong Education (HALE) unit, supported by the Center for Higher and Adult Education (CHAE) .

10 Boston College

• Ed.D. in Educational Leadership (PSAP)

Why Choose BC’s Ed.D. Program?

It’s no accident that BC’s Lynch School of Education and Human Development prioritizes holistic learning, equity, and community outreach! Jesuit schools have a long history of thinking beyond the classroom. Skim through the section on centers & initiatives and you’ll find innovative work being done in international higher education, educational policy, equitable instruction, and Catholic education. Follow the breadcrumbs to the section on Urban Outreach Initiatives and you’ll discover details on the School’s work with mental health and K-12 teacher education.

Ed.D. Offerings at BC

BC’s Ed.D. in Educational Leadership is a Professional School Administrator Program (PSAP) for systems-level educational leaders and aspiring superintendents. It’s an on-campus, cohort-based doctorate that’s been shaped by CPED principles and refined through consultation with the Massachusetts Association of School Superintendents (MASS) and the Center for Behavioral Health, Equity, and Leadership in Schools (BHELS) at William James College. On a full-time schedule, you can earn this Ed.D. in 3 years.

Note: Looking for a virtual alternative? BC also appears in our Best Online Ed.D. Rankings!

• Lynch School of Education and Human Development

9 University of Illinois at Urbana-Champaign

Why choose uiuc’s ed.d. program.

If you can dream it, UIUC can help you build it. The College of Education has created scores of Ed.D. programs in curriculum & instruction, learning design, language & literacy—the list goes on. In 2023, the College had 70+ tenure-track faculty members (including 30% from underrepresented populations), $74 million in active grants, 1,500+ graduate students, and more than 36,000 alumni. Read the Impact Report and be amazed by the work in AI and embodied & immersive technologies. Pay a visit to the research section and be astounded by the sheer number of centers and faculty-helmed research sites .

Ed.D. Offerings at UIUC

The first place to start is UIUC’s program finder . This will give you an overview of the possibilities. There are plenty of conventional offerings, such as the Hybrid Ed.D. in Educational Administration & Leadership with optional principal or superintendent endorsements. But you may wish to specialize in a field such as diversity & equity and apply a completely fresh way of thinking to your work in P-16 learning environments.

Keep in mind, too, that plans of study & delivery methods will vary widely. For example, students in the on-campus Ed.D. in Higher Education can “build their own” curriculum—only a few research courses are mandatory.

Note: Looking for a virtual alternative? UIUC also appears in our Best Online Ed.D. Rankings!

8 University of California Berkeley

• Leaders for Equity and Democracy (LEAD) Ed.D. (Hybrid)

Why Choose Berkeley’s Ed.D. Program?

Mention the Berkeley School of Education (BSE) to anyone in the world of education and watch their expressions turn to respect. Founded in 1889, this School has seasoned & diverse faculty , abiding research interests in the intersection of technology with education , and a flurry of positive reviews from alumni. It oversees initiatives in literacy & academic talent development. It collaborates with other top-tier California universities on the Policy Analysis for California Education (PACE) project. And it’s part of an amazing network of university and community partners called UC-Links . Check out their innovative programs .

Ed.D. Offerings at Berkeley

There is only one Ed.D. offering at Berkeley, but, boy, is it spectacular! The competitive, cohort-based LEAD doctorate only admits 10-12 students every other year. It’s available in a hybrid format, which means you’ll be required to attend a 4-week summer intensive and 20 all-day sessions (14 Saturdays and 6 Fridays) each year. Some—but not all—weekday courses (late afternoon & evening) are available online. You can work full-time while you study.

You’ll follow a 3-year plan of study, tackling 3 core courses each semester in the first year. Berkeley’s innovative doctorate in education also includes research seminars, LEAD field visits, and a dissertation that’s explicitly designed for submission to journals. Graduates of the LEAD program pursue leadership positions in school districts (e.g. superintendent), as well as C-level roles in non-profit leadership, policy, global educational ventures, and more.

• Berkeley School of Education
• LEAD Frequently Asked Questions

7 University of California – Los Angeles

Why choose ucla’s ed.d. program.

Practice, practice, practice—UCLA’s School of Education & Information Studies (ED&IS) has been sounding the drum for real-world research for decades. The School has created a constellation of K-12 Teaching Schools , which act as sites for research-practice partnerships. It has significant stakes in 20+ centers & labs . Plus it’s the home of the Higher Education Research Institute (HERI) and its Cooperative Institutional Research Program (CIRP). This is the largest and oldest empirical study of higher education in the country. Be sure to reach out to current Ed.D. students for their opinions—UCLA lists contact info in its student directory .

Ed.D. Offerings at UCLA

Although it tends to focus more on Ph.D. and M.Ed. programs, the Department of Education does offer one education doctorate—the urban-focused Ed.D. in Educational Leadership for PK-16 professionals. This program melds experiential learning and practice. It also contains strong elements of social justice leadership, anti-racism, and diversity. Because of its flexibility, Ed.D. graduates can work in community colleges, universities, school districts, educational associations, and the like.

Wondering how it will fit in your busy schedule? The 3-year doctorate contains classes on Thursday evenings and Saturdays. In the first year, you’ll work to improve your research skills and educational practices—coursework covers topics like education law, policy, and educational enterprises. In the second year, you’ll focus heavily on research, equity-centered leadership and field experiences. The third year includes a dissertation practicum.

• School of Education & Information Studies (ED&IS)

6 University of Washington – Seattle Campus

• Ed.D. in Leadership for Learning (L4L)
• Ed.D. in Teacher Education & Teacher Learning

Why Choose UW’s Ed.D. Program?

UW’s College of Education is small enough to have a friendly feel and large enough to support 125+ faculty and scores of research centers . Better yet, 43% of the College’s students identify as BIPOC and—since 2006—9 alumni have been named Washington State Principal of the Year. We love the fact that graduate students praise the support of advisors and the care that goes into programs. And we celebrate the College’s commitment to outreach. It has developed 300+ partnerships with schools and communities, including unique initiatives such as the District Leadership Design Lab (DL2) .

Ed.D. Offerings at UW

The Ed.D. in Leadership for Learning (L4L) is designed for professionals in K-12 school systems. From summer leadership institutes to a 360-hour internship, this cohort-based Ed.D. degree is designed to be challenging. There will be coursework in equitable systems and inquiry-focused leadership, online learning experiences, and a rigorous capstone. You’ll also have the option of earning Washington State Superintendent or Program Administrator certification.

Or you could consider personalizing your studies with the Ed.D. in Teacher Education & Teacher Learning . This program focuses on the transformation of educational systems and explores enactments of justice from communities, families, youth, and teachers. Doctoral students are allowed to work with UW advisors to create a tailor-made plan of study.

5 Vanderbilt University

• Ed.D. in K-12 and Higher Education Leadership and Policy

Why Choose Vanderbilt’s Ed.D. Program?

Vanderbilt’s Peabody College of Education and Human Development has one of the best reputations for education in the country—and it lives up to it. Faculty efforts to advance the fields of leadership & policy are backed by tangible results and initiatives like The Possibilities Project (TPP) . Coursework is evidence-based. And alumni can be found across the country. Be sure to talk to the program coordinator about your professional interests. Peabody has thrown its weight behind all kinds of research centers, including race research & justice and PEER , a research-practice partnership with Metro Nashville Public Schools.

Ed.D. Offerings at Vanderbilt

Vanderbilt’s Ed.D. programs are housed in the Department of Leadership, Policy and Organizations (LPO) . Anyone in the Tennessee area should consider the on-campus Ed.D. in Leadership and Policy . It’s available in a K-12 or Higher Education concentration. For 3 years, you’ll attend courses on Friday evenings and Saturdays, explore the realms of advanced leadership, learning & performance, and collaborate with your cohort. The degree culminates in a year-long capstone project.

Note: Looking for a virtual alternative? Vanderbilt also appears in our Best Online Ed.D. Rankings!

• Peabody College of Education and Human Development

4 New York University

• Ed.D. in Educational Leadership & Policy Studies
• Ed.D. in Educational Theatre in Colleges and Communities
• Ed.D. in Higher Education Administration

Why Choose NYU’s Ed.D. Program?

Starry student reviews. A global reputation for excellence. A commitment to holistic learning and interdisciplinary collaborations. That’s why NYU Steinhardt is consistently in the top 5 of our Ed.D. rankings, year after year. Visit the research section and learn more about Steinhardt’s work on equity & transformation in New York City schools. Attend the in-person events or conferences . Read through the bios of education & leadership faculty . Whether you’re on the verge of applying for a directorial position or seeking to advance your career in theatre education, Steinhardt is ready to assist.

Ed.D. Offerings at NYU

Steinhardt offers two in-person doctorates for K-20 educators. The Ed.D. in Educational Leadership & Policy Studies is available in a full-time or part-time plan of study, with coursework that covers everything from educational reform to policy analysis. In contrast, the cohort-based Ed.D. in Higher Education Administration is delivered in a 3-year, part-time plan of study. It’s packed with engaging elements, including a 2-week research design workshop and a culminating prospectus & workplace project.

Best of all? Steinhardt offers a unique Ed.D. in Educational Theatre with 4 specializations and all kinds of NYC opportunities. You can take part in NYU’s main-stage productions in the Blackbox Theatre and the historic Provincetown Playhouse, sign up for study abroad programs, and/or attend relevant conferences. Ed.D. scholarships are available.

Note: Looking for a virtual alternative? NYU also appears in our Best Online Ed.D. Rankings!

• NYU Steinhardt

3 Columbia University in the City of New York

• View All Ed.D. Degrees

Why Choose Columbia’s Ed.D. Program?

Columbia’s Teachers College (TC) bills itself is a Graduate School for Education, Health, and Psychology. This explains the interdisciplinary flavor of its research , and its commitment to considering every aspect of learning & development. In fact, over 33% of tenured faculty are psychologists or health educators, lending extra weight to programs such as the Ed.D. in Cognitive Science in Education. If you live in NYC, take a close look at the work being done in urban education and diversity in public schools . The Center for Educational Equity also plays a part in supporting the annual Civic Learning Week.

Ed.D. Offerings at Columbia

When all the Ed.D. concentrations are taken into account, Columbia runs 50+ Doctor of Education programs , easily surpassing the other schools in our rankings. In this top-tier academic candy store, you can have your pick of everything from an Ed.D. in Anthropology and Education to an Ed.D. in Applied Exercise Physiology. Many of these doctorates in education come with certification and non-certification tracks; some feature bilingual extensions.

Aspiring educational leaders may wish to investigate the more conventional offerings in higher & postsecondary education and urban education . The latter is a part-time, cohort-based program that can lead to NYSED School District Leader (SDL) Licensure. Applicants must have a combined 8-12 years of teaching and leadership experience.

• Teachers College

2 University of Pennsylvania

• View All On-Campus & Hybrid Ed.D. Degreees

Why Choose Penn’s Ed.D. Program?

Unlike some public research universities that swallow students in their gaping maw, the Penn Graduate School of Education (GSE) is committed to a personalized experience. The School only has 40 tenured & tenure-track faculty and just over 1,600 students. But small doesn’t mean lazy. Penn is making huge strides in education research . It’s supporting entrepreneurial ventures like Catalyst@Penn . It’s spearheading school partnerships and community engagement activities in Philadelphia. And it’s fostering a global outlook . More than 70% of GSE faculty members are involved in international initiatives.

Ed.D. Offerings at Penn

Penn has created 7 doctorates in education—use the the program finder to narrow down your choices. Mid- to senior-level professionals may wish to pay particular attention to the Mid-Career Ed.D. in Educational Leadership , the Penn Chief Learning Officer Ed.D. and the Executive Doctorate in Higher Education Management . These programs often blend online courses and monthly weekend meetings with week-long summer sessions.

Prefer a customizable program of study? Explore the part-time Ed.D. in Higher Education , with a whopping 16 electives, and the Ed.D. in Reading, Writing, and Literacy , which will allow you to choose one or more concentrations, including Adult Literacy Education. Penn also offers practice-based doctorates in teaching, learning, and teacher education and educational linguistics.

• Penn Graduate School of Education

1 Harvard University

• Ed.D. in Leadership

Why Choose Harvard’s Ed.D. Program?

Because it’s the best of the best. Put aside the name and instead look at what the Graduate School of Education is doing in the areas of public education leadership, childhood development, and policy research. Learn more about its impact work in areas like climate change and immigration education. Read the latest issue of the Harvard Educational Review (HER) . And take a minute to scroll through the 4- and 5-star student reviews online. Getting into Harvard isn’t just about bragging rights. It’s about being part of a world-class Ed.D. experience.

Ed.D. Offerings at Harvard

Whenever you decide to take the reins in school environments, non-profit settings, private companies, or government departments, the Ed.D. in Leadership will be waiting. This full-time, 3-year Ed.D. degree brings together a diverse cohort of 25 students and encourages them to shake up the status quo and translate visionary ideas into successful programs. A full-tuition funding package, stipends, and a paid residency are offered to all students.

In the first two years, you’ll engage with classes such as Thinking Strategically about Education Reform and Practicing Leadership Inside & Out. The third year is consumed by a paid residency, where you’ll work with one of the school’s partner organizations to gain practical experience and make a personal contribution. A strategic project and written capstone go hand-in-hand with the 10-month residency so you can reflect on your successes and challenges.

• Graduate School of Education

How to Choose an Ed.D. Program

Combing through our Best Ed.D. list and other Online Ed.D. rankings can be overwhelming. Here is a list of things to consider when choosing a doctorate in education. Rank them according to your values and priorities.

• Delivery Format: Would you prefer a 100% online, campus-based, or a hybrid Ed.D. degree?
• Program Length: Is the doctorate in education part-time or full-time? Can you fit it into your current work schedule?
• Specializations: Do available Ed.D. concentrations align with your educational and career goals?
• Required Ed.D. Coursework: Are Ed.D. course topics relevant, up-to-date, and applicable to your job?
• Internship & Fieldwork Requirements: Are you interested in supervised leadership experiences?
• Dissertation or Capstone: Would you prefer a traditional, 5-chapter dissertation or a less traditional final project?
• Institutional Reputation: Is your university regionally accredited?
• College of Education & Program Reputation: Does the college hold CAEP accreditation? Is it a member of the CPED ? Does it have a strong research arm?
• Faculty Quality: Are Ed.D. professors currently engaged in the profession? Do their research interests align with yours? Is their experience relevant to your leadership goals?
• Total Cost: Is any internal funding available (e.g. scholarships)? How much do Ed.D. students usually take out in loans? Will you be eligible for a substantial salary bump after graduation?

Ed.D. vs. Ph.D. vs. Ed.S.

There are significant differences between the Doctor of Education (Ed.D.), Doctor of Philosophy (Ph.D.), and Education Specialist (Ed.S.) credentials. All of them are advanced degrees, and most require a master’s degree to apply to the program. However:

• Ed.D. The Ed.D. degree sets itself apart from the Ph.D. by focusing on the practical application of knowledge & research, rather than pure theory. Ed.D. programs will contain a traditional dissertation, Dissertation in Practice (DiP), or capstone project.
• Ph.D. in Education: A Ph.D. in Education may have more of a theoretical slant than an Ed.D., with coursework that applies to aspiring professors in academia or research institutions. Ph.D. in Education programs will include a traditional dissertation.
• Ed.S. An Ed.S. typically requires fewer credits than an Ed.D. or Ph.D. — it’s roughly the equivalent of receiving a second master’s degree. It usually does not contain a dissertation.

A Ph.D. in Education and Ed.D. are both research-focused and are—for the most part—considered equivalent degrees. Most institutions simply offer one or the other. That means your choice of program will depend on your career goals.

Pursue an Ed.D. to:

• Become a leader at an educational institution
• Teach courses at the university level (e.g. adjunct professor)
• Get hands-on leadership skills
• Pursue a broader focus on applied research and practical knowledge

Pursue a Ph.D. to:

• Teach education at the university level or become a director of institutional research
• Produce system-wide change
• Understand theories of educational practice
• Conduct rigorous and extensive original research

Pursue an Ed.S. to:

• Create a positive learning environment for students or staff
• Become a school principal, superintendent, or dean
• Focus on developing qualifications for a specific job

Visit our full guides to Ed.D. vs Ph.D. Programs and Ed.S. vs Ed.D. Programs to learn more about the differences and which degree is best for you.

The Ed.D. Admissions Process

An Ed.D. program can be challenging to get into—you’ll need to draw upon all your professional and academic credentials to make it through the admissions process. Ed.D. degrees at well-known schools are highly competitive; even less competitive doctorates in education are intended for well-prepared candidates who have already accomplished a great deal academically. Here’s how to make sure you’re one of those candidates.

Typical Ed.D. Admission Requirements

• Master’s Degree: Ed.D. programs generally require students to have earned at least a master’s degree (or an equivalent number of graduate credits). However, the master’s degree does not necessarily need to be in education. If you already hold an Ed.S. degree, you are often eligible for advanced placement.
• Minimum GPA: Where a minimum GPA is specified, an overall 3.0 (B) or higher is generally preferred.
• Work Experience: If you’ve never worked in the field of education before, it may limit your options. Because the Ed.D. is a practical degree intended for mid-career professionals, at least 3 years of relevant work experience is generally required. This is not always the case—Nova Southeastern University’s Ed.D. in Organizational Leadership is a notable exception—but it’s the norm.
• Letters of Recommendation & Personal Essay: You’re going to need at least two letters of recommendation; most programs also require a personal essay (the format of the personal essay varies widely from program to program). Applicants often treat these two requirements as an afterthought. But in highly competitive programs, the identities of the people writing your letters of recommendation, and the content of your personal essay, can be the most important parts of your application.
• GRE Scores Optional: If you hate the Graduate Record Examination (GRE), we have good news: many Ed.D. programs will accept the Miller Analogies Test (MAT) or Graduate Management Admission Test (GMAT) as a substitute for the GRE. Start your research with our convenient list of No GRE Ed.D. programs . You’ll find 77+ schools that do not require the GRE, as well as details on their admission requirements and available program concentrations.

Ed.D. Admissions Interview

In competitive Ed.D. degrees, it is common for the school to conduct an interview with a prospective Ed.D. student prior to accepting an application. This interview is sometimes conducted online.

In most cases, the purpose of the interview is more to check in with the student — verifying the person’s identity and identifying any obvious red flags — rather than a decisive part of the process. But if the Ed.D. program you’re applying for is especially competitive, we recommend you speak to students and alumni to get a sense of what might be expected.

Ed.D. Admissions Essay

For the doctorate in education, some schools also require an admissions essay, though the format can vary. Maryville Ed.D.’s personal statement essay is fairly complex, requiring both a detailed autobiography and a short dissertation proposal, whereas Northern Arizona University merely asks you to provide a writing sample where you summarize an article in your own words. But whether the required admissions essay is simple or complex, it’s likely to be short.

International Student Requirements

In addition to addressing any relevant student visa requirements, international students who have not already demonstrated English fluency must generally earn a good score on the TOEFL (Test of English as a Foreign Language) or IELTS (International English Language Testing System) exam.

How Ed.D. Admission Requirements Differ Between Schools

There is no single Ed.D. admissions process. All worthwhile Ed.D. degrees will require you to fill out an application and send official transcripts, but beyond that admission requirements differ from program to program:

• Some schools require a Master in Education and some don’t.
• Some schools require prior work experience in the field (e.g. 3 years or more) and some don’t.
• Some schools require a high minimum GPA (e.g. 3.0-3.5) and some don’t.
• Some schools require you to take the GRE and some don’t.
• Some schools require an admissions interview and some don’t.
• Some schools require an admissions essay and some don’t.

Since there are no universally accepted admission requirements, it’s wise to make a shortlist of regionally accredited Ed.D. programs and go from there.

Ed.D. Admissions Checklist

Here’s a simple checklist of what Ed.D. applicants should have in hand before starting the application process. Be sure to check with the specific school for admission requirements.

• Relevant contact information for every university you’ve attended in the past, so that you can have official transcripts sent.
• A résumé that shows the necessary work experience.
• Money for the application fee(s), which typically ranges from free to $100.
• Your GRE, MAT, and/or GMAT score information, if required.
• Your TOEFL and/or IELTS score information, if required.
• Two authorities in the field who are willing to write you letters of recommendation.
• A general idea of what you might write in an admissions essay, if required to do so.

The Doctor of Education: What to Expect

During the course of your Ed.D. degree, you’ll typically be expected to tackle doctoral coursework, internships, and a research-based dissertation, DiP, or capstone project.

Doctor of Education (Ed.D.) Coursework

Classes for the Doctor of Education vary widely by school, which is why we suggest you take a close look at the curriculum before applying. Standard coursework for all doctorates in education will include:

• Qualitative and Quantitative Research
• Writing for Research
• Doctoral Seminar or Capstone
• Dissertation, Doctoral Writing Assessment or “Consulting Project”

Sample Ed.D. Course Titles

Outside of those common denominators, schools will alter the Ed.D. coursework quite a bit. Here are a few real-life examples:

Drexel University has an Ed.D. in Educational Leadership in Management with nine specializations and a set of core courses such as:

• Creative Strategies for Educational Leaders
• Educational Leadership and Change
• Transformative Leadership: Finding One’s Source

Mississippi College’s Doctor of Education in Educational Leadership contains courses such as:

• Comparative Philosophies of Education
• Curriculum Planning and School Improvement
• Instructional Supervision
• Intermediate and Advanced Statistics

University of Southern California (USC) offers a Doctor of Education in Organizational Change and Leadership with classes like:

• Challenges in Urban Education: Accountability
• Analyzing Organizational Change and Its Effectiveness
• Education Performance Problems
• Fundamentals of Creativity, Innovation and Entrepreneurship

Ed.D. Concentrations/Specializations

Some schools offer only one Ed.D. specialization/concentration; others offer ten. We’ve assembled some common titles. This is by no means an exhaustive list—there are more specializations than one could imagine!

• Adult Education
• Athletic Administration
• Curriculum Studies
• Curriculum, Teaching, Leadership and Learning
• Early Childhood Education
• Educational Leadership and School Change
• Global Executive
• Higher Education Administration
• Human Resource Development
• Information Technology
• Literacy Education
• Organizational Leadership Studies
• Urban and Multicultural Education

Ed.D. Internships

Many Ed.D. programs require that students complete a focused internship. This allows students to combine theory with practical knowledge in a supervised environment. Internships create a situation for students to learn from other professionals, become more effective leaders, and apply the skills they have learned in their coursework.

• For some Ed.D. degrees, like ETSU’s Ed.D. with an Administrative Endorsement , this is a 540-hour requirement. All internships are planned and completed in district offices, schools, and community settings under the guidance of a faculty member.
• UNCW’s Ed.D. in Educational Leadership (Educational Administration) includes one internship and other applied learning experience, as well as multiple certificate options that can be completed during the program.

Internships for a doctorate in education often differ by concentration. For example, an internship at a multinational corporation might be arranged for a global executive specialization, whereas a non-profit internship might be arranged for organizational leadership studies. This is yet one more area for students to look into when researching Ed.D. degrees.

Ed.D. Dissertation, Dissertation in Practice (DiP) or Capstone

All Doctor of Education (Ed.D.) programs will contain a large, research-based project. Some Ed.D. degrees opt for a traditional dissertation along the lines of a Ph.D. Other Ed.D. programs contain a Dissertation in Practice (DiP) or capstone project.

Traditional Dissertation

• Doctorates in education that require a traditional dissertation include classes to assist students with each of the steps required to write one (e.g. how to come up with a dissertation topic, how to structure the dissertation, and how to conduct effective research).
• After the dissertation is planned, proposed, and written, the final step is defending it. Typically, an Ed.D. committee will read the student’s dissertation, and—on a set date—faculty members will ask questions of the student to ensure they fully understand the focus area of their dissertation.
• Questions will be open-ended so that Ed.D. students must think critically about their work. The thought of defending a thesis can be stressful, but students are given months to prepare. And committees generally want students to succeed, not fail!

DiP or Capstone Project

Questions to consider before committing to an ed.d., why do i want to earn a doctorate in education.

An Ed.D. can put your résumé at the top of the pile for many positions. But not every position. Do a little market research before making a commitment. Ed.D. holders tend to become school administrators, college administrators, college-level teachers (e.g. adjuncts), and instructional coordinators. If you’re considering one of these roles, it’s doubtful you’ll regret the knowledge gained from this degree.

Do I Really Need an Ed.D. Degree?

The short answer is no—an Ed.D. is not always necessary in order to snag a job in K-20 leadership. However, salaries for elementary and secondary school administrators vary widely; the top 10% make more than $150,000, while the bottom 10% earn less than $66,000. The gap is even more pronounced for postsecondary administrators . A doctorate in education can often help you secure a stronger salary and better job options.

Have a look at our guide to Ed.D. Careers & Salaries for detailed advice on this question.

Should I Study Part- or Full-Time?

If life circumstances allow a full class load, then full-time study is ideal. An accelerated Ed.D. degree takes 2+ years. That’s short enough to avoid feeling too much of a sting from lost income, yet long enough to take advantage of more internship opportunities and on-campus networking.

However, while part-time Ed.D. students may only have time to get the work done (and little else), most will likely walk away with less student debt, which may be worth it even if the doctorate in education takes longer.

What Are the Pros and Cons of an Ed.D. Degree?

• Advancement possibilities in your career
• New learning can revive a passion for your industry
• Opportunity to become a scholar and researcher in your field
• Earn the title of “Doctor”
• Opportunity costs—the time and length of the degree means potentially forgoing other useful ways to spend those years
• May be expensive in terms of both program cost and lost income due to reducing work hours
• Balancing family/work commitments can be challenging

Do I Opt for a Ph.D. in Education or an Ed.D.?

Ed.D. programs might not pack the same punch as Ph.D.s in terms of “perceived” prestige for academic positions, but they serve an important role in terminal degree studies and they’re well-recognized by employers.

The practical application of the Ed.D. is the hallmark of the program. Whereas Ph.D. programs have a strong theoretical research component, Ed.D. programs stress the importance of real-life function and application.

Check out our guide to the Ed.D. vs Ph.D. if you need more help in this area.

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Curriculum studies and teacher education (cte).

Curriculum Studies and Teacher Education (CTE) offers doctoral degrees with the following specializations: Elementary Education; Literacy, Language, and English Education; History/Social Science Education; Mathematics Education; Science, Engineering and Technology Education; and Teacher Education. In addition, two cross-area specializations—Learning Sciences and Technology Design, and Race, Inequality, and Language in Education—enable doctoral students in those specializations to ground their studies in the CTE academic area.

CTE is designed to prepare scholars and practitioners to address a number of fundamental educational questions: What should be taught, to whom, for what ends? How can school programs be organized to optimize the educational development of students? What processes can be employed to enable teachers and policy makers to understand the strengths and weaknesses of schools?

CTE is based on the premise that schools are most likely to improve when those engaged in their improvement recognize the highly interactive nature of school processes. How science is taught, for example, is not independent of the time teachers spend planning their programs or how they believe their efforts will be evaluated. How school subjects are defined and the time allocated to them influence what students are able to learn. What options exist for the organization of the school curriculum? How do evaluation practices influence the priorities of both teachers and students and how can such practices be designed so that they support, rather than inhibit, the achievement of educational aims? CTE helps graduate students learn how to think about such questions and how to develop the specialized understanding and research skills needed to study and improve educational practice.

The Elementary Education specialization is designed for students interested in exploring and contributing to scholarship and teaching related to issues of pedagogy, curriculum design and implementation, school reform, equity, and equality as they relate to elementary schools, classrooms, and educators. This specialization aims to prepare scholars, practitioners, and leaders to address a range of important questions in the field of elementary education and elementary teacher education.

Stanford Graduate School of Education includes a number of faculty whose scholarship and teaching take place in elementary schools and who have an interest in, and enthusiasm for, cultivating scholars in the field of elementary education. CTE students collaborate closely with faculty on research, teaching, and the design of their graduate programs.

CTE students appreciate the myriad connections between elementary education and the full range of disciplinary specializations and research foci of GSE faculty. Students also make good use of the wider resources available at Stanford, routinely enrolling in courses across the university.

Admission depends on a combination of factors, including successful teaching or related experience, strong academic achievement, professional accomplishments, and the fit between student interests and background on the one hand and faculty availability and research areas on the other.

Affiliated faculty :

• Rebecca Silverman

The program in History/Social Science Education is concerned with how young people make sense of both the past and their present in school and out-of-school settings. The program explores core issues of teaching and learning and engages the very nature of historical consciousness: What does it mean to live in a present suffused by the past? How can the skills of historical reasoning be leveraged to help us understand digital information that confronts us in the present? The program also explores online civic reasoning and how to help students and teachers prepare for a world in which the very idea of truth is under assault.

Taught well, history fosters tolerance for complexity and intolerance for simple answers. How can schools teach young people to discern reasoned interpretations from stances that seek to extinguish—not promote—critical judgment? What can educators do to cultivate historical reasoning and teach young people that there's more to the past than just names and dates? Cutting-edge research shows that even elementary school children can learn to think historically, but such classrooms are rare. How can we design bold pedagogies and adventuresome curricula so that such classrooms become the rule, not the exception—for all students, not just the privileged?

New technologies offer a potential answer but one that has yet to be realized. Digital media allow 10-year-olds to enter online archives that a few years ago required flights across the country and layers of written consent. How can we mobilize such technologies so that students embrace the rich complexity of the documentary record? How can we prepare future teachers who can turn digital materials into programs for advancing students' understanding? How do we develop curriculum that allows students to see through the falsehoods and deceptions that pervade the internet?

There are no formal prerequisites for admission to the program in History/Social Science Education. Experience in teaching history/social science is definitely asset and provides a useful entry point to many of these questions. But more important than any set of prior experiences is a boundless curiosity to understand how the past shapes understanding in the present and how we can learn more about designing effective educational programs. Many backgrounds prepare one for successful graduate study in this PhD concentration: teaching, filmmaking, web design, programming, and archival work are some of the many possibilities. Successful candidates will likely possess an academic background in one or more of the following areas: history, anthropology, geography, cognitive science, computer science, cultural studies, American Studies, philosophy, political science, psychology, or sociology.

For more information and examples of our latest research projects, please visit  http://sheg.stanford.edu

Affiliated faculty: 

The program in Literacy, Language, and English Education is designed for students interested in exploring and contributing to the research and scholarship on literacy learning and instruction from preschool through secondary school. Students in this area study linguistic, psychological, social, historical, and cultural issues related to oral and written language, as well as focus on the preparation of prospective teachers of literacy, language, and English language arts.  The program seeks to produce scholars who provide intellectual leadership in the field and work at the intersection of theory and practice. Stanford GSE has multiple faculty who study facets of literacy.

Our students have often explored questions in one or more of  the following domains:

Early literacy development Adolescent literacy Curriculum development The teaching of reading and/or literature The teaching of writing Reading comprehension Classroom discourse Literacy theory Literacy and language development for English language learners Social, cultural, and critical dimensions of literacy learning Teacher education Teacher professional development

As part of their programs, students are encouraged to take courses in the English, linguistics, sociology, history, and psychology departments as well as in the Graduate School of Education. Each student's program is individually designed, with the assistance of a faculty advisor, in light of the student’s background and interests.

Although there are no degree prerequisites for admission to the program in Literacy, Language, and English Education, many applicants have undergraduate degrees in English, literacy education, linguistics, anthropology, psychology, or other related areas. Admission depends on a combination of factors, including successful teaching experience, strong academic achievement, and professional accomplishments, as well as the fit among student interests, program offerings, and faculty availability and research areas.

Affiliated faculty:

• Anne Harper Charity Hudley
• Antero Garcia
• Sarah Levine
• Ramón Antonio Martínez

The program in Mathematics Education  provides opportunities to work with faculty who study mathematics teaching and learning, both within and outside CTE and Stanford GSE. Current research projects are addressing issues of equity, interactions between teaching and student learning, the impact of different mathematics teaching and curricular approaches, and lesson study (teacher professional development). Students can choose to take courses and work with faculty and students in the Department of Mathematics, School of Engineering, and other academic units outside the GSE. For those interested in teacher education and teacher professional development, there are opportunities to develop materials for pre-service and in-service mathematics teachers, and to work in the Stanford Teacher Education Program (single-subject mathematics and multiple-subject).

Students applying to this specialization will be expected to have worked in mathematics education as a teacher or other education professional, and to have an undergraduate degree in mathematics or another subject that informs analyses of mathematics teaching and learning. Admission depends on a combination of factors, including evidence of academic achievement, professional accomplishments, and fit between students' interests and program offerings.

• Hilda Borko
• Jennifer Marie Langer-Osuna

The program in Science, Engineering and Technology Education prepares students for teaching and research in a number of research areas. Research conducted in the program in Science, Engineering and Technology Education includes teaching, teacher education, curriculum development, assessment, program evaluation, the informal learning of science, environmental literacy, and policy formulation. Classes offered include: Research in Science Education, Policy and Practice in Science Education, the Science Curriculum, Science Assessment and Evaluation, Science and Environmental Education in Informal Contexts, Learning in Science, and Theory and Practice of Environmental Education.

Recent science education research projects have focused on students’ attitudes towards science, argumentation in science education, the role of language and identity, exploring issues of access for STEM majors, formative and summative assessment with an emphasis on performance assessment of students, reading science for understanding, climate change and environmental behavior, and evaluation of programs that promote gender equity in science, mathematics, and engineering. For those interested in science teacher education and teacher professional development, there are opportunities to develop materials for pre-service and in-service teachers and to work in the Stanford Teacher Education Program (a master's level program for students working for a secondary-school California teaching credential). In addition, Stanford is a leading site for research in science itself with many outreach programs for those interested in communicating science or working with scientists.

Science teaching experience in a classroom or an out-of-school setting is required for admission to the program. An undergraduate degree in a science field is also necessary, and graduate work in science is desirable.

• Bryan Brown
• Janet Carlson
• Victor R. Lee

The Teacher Education  specialization focuses on the study and improvement of teaching (across subject areas in elementary and secondary schools) and teacher education (throughout the career span). Students in this program are often interested in the relationship between the subject being taught and the particular pedagogical knowledge and skills needed to teach that subject effectively, and in effective ways of facilitating teacher learning of this body of knowledge and skills. They are concerned with the educational consequences of different approaches to teaching and the policies that shape teaching and teacher education. Many students build careers within institutions of higher education where teachers are prepared and where the practice of teaching can be studied and improved. The purpose of this specialization is to help students develop a framework for understanding teaching, research on teaching, and the implications of research for the improvement of teaching, teacher education, and policy. The program aims to prepare teacher educators and educators to understand and address the needs of students in culturally and linguistically diverse classrooms.

Students in the Learning Sciences and Technology Design (LSTD) program complete foundational research on learning and design innovative learning technologies. As a cross-area specialization, the LSTD program links its content to one of the three academic areas: Curriculum Studies and Teacher Education (CTE), Developmental and Psychological Sciences (DAPS), or Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS). 

Learn more at  Learning Sciences and Technology Design (LSTD) .

The cross-area specialization in Race, Inequality, and Language in Education (RILE) brings an interdisciplinary scholarly focus to the major factors that influence educational attainment, especially for underserved children. Students ground their RILE studies within the context of one of the three academic areas: Curriculum Studies and Teacher Education (CTE), Developmental and Psychological Sciences (DAPS), Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS). 

Learn more at  Race, Inequality, and Language in Education (RILE) .

Qualifying Papers

The CTE doctoral qualifying paper (or QP) has two purposes:  The first is to provide second year doctoral students with a direct experience in conceiving, designing, carrying out, and writing up an original piece of research before setting out on a dissertation.  The second is to demonstrate that students are capable of undertaking a doctoral dissertation that meets the academic standards of this university.  (See  "GUIDELINES FOR CTE QUALIFYING PAPER"  for more detailed information about the content and expectations for the QP.)

The qualifying paper (QP) should be a work of original research. The QP study addresses a research question by collecting and analyzing original data, primary materials, or by analyzing an existing data set. In structure, format, and length, the QP should be modeled on articles in a scholarly journal that the student, in consultation with the adviser, has identified as appropriate for the research undertaken.

Click here to login to the CTE Qualifying Paper Archive

Reading Lists

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Updated March 2019

Doctoral Graduates

Assistant Professor, University of Michigan Assistant Professor, University of Washington Assistant Professor, SUNY, New Paltz Assistant Professor, Southeastern Louisiana University Assistant Professor, University of Colorado, Boulder Assistant Professor, University of the Andes, Bogota, Colombia Assistant Professor, Notre Dame University Assistant Professor, Sonoma State University Assistant Professor, Purdue University Assistant Professor, University of Maine Visiting Assistant Professor, Teachers College Columbia Associate Professor, Educational Policy and Planning, The University of Texas at Austin Associate Professor, University of Connecticut Associate Professor, University of Minnesota Associate Professor, University of Michigan Post-doc at Center for the Support of Excellence in Teaching, Stanford Research Scientist, SK Partners, LLC

Area Faculty & Affiliates

• Subini Annamma
• Fernando Carnaúba
• Elizabeth Kozleski
• Christopher J. Lemons
• Denise Pope
• Rebecca Tarlau

⟵ Go back to all doctoral programs

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Online Ed.D. in Education Administration | OU Online

Online Doctor of Education in Education Administration

Become a changemaker for education., make informed decisions in complex settings.

The OU Online Doctor of Education in Education Administration is a 100% online, 54-credit-hour program that takes 36 months to complete. Led by renowned educational leaders and scholars from OU’s Jeanine Rainbolt College of Education, the program emphasizes relationship-building in a cohort model through community groups, networking events, and collaborative projects. The program, accredited by the Council for the Accreditation of Educator Preparation (CAEP), culminates with a problem of practice dissertation completed during coursework in the program's third year.

*The summer and fall cohorts for this program are currently at capacity. 

Choose from the following tracks:

Pk-12 educational leadership.

Learn cutting-edge research and leadership skills to help advance your career in PK-12 school district-level education, including assistant, associate, and superintendent positions and human resources administration.

Higher Education Leadership

Apply current scholarship and research skills to advance your career in colleges, universities, and nonprofit organizations. You’ll be prepared for positions in student affairs, student support services, institutional research, and higher-level positions like dean or provost.

Request Information

Admission deadline.

Rolling admissions (applications due 14 days before the intended start date).

Program Start Terms

Fall, Summer

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Benefits of the Education  Administration Doctoral Degree

Meet today’s growing demand.

As today’s educational landscape grows increasingly complex, there is a growing need for quality leaders who can meet these new challenges. Become equipped with the advanced knowledge and skills others lack and become an educational change agent in your organization.

Strong Career Growth

According to the Bureau of Labor Statistics, employment of postsecondary administrators is projected to grow 4 percent by 2032. An estimated 15,300 job openings are projected each year, on average, over the decade. Many of these openings will result in the need to replace workers who transfer to different occupations or retire.

Flexible Format

Learn in a flexible, online program designed for working professionals. You’ll engage in discussion with professors and fellow students with opportunities to work together and collaborate.

OU Online graduates find employment within six months after graduation

OU Online graduates report earning an annual salary of $75,000 or more

OU Online students say the skills they gained in their program made them more competitive in their career field

Pursue Your  Education  Administration Doctoral Degree

Take the next step in your career with a degree from the University of Oklahoma. Applications are reviewed year-round for fall, spring, and summer sessions. Choose your program, choose your start, and apply today.

Program Breakdown

OU Online’s Doctor of Education in Education Administration program is structured to prepare students for job advancement and leadership by cultivating a deeper understanding of challenges in today’s educational settings. Students will learn how to lead change in their careers and gain the tools necessary to make positive and lasting changes in the organizations and educational settings in which they interact.

The program hosts monthly coffee chats each Friday where students can network with faculty and industry leaders. After completing year two, students will have the option to attend an immersion experience on campus.

This program offers two tracks – PK-12 Educational Leadership or Higher Education Leadership. Students can begin their curriculum in summer or fall terms. Courses will contain both asynchronous and synchronous components. Synchronous sessions are optional and will be recorded for playback.

PK-12 Educational Leadership Track

• Applied Quantitative
• Theoretical Paradigms in Education
• Visionary Leadership
• Qualitative Inquiry for Practitioners
• Program Evaluation
• Instructional Leadership in Educational Administration
• Dissertation Development & Advisory
• Educational & Community Relations
• Strategic & Financial Planning in Education
• Special Education Law
• Prospectus Development
• Advanced Inquiry
• Readings for Prospectus
• Policy Planning and Development

Higher Education Leadership Track

• Administration of Adult & Higher Ed
• Educational Technology Leadership
• Critical Literature in Adult & Higher Ed
• Diversity Issues in Higher Ed

How to Apply

Admissions to the online Doctor of Education in Education Administration are selective. To be considered, you must have a conferred master’s degree from an accredited institution.

To apply, students must:

• Complete the online application at  https://gograd.ou.edu/apply/
• Submit a current resume
• Provide official college transcripts from all institutions for both undergraduate and graduate degrees
• Background on the setting (e.g., school district, higher education institution, or non-profit organization)
• Description of the problem of the practice
• Importance of your problem of practice
• It is understood that the dissertation topic/interests may change, so you are not locked into this proposal if you are accepted into the program.  
• International students must demonstrate English proficiency.

The admissions committee operates under a rolling admissions process, and admissions may continue until two weeks before classes start. The program strives to respond to applicants within one week of submitting a completed application.

For more information about the admissions process, please complete the contact form below, and an admissions counselor will be in touch shortly.

If you would like to compare the estimated cost of your program with a typical financial aid package, use the  cost calculator  on our OU Online financial aid page. 

Graduate tuition waivers cannot be applied to OU Online programs. OU Online programs qualify for the OU Faculty/Staff Tuition Waiver & Fee Exemption, and we encourage you to check your eligibility.  

Tuition waiver and fee exemption package application

If you have questions regarding financial aid for your online program, please get in touch with the Online Aid office by emailing  [email protected]  or calling 405-325-2929.

Same Academic Excellence

Like every OU Online program, the Ed.D. in Education Administration is built on the foundation of world-class University of Oklahoma faculty mixed with professors of practice providing valuable instruction. By linking industry experts with our online programs, we offer the most advanced curriculum and prepare students for future career success.

An Investment in Your Future

Earning a Doctor of Education in Education Administration from OU Online gives you the advanced knowledge necessary to make informed and effective decisions in complex educational settings. You’ll learn to develop and implement strategic plans that drive positive change and innovation in educational organizations, gaining an expanded professional network as part of the global OU alumni community.

Tuition and fees for the program are $29,700 ($550 per credit hour). Books and additional materials are not included.

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When you graduate from an OU Online program, you’ll join the network of 250,000 OU alumni and be forever part of the OU family. Become part of the tradition of excellence that OU has established in its 130-year history.

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Interested in a graduate degree in education?

At the School of Education, we offer   over 30 graduate programs   across   three departments :   Higher Education ,   Leadership & Counselor Education , and   Teacher Education . Degrees include Master's, Specialist, Doctorate of Education, and Doctorate of Philosophy.

The School of Education understands the value in online programs and offers a variety of online programs catered to serve students and professionals. Learn more about our online Graduate Programs offered at the School of Education.

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Counselor Education

The  M.Ed. in Counselor Education  offers two emphases: one in clinical mental health counseling (CMHC) and another in school counseling (SC). Graduates who pursue the first option (CMHC) are prepared to become counselors in public and private community settings as a Licensed Professional Counselor. Graduates pursuing the second option (SC) become equipped to be school counselors.

The  Ed.S. in Counselor Education   with Play Therapy emphasis introduces licensed counselors in school, clinic, and community environments to the principles of Play Therapy and helps students qualify for licensure through the Association for Play Therapy. 

The  Ed.S. in Counseling Leadership   prepares students for a district-level leadership position. Become a school counseling leader who uses data, builds partnerships, and advocates for all students in K-12 settings.

The  Ph.D. in Counselor Education  develops counselor educators who are prepared to be skillful teachers, expert supervisors, insightful quantitative and qualitative researchers, and outstanding professional faculty at a college or university. 

Educational Leadership (K-12)

The  M.Ed. in Educational Leadership   prepares school leaders for entry-level roles in K-12 leadership, typically assistant principals, instructional support leadership roles, or special program administrators. The program familiarizes students with Mississippi curriculum standards and state laws, in addition to four MDE Common Assessments developed by faculty in leadership programs across the state.

The   M.Ed. in Educational Leadership (Principal Corps)   is a comprehensive training program designed to transform classroom teachers into K-12 leaders who guide children, teachers, and schools to success. Admitted Principal Corps recruits receive full funding for tuition, books, fees, summer housing and a living stipend while at UM.

The   Ed.S. in Educational Leadership   enhances excellence in school leadership by encouraging individual growth and application of research-based practice consistent with National Educational Leadership Preparation (NELP) and Professional Standards for Educational Leadership (PSEL) standards.

The   Ed.S. in Educational Leadership (Principal Corps)   is a comprehensive training program designed to transform classroom teachers into K-12 leaders who guide children, teachers, and schools to success. Admitted Principal Corps recruits receive full funding for tuition, books, fees, summer housing and a living stipend while at UM.

The  Ed.D. in Educational Leadership  with emphasis in K-12 Leadership prepares educational leaders for advanced administrative practice at the school or district level. Candidates receive advanced skill development in applied leadership and applied research.

The  Ph.D. Educational Leadership  prepares students for advanced administrative practice or advanced support roles in the public or private sector. Graduates from this program have become principals of large schools and superintendents of school districts. This program also prepares candidates for faculty and research positions in higher education.

Higher Education

The  M.A. in Higher Education/Student Personnel  fosters a strong theoretical understanding of systems, laws, and leadership that support student retention, equity, engagement, and success. This programs helps sculpt the college student experience and foster student success with a career in higher education administration and leadership.

The  Ed.D. in Higher Education  program is designed for the career needs of working professionals in higher education seeking a practitioner- driven program delivered with a part-time format. Candidates in this program enhance their communication, assessment, evaluation, and leadership skills.

The  Ph.D. in Higher Education  typically prepares individuals for advancement within the institution they currently serve. Graduates from this program have take on vice-presidencies, directorships, and state and federal government positions. A few have become presidents of institutions.

Teacher Education

The  Master of Arts in Teaching  is a master's degree program for people possessing an undergraduate degree with significant coursework in the subject you wish to teach, or who are current teachers wishing to earn a master's degree. 

The  Mississippi Teacher Corps  is an alternate-route graduate program that prepares participants to be classroom teachers (grades 7-12). Participants are placed in high-needs Mississippi public schools.

The  Master of Education in Early Childhood Education  (Residential and Online) is more than an advanced qualification; it's a springboard to propel you to the forefront of the educational landscape, equipping you with the knowledge, skills, and expertise to become a truly impactful educator. 

The  Master of Education in Elementary Education  (Residential and Online) equips teachers with the necessary skills to develop and engage in effective teaching strategies through study, interaction, practice, and reflection. It encourages collaboration to address the diverse range of goals that schools are responsible for today. 

The  Master of Education in Special Education  (Residential and Online) further fosters a deep understanding of the intricate link between theory, research, and practical application within the field of Special Education. Through a combination of coursework, practicum experiences, and fieldwork, this program equips educators to serve individuals with exceptional learning needs effectively.

The  Master of Education in Secondary Education  (Residential) further fosters a deep understanding of the intricate link between theory, research, and practical application within the field of Special Education. Through a combination of coursework, practicum experiences, and fieldwork, this program equips educators to serve individuals with exceptional learning needs effectively.

The  Doctor of Education in Teacher Education  enhances the professional practice of its graduates who assume the role of scholar practitioners as classroom teachers, local curriculum specialists, and other professionals actively involved in classroom instruction, supervision, or professional development in the various areas of emphasis.

The  Doctor of Philosophy in Teacher Education  is a research-intensive program that prepares graduates to assume academic positions in universities and research institutions as well as leadership positions within school districts, such as curriculum coordinators or administrators.

The  Certificate in Emotional Disability  in special education prepares teachers to be interventionist in the field of Emotional Behavior Disorders to address the needs of individual with EmD rulings.

The  Gifted Certificate  is designed to prepare educators with the knowledge base and competencies necessary for the appropriate education of gifted and talented learners.

The  Certificate in Early Childhood and Family Policy  is designed for those committed to working on behalf of young children and their families domestically and internationally. This certificate is ideal for those working in early childhood centers, elementary schools, social work, public health, public affairs, or political science.

Best Engineering Schools to Be Published June 18

Here's how U.S. News calculated rankings across 13 specialties, from chemical engineering to mechanical engineering.

New Best Engineering Rankings June 18

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On June 18, 2024, U.S. News will publish its 2024 Best Engineering Schools rankings, including an overall ranking of nearly 200 doctorate-granting schools of engineering. Rankings across 13 specialties, such as chemical engineering and mechanical engineering, will also be published.

In line with last year's revamped methodology, half of each school’s rank is based on research activity, while the remaining combined factors comprise the other half. U.S. News favors this approach because research productivity is a core attribute of a department enrolling doctoral students.

The increased research focus is in line with diversifying the underlying metrics used to measure engineering research so that each school’s ranking was not too dependent on a single measure.

To be clear, the total dollar amounts of external research expenditures at engineering schools are a reliable indicator of research activity. These metrics also reflect the American Society for Engineering Education's standardized definition , which includes only activity tied to grants and contracts budgeted for research from applicable external sources, including federal, state, local and foreign governments, industry, nonprofits and individuals.

Even so, total spending is not the only factor to consider when evaluating a school’s research activity. One limitation is that while these aggregated amounts signify the quantity of research an engineering school conducts, they inform less about the quality and impact of that research.

Bibliometric data helps with quality. How often publications are cited in other research, especially in top journals, indicates whether schools’ publications left favorable impressions. Consequently, U.S. News reduced by 10 percentage points the weight placed on research grants indicators, replacing them with the following four new bibliometric ranking factors: citations per publication, field weighted citation impact, and shares of publications cited in the top 5% and top 25% of the most-cited journals.

Citations per publication is the total number of citations divided by the total number of publications for each engineering school. Field-weighted citation impact is the citation impact per paper, normalized for each engineering field to account for some fields being more likely than others to be cited. The remaining two factors account for the extent publications appear in top journals.

The data reflects a five-calendar-year time span, 2019-2023, and were calculated and compiled by Elsevier, a global leader in information and analytics.

Note that all statistics are scaled, meaning they measure the impact of research produced rather than the quantity. This was done purposefully for a couple of reasons. First, it was in response to a 2023 ASEE survey of its members, many of whom suggested the rankings formula had been overleveraged on rewarding schools for their size. Second, this meant logical issues involving the publications that Elsevier attributed to each engineering school were not instrumental in how each school performed.

U.S. News and Elsevier made significant efforts to compile bibliometric statistics for each school based on comprehensive records that followed a standardized approach. The data was derived from how publications’ authors identified their school, research centers and lab affiliations. Specifically, Elsevier used advanced clustering technology to map affiliation text from five types of peer-reviewed documents – articles, conference papers, reviews, books and book chapters – to organizational identifiers.

In early May 2024, engineering schools were given a comprehensive list of affiliates and their name variants that Elsevier had mapped to their schools. Schools could offer additional name variants they believed were missing.

This approach was admittedly subject to the limitations of how faculty have identified their school affiliations in publications. But requiring an explicit identification to a school best ensured only relevant publications would be applied to the rankings. Other approaches fail this test.

For example, mapping publications using faculty names instead of school attribution, as some schools have proposed, would result in including publications that are not connected to the corresponding engineering school, in part because faculty may have changed institutions over a five-year period. Relying on 199 schools to self-report comparable information on eligible faculty would also undermine the benefit of using third-party data.

Finally, this is a ranking of engineering schools, not individuals working in engineering departments. This is why it’s important to focus on the affiliations of engineering schools. But as an acknowledgement that the roster of publications used in the rankings were subject to methodological approach, U.S. News will not publish schools’ total publication counts on its website.

The objective of the rankings is to help prospective graduate students better understand their options for improving their skills, specializing in fields of interest and gaining leadership opportunities that lead to higher salaries. More sophisticated rankings better inform those choices. The latest adjustments to the 2024 Best Engineering Schools rankings methodology help provide a more complete assessment of schools’ research activity by complementing research grant statistics with data on the impact of that spending.

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About Morse Code: Inside the College Rankings

Robert Morse is chief data strategist for U.S. News & World Report and has worked at the company since 1976. He develops the methodologies and surveys for the Best Colleges and Best Graduate Schools annual rankings, keeping an eye on higher-education trends to make sure the rankings offer prospective students the best analysis available. Morse Code provides deeper insights into the methodologies and is a forum for commentary and analysis of college, grad and other rankings.

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Next Start Term: Summer 2025 MUSC Applications Open: July 1, 2024 OTCAS Applications Open: July 2024 Early Admission Application Deadline: September 1, 2024 Application Deadline: November 2, 2024

Note: Admissions for this program are not rolling. More information on the admissions timeline can be found below.

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The program takes a holistic approach to admissions. That means we consider a combination of GPA, relevant work experience, volunteerism, etc., in addition to the in-person interview (if offered). Applicants receive additional profile points on their application for unique life experiences and service experiences in the AmeriCorps, the Peace Corps, or prior military service.

Applicants should demonstrate strong academic backgrounds and life experiences to be competitive. These may include additional OT volunteer work over and above the minimum 15 hours, volunteering in a community setting other than OT, significant leadership experience, research activity, scholarship history, and significant academic or community volunteer awards.

Admissions Requirements

The GRE is no longer required for admission.

• A bachelor’s degree from a regionally accredited college or university.
• *Clemson University students who are on the Accelerated Pathway track must provide signed verification of Clemson general education requirements validated by the Clemson Registrar’s Office by time of matriculation into MUSC.
• Complete 20 hours of prerequisite coursework at a regionally accredited college or university. A minimum of 12 hours need to be completed by the application deadline. The remaining hours must be completed by matriculation into the program. In-person and online courses are accepted. (see course list below)
• Three references from individuals who know you and your abilities. We prefer two academic (professors or advisors) who are familiar with your academic ability and accomplishments, and one professional, preferably an occupational therapist.
• We cannot assist in finding placement for shadowing opportunities.
• AOTA Online Modules/Continuing Education
• OT State Association Online Modules/Continuing Education
• Complete an application through the Occupational Therapy Centralized Application Service (OTCAS) . Fee waivers may be available to qualified applicants.
• Complete the MUSC application. Cost to apply .
• Submit a resume and personal statement through OTCAS. The personal statement should describe why you should be admitted to the program and any unique attributes you would bring to the profession. 

Early Admission:

MUSC offers early admissions for students who meet the eligibility criteria. Early admissions is determined by a holistic review of the application by the Admissions Committee, and an interview is not required. Applicants who are interested in early admission must submit their completed MUSC and OTCAS applications by September 1st for consideration. Applicants are not required to withdraw applications from other programs if they are accepted into the program.

Applicants must have the following to be considered for early admission:

• Submission of the completed OTCAS & MUSC Application by September 1.
• An overall cumulative GPA of 3.5 or higher
• A prerequisite GPA average of 3.5 or higher (at least 12 of 20 prerequisite hours completed at the time of application)
• At least Anatomy & Physiology I (or equivalent course) with a B or higher

Note: Before applying to our program, please be aware that a felony conviction may affect your ability to sit for the examination administered by the National Board for Certification in Occupational Therapy after you graduate and, subsequently, your ability to attain state licensure. The National Board for Certification in Occupational Therapy offers an early determination to assess examination eligibility. Go to www.nbcot.org and read the Early Review section for details.

Prerequisite Courses

Prerequisite special notes:.

• *Anatomy and Physiology prerequisites need to be rigorous courses. A minimum of 3.0 (B) is strongly preferred for all Anatomy and Physiology Lecture and Lab courses. Advanced Placement courses are not accepted. Combined Anatomy and Physiology courses are accepted; however, you MUST take Anatomy and Physiology I and II to fulfill the separate Anatomy and Physiology requirements, including labs.
• View Frequently Approved Prerequisites for the OT program. To speak with an admissions specialist about your coursework or request an unofficial transcript evaluation, please call 843-792-2536 or email [email protected] . The Office of Enrollment Management offers unofficial transcript evaluations between March 1 and June 30.
• If all prerequisite coursework has not been completed by the application deadline, please include courses in progress and those you plan to complete in the "Plans for Remaining Academic Year" in the application's supplemental forms section.
• Dual enrollment courses are accepted for prerequisite courses so long as the course appears on your college transcripts.
• We do not accept advanced placement, transfer of credit, or credit for experiential learning. Applicants do not receive credit for previous coursework and/or experience.

Application Process

• Complete the MUSC Application . Opens July 1. 
• Official transcripts from all colleges or universities attended for all college credit courses.
• Three references: Two academic and one from an occupational therapist (see above)
• Personal Statement. See details above.
• Plans for Remaining Academic Years Form
• Log of Occupational Therapy Experience (15 hours minimum)

All above information must be received on or before the application deadline to be considered for admission to the program. It is the applicant's responsibility to review the progress of his/her application by viewing the  Application Progress Portal  and ensure that all application materials (including official reference forms, and all official transcripts are received by the application deadline).

Early Admissions Timeline:

Regular admissions timeline:, international applicants.

MUSC’s OT programs are unable to admit international students requiring an F-1 visa. Applications will only be accepted from U.S. citizens, permanent residents, or those holding other valid nonimmigrant visa classifications that allow participation in lawful study while in the United States.

Use of Marijuana and/or CBD Products

Marijuana is a Schedule 1 drug and is illegal to purchase in South Carolina. Apart from a narrow and limited scope of codified/documented medical exceptions, it is illegal for individuals to use marijuana/tetrahydrocannabinol (THC) in South Carolina. Although cannabidiol (CBD) products may be purchased and used in South Carolina, please be aware that CBD products may contain higher levels of THC than represented on packaging and use of CBD products can result in a positive drug screen for THC/marijuana. Be aware that current drug testing methods cannot accurately ascertain the origins of THC metabolites (i.e., whether from marijuana or CBD products). Your academic program has the authority to conduct random and/or scheduled drug testing; if your test result is reported as positive for THC metabolites (even if you only used a CBD product), your ability to be accepted into the program, progress in the program, and/or successfully complete the program may be negatively impacted.

Scholarship Eligibility

MUSC offers scholarships for which you may be eligible. Some are awarded based on academic achievement; others are awarded based on community service, for example. However, the majority of scholarships awarded at MUSC are based on financial need. This means those scholarships are only awarded to students who need some financial assistance to cover the cost of tuition and fees. If you would like to be considered for a financial need-based scholarship, you must have an up-to-date Free Application for Federal Student Aid (FAFSA) on file. Make sure you list Medical University of South Carolina on your FAFSA form, along with MUSC’s code: 003438. We encourage you to submit the FAFSA as early as possible. It is recommended to submit the FAFSA in January if you plan to enroll in the Fall.

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She Just Earned Her Doctorate at 17. Now, She’ll Go to the Prom.

Dorothy Jean Tillman II of Chicago made history as the youngest person to earn a doctoral degree in integrated behavioral health at Arizona State University.

By Alexandra E. Petri

When Dorothy Jean Tillman II successfully defended her dissertation in November 2023 to earn her doctoral degree from Arizona State University, she couldn’t wait to share the news with her best friend.

“It was a surreal moment,” Dr. Tillman said, “because it was crazy I was doing it in the first place.”

Dr. Tillman, at only 17, became the youngest person to earn a doctoral degree in integrated behavioral health from Arizona State’s College of Health Solutions, all before she was eligible to vote. Earlier this month, Dr. Tillman, now 18, took part in Arizona State’s commencement ceremony and delivered remarks as the outstanding 2024 graduate at the College of Health Solution’s convocation.

Lesley Manson, program director for the doctorate of behavioral health at Arizona State and Dr. Tillman’s doctoral chair, said Dr. Tillman displayed extraordinary perseverance, hard work and dedication for her young age, tackling every challenge head-on.

“She can serve as a real role model,” Ms. Manson said.

Dr. Tillman, called D.J. by her family and friends, was an early bloomer. She grew up in Chicago and was home-schooled from a young age, first in a group setting through online classes, and then by her mother, Jimalita Tillman, a single parent with a background in community theater.

Dr. Tillman was part of a gifted program before transitioning to home-schooling. Jimalita Tillman continued her daughter on an accelerated track: By the time she was 8, she was taking high school classes. While most 9-year-olds were learning math and reading, Dr. Tillman was starting college online.

At the time, they lived with Jimalita Tillman’s mother, Dorothy Wright Tillman, a civil rights activist who worked alongside the Rev. Dr. Martin Luther King Jr. and was a Chicago alderman. Dr. Tillman is her grandmother’s namesake (hence the II at the end of Dr. Tillman’s name).

During her early college days, Dr. Tillman’s classroom was often a Starbucks in Chicago, and her days began as soon it opened, she said. Her go-to order was an iced peach green tea with lemonade.

“Around the time when kids went to lunch, we’d be closing the computer,” said Dr. Tillman, who said her discipline and focus come from her grandmother.

Because of her age, Dr. Tillman lived at home while pursuing her higher education, and most of her coursework was online — a challenge for a self-described social butterfly. “I do love meeting new people and talking to people and understanding them and how their brains work,” she said. She found other ways to stay connected with friends through after-school activities.

At 10, she earned her associate degree in psychology at the College of Lake County in Illinois. At 12, she received her Bachelor of Science in humanities at Excelsior College in New York, and at 14, she earned a Master of Science from Unity College in Maine. She chose those fields because they can help scientists “understand why people treat the environment the way they do,” she told Time for Kids in a July 2020 interview.

Ellen Winner, a professor of psychology at Boston College and the author of “Gifted Children: Myths and Realities,” said that children like Dr. Tillman have a motivational intensity she calls a “rage to master.”

“One of the reasons they push themselves is they have a high, innate ability of some kind, and so learning, in whatever they are gifted in, comes easily to them and it’s very pleasurable,” she said. Schools are often not equipped for such gifted children, she added, which may lead parents to home-school their children. The trade-off, she and some experts say, is missing out on socialization and learning with children their age.

“There’s no perfect solution to kids like this,” Ms. Winner said.

Jimalita Tillman said she was sure her daughter was finished with higher education after earning her master’s degree. Dr. Tillman had just launched an organization to support Black youth in Chicago interested in STEM and the arts called the Dorothy Jeanius STEAM Leadership Institute. It was 2020, just after the beginning of the pandemic.

She was surprised when her daughter said she wanted to pursue her doctorate, and even tried to dissuade Dr. Tillman. But Dr. Tillman wanted to help young people with their mental health. She told her mother to trust her.

“I had to follow her lead,” Jimalita Tillman, 42, said.

Dr. Tillman was accepted into the management concentration at Arizona State’s College of Health Solutions, an online doctorate program. Her thesis on developing programs to reduce the stigma for college students seeking mental health services was based on a study she conducted for an in-person internship at the Illinois Institute of Technology in Chicago. Dr. Tillman hopes her story resonates with girls who are talkative, outgoing “out-there kind of girls who are trying to figure themselves out but are very smart.”

“I want them to see someone who has taken that energy, sparkle and excitement and packaged it in a way that is classy and beautiful,” she said.

Dr. Tillman may now have her doctorate, but she’s also excited about teenage things — like attending a prom. On Saturday, she going as her best friend’s date to his senior dance. They’re taking an Escalade outfitted with stars on the ceiling, she said, a feature she requested and that her mother made happen.

Dr. Tillman has been focused on school and her professional pursuits, and she plans to host her institute’s summer camp again. Then, she said, she plans to take a beat and have a “fun teenage summer,” doing things she loves, discovering new hobbies and figuring herself out in the process.

“I want to focus on who I am,” she said.

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Webster’s Nursing Programs Granted Continuing Accreditation by the Accreditation Commission for Education in Nursing

May 28, 2024

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Both Webster’s undergraduate and graduate programs in nursing have been granted continuing accreditation through 2031 without conditions by the Accreditation Commission for Education in Nursing (ACEN), it was announced earlier this month. ACEN is one of the largest accrediting bodies for nursing programs in the United States and internationally.

 “This is exciting news, as our faculty and staff have worked hard to make sure our programs meet the ACEN’s rigorous standards, thus ensuring that our students are receiving the best instruction possible,” said Susan McFarlan, chair of the Department of Nursing in the College of Science and Health. “Continuing accreditation, along with our previous recognitions of being one of the best nursing programs in the country, is further validation that we are preparing our students to excel and elevate their nursing practice.”

Earlier this year, Webster’s Master of Science in Nursing (MSN) program was named one of the top graduate nursing programs in the nation by U.S. News & World Report . Last year, Money Magazine also ranked the program as one of the best in the country .

“This recognition is well-deserved as we have incredibly talented faculty and staff working in the nursing program,” said Michael Hulsizer, dean of the College of Science and Health. “My congratulations go to all of the employees who worked so hard to make this happen.”

To earn the accreditation, the program had to undergo an extensive review ranging from an inspection of the program’s curriculum to looking at student outcomes after graduation. A site visit was also held by members of the ACEN review committee – made up by professionals from other organizations – who then sat in classes and talked to students, faculty and staff. The site visitors recommended continuing accreditation, which was confirmed by the ACEN board in April.  

This is not the first time the nursing program garnered the attention from a national organization. Besides the U.S. News and Money magazine rankings, the nursing programs were among several STEM-related majors at Webster that received more than $1 million in a federal grant in 2022 to increase the technology available to students in the classroom.

Visit the Department of Nursing web page for more information and to apply for the program.

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Faculty and Staff Highlights: Bryant, Carter, Faizullaev, Hoover, Hubenschmidt, Vix

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Is College Worth It?

1. labor market and economic trends for young adults, table of contents.

• Labor force trends and economic outcomes for young adults
• Economic outcomes for young men
• Economic outcomes for young women
• Wealth trends for households headed by a young adult
• The importance of a four-year college degree
• Getting a high-paying job without a college degree
• Do Americans think their education prepared them for the workplace?
• Is college worth the cost?
• Acknowledgments
• The American Trends Panel survey methodology
• Current Population Survey methodology
• Survey of Consumer Finances methodology

A majority of the nation’s 36 million workers ages 25 to 34 have not completed a four-year college degree. In 2023, there were 19 million young workers who had some college or less education, including those who had not finished high school.

The overall number of employed young adults has grown over the decades as more young women joined the workforce. The number of employed young adults without a college degree peaked around 1990 at 25 million and then started to fall, as more young people began finishing college .

This chapter looks at the following key labor market and economic trends separately for young men and young women by their level of education:

Labor force participation

• Individual earnings

Household income

• Net worth 1

When looking at how young adults are doing in the job market, it generally makes the most sense to analyze men and women separately. They tend to work in different occupations and have different career patterns, and their educational paths have diverged in recent decades.

In 1970, almost all young men whose highest educational attainment was a high school diploma (98%) were in the labor force, meaning they were working or looking for work. By 2013, only 88% of high school-educated young men were in the labor force. Today, that share is 87%.

Similarly, 96% of young men whose highest attainment was some college education were in the labor force in 1970. Today, the share is 89%.

By comparison, labor force participation among young men with at least a bachelor’s degree has remained relatively stable these past few decades. Today, 94% of young men with at least a bachelor’s degree are in the labor force.

The long-running decline in the labor force participation of young men without a bachelor’s degree may be due to several factors, including declining wages , the types of jobs available to this group becoming less desirable, rising incarceration rates and the opioid epidemic . 2

Looking at labor force and earnings trends over the past several decades, it’s important to keep in mind broader forces shaping the national job market.

The Great Recession officially ended in June 2009, but the national job market recovered slowly . At the beginning of the Great Recession in the fourth quarter of 2007, the national unemployment rate was 4.6%. Unemployment peaked at 10.4% in the first quarter of 2010. It was not until the fourth quarter of 2016 that unemployment finally returned to its prerecession level (4.5%).

Studies suggest that things started to look up for less-skilled workers around 2014. Among men with less education, hourly earnings began rising in 2014 after a decade of stagnation. Wage growth for low-wage workers also picked up in 2014. The tightening labor markets in the last five years of the expansion after the Great Recession improved the labor market prospects of “vulnerable workers” considerably.

The COVID-19 pandemic interrupted the tight labor market, but the COVID-19 recession and recovery were quite different from the Great Recession in their job market impact. The more recent recession was arguably more severe, as the national unemployment rate reached 12.9% in the second quarter of 2020. But it was short – officially lasting two months, compared with the 18-month Great Recession – and the labor market bounced back much quicker. Unemployment was 3.3% before the COVID-19 recession; three years later, unemployment had once again returned to that level.

Full-time, full-year employment

Since the Great Recession of 2007-09, young men without a four-year college degree have seen a significant increase in the average number of hours they work.

• Today, 77% of young workers with a high school education work full time, full year, compared with 69% in 2011.
• 83% of young workers with some college education work full time, full year, compared with 70% in 2011.

The share of young men with a college degree who work full time, year-round has remained fairly steady in recent decades – at about 80% – and hasn’t fluctuated with good or bad economic cycles.

Annual earnings

Annual earnings for young men without a college degree were on a mostly downward path from 1973 until roughly 10 years ago (with the exception of a bump in the late 1990s). 3

Earnings have been increasing modestly over the past decade for these groups.

• Young men with a high school education who are working full time, full year have median earnings of $45,000 today, up from $39,300 in 2014. (All figures are in 2022 dollars.)
• The median earnings of young men with some college education who are working full time, full year are $50,000 today, similar to their median earnings in 2014 ($49,100).

It’s important to note that median annual earnings for both groups of noncollege men remain below their 1973 levels.

Median earnings for young men with a four-year college degree have increased over the past 10 years, from $67,500 in 2014 to $77,000 today.

Unlike young men without a college degree, the earnings of college-educated young men are now above what they were in the early 1970s. The gap in median earnings between young men with and without a college degree grew significantly from the late 1970s to 2014. In 1973, the typical young man with a degree earned 23% more than his high school-educated counterpart. By 2014, it was 72% more. Today, that gap stands at 71%. 4

Household income has also trended up for young men in the past 10 years, regardless of educational attainment.

This measure takes into account the contributions of everyone in the household. For this analysis, we excluded young men who are living in their parents’ home (about 20% of 25- to 34-year-old men in 2023).

• The median household income of young men with a high school education is $75,200 today, up from $63,800 in 2014. This is slightly lower than the highpoint reached around 2019.
• The median household income of young men with some college education is $92,200 today, up from $81,100 in 2014. This is close to the 2022 peak of $93,800.

The median household income of young men with at least a bachelor’s degree has also increased from a low point of $118,700 in 2014 after the Great Recession to $145,000 today.

The gap in household income between young men with and without a college degree grew significantly between 1980 and 2014. In 1980, the median household income of young men with at least a bachelor’s degree was about 38% more than that of high school graduates. By 2014, that gap had widened to 86%.

Over the past 10 years, the income gap has fluctuated. In 2023, the typical college graduate’s household income was 93% more than that of the typical high school graduate.

The 2001 recession and Great Recession resulted in a large increase in poverty among young men without a college degree.

• In 2000, among young men living independently of their parents, 8% of those with a high school education were in poverty. Poverty peaked for this group at 17% around 2011 and has since declined to 12% in 2023.
• Among young men with some college education, poverty peaked at 12% around 2014, up from 4% in 2000. Poverty has fallen for this group since 2014 and stands at 8% as of 2023.
• Young men with a four-year college degree also experienced a slight uptick in poverty during the 2001 recession and Great Recession. In 2014, 6% of young college graduates were in poverty, up from 4% in 2000. Poverty among college graduates stands at 5% in 2023.

Labor force trends for young women are very different than for young men. There are occupational and educational differences between young women and men, and their earnings have followed different patterns.

Unlike the long-running decline for noncollege young men, young women without a college degree saw their labor force participation increase steadily from 1970 to about 1990.

By 2000, about three-quarters of young women with a high school diploma and 79% of those with some college education were in the labor force.

Labor force participation has also trended upward for college-educated young women and has consistently been higher than for those with less education.

After rising for decades, labor force participation for young women without a college degree fell during the 2001 recession and the Great Recession. Their labor force participation has increased slightly since 2014.

As of 2023, 69% of young women with a high school education were in the labor force, as were 78% of young women with some college education. Today’s level of labor force participation for young women without a college degree is slightly lower than the level seen around 2000.

The decline in labor force participation for noncollege women partly reflects the declining labor force participation for mothers with children under 18 years of age . Other research has suggested that without federal paid parental and family leave benefits for parents, some women with less education may leave the labor force after having a baby.

In contrast, labor force participation for young women with a college degree has fully recovered from the recessions of the early 2000s. Today, 87% of college-educated young women are in the labor force, the highest estimate on record.

Young women without a college degree have steadily increased their work hours over the decades. The past 10 years in particular have seen a significant increase in the share of employed noncollege women working full time, full year (with the exception of 2021).

• In 2023, 69% of employed young women with a high school education worked full time, full year, up from 56% in 2014. This share is the highest it’s ever been.
• In 2023, 65% of employed women with some college worked full time, full year, up from 58% in 2014. This is among the highest levels ever.

The trend in the share working full time, full year has been similar for young women with college degrees. By 2023, 78% of these women worked full time, full year, the highest share it’s ever been.

Unlike young men, young women without a college education did not see their earnings fall between 1970 and 2000.

The 2001 recession and Great Recession also did not significantly impact the earnings of noncollege young women. In the past 10 years, their median earnings have trended upward.

• For young women with a high school diploma, median earnings reached $36,000 in 2023, up from $30,900 in 2014.
• For those with some college, median earnings rose to $40,000 in 2023 from $37,700 in 2014.

For young women with a college degree, median earnings rose steadily from the mid-1980s until the early 2000s. By 2003, they reached $62,100, but this declined to $55,200 by 2014. In the past 10 years, the median earnings of college-educated young women have risen, reaching $65,000 in 2023.

In the mid-1980s, the typical young woman with a college degree earned about 48% more than her counterpart with a high school diploma. The pay gap among women has widened since then, and by 2014, the typical college graduate earned 79% more than the typical high school graduate. The gap has changed little over the past 10 years.

Noncollege young women living independently from their parents have experienced large household income gains over the past 10 years, measured at the median.

• In 2023, young women with a high school diploma had a median household income of $61,600, up from $48,100 in 2014.
• The pattern is similar for young women with some college education. Their median income rose to $75,200 in 2023 from $64,600 in 2014.

The median household income for young women with a four-year college degree is significantly higher than it is for their counterparts without a degree. College-educated young women have made substantial gains in the past 10 years.

The income gap between young women with and without a college degree has widened over the decades. In 1980, the median household income of young women with a college degree was 50% higher than that of high school-educated women. By 2014, the income gap had grown to 139%. Today, the household income advantage of college-educated women stands at 121% ($136,000 vs. $61,600).

Poverty trends for young women mirror those for young men, although young women are overall more likely to be in poverty than young men. The past 10 years have resulted in a steep reduction in the share of noncollege women in poverty.

• Today, 21% of young women with a high school diploma are living in poverty. This is down from 31% in 2014.
• 15% of young women with some college education live in poverty, compared with 21% in 2014.
• Young women with a college degree are consistently far less likely than either group to be living in poverty (5% in 2023).

Along with young adults’ rising incomes over the past 10 years, there’s been a substantial increase in their wealth. This part of our analysis does not look at men and women separately due to limitations in sample size.

In 2022, households headed by a young high school graduate had a median net worth of $30,700, up from $12,700 in 2013. Those headed by a young adult with some college education had a median net worth of $52,900, up from $15,700 in 2013.

The typical wealth level of households headed by a young college graduate was $120,200 in 2022, up from $46,600 in 2013.

There has not been any significant narrowing of the wealth gap between young high school graduate and young college graduate households since 2013.

Wealth increased for Americans across age groups over this period due to several factors. Many were able to save money during the pandemic lockdowns. In addition, home values increased, and the stock market surged.

• Most of the analysis in this chapter is based on the Annual Social and Economic Supplement collected by the U.S. Census Bureau. Information on net worth is based on a Federal Reserve survey, which interviews fewer households. Due to this smaller sample size, the net worth of households headed by a young adult cannot be broken out by gender and education. ↩
• Bureau of Labor Statistics data indicates that the labor force participation rate for men ages 25 to 54 has been declining since 1953. ↩
• This analysis looks at the earnings of employed adults working full time, full year. This measure of earnings is not uncommon. For example, the National Center for Education Statistics publishes a series on the annual earnings of 25- to 34-year-olds working full time, full year. ↩
• Other studies using hourly wages rather than annual earnings find that the college wage premium has narrowed. For example, researchers at the San Francisco Federal Reserve report that the college wage gap peaked in the mid-2010s but declined by just 4 percentage points to about 75% in 2022. ↩

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Peterson Library's Unique Program Trains Students to Be Research Experts

The student workers who are part of the Marvin K. Peterson Library's Researcher 2 Researcher Program serve the Charger community, offering support to students and faculty members while also building their own research, interpersonal, and critical thinking skills.

May 28, 2024

By Renee Chmiel, Office of Marketing and Communications

As a Charger, Ethan Reeder '24 enjoyed working at the circulation desk in the University's Marvin K. Peterson Library , where he helped students and faculty members find the materials they were seeking for their research. Whether they'd stopped by in-person, called the library, or reached out via email or through the library's online chat program, Reeder offered them a friendly source of support.

A new graduate of the University's homeland security and emergency management program , Reeder was a student worker for the library's Researcher 2 Researcher (R2R) Program. He and his fellow student workers, who received a comprehensive training before beginning their positions, are committed to making sure members of the Charger community find exactly what they are looking for.

"I've loved being able to help students with their research and to have academic conversations with faculty about research topics," he said. "I wouldn't have been able to gain such an understanding of research without the help of the amazing faculty in the library. Through this position, I have come to call the library a second home, and many of the faculty I regard as friends and mentors."

Reeder was one of the program's four student workers during the Spring semester. R2R was developed in 2019 by Joe Scollo, MLS, M.A., an information literacy librarian at the Peterson Library, and he continues to oversee the program. The idea was to provide students with an experiential opportunity to learn in-depth and advanced research strategies and techniques. They also gain a robust knowledge of the library's database and resources, and help their fellow Chargers learn what's available to them and how to find it.

At its core, the student positions are focused on customer service, enabling them to build their interpersonal skills. While interacting with faculty, staff, and students, they learn to professionally address challenging questions, whether verbally or in writing. They understand what questions to ask as they serve their fellow Chargers.

"To see them excel means so much to me personally," said Scollo, who also serves as associate director of the University's award-winning Model United Nations program . "My role as an information literacy librarian allows me to be an educator. This program is one of those opportunities in which I get see students learn, develop, and apply my teaching to get ahead in life.

"Not only does this help them find better jobs, but it also helps them become lifelong learners," he continued. "It is extremely rewarding when former students reach out to me to talk about their new job, or just to catch up. It makes me very proud."

Scollo says that research supports the benefits of the program, and that many students who may be reluctant to interact with a staff librarian are more comfortable asking a fellow student for assistance. The student workers help foster a friendly and comfortable environment in which all students can feel comfortable seeking support.

Lauren Slingluff, M.S. , the University librarian, says the program's success is a testament to Scollo's leadership and training, as well as the students' commitment to the program.

"Having students provide research assistance in this way is unique for academic libraries," she said. "I'm constantly struck by their skill, their creativity, and their commitment to supporting other students. Some of our best ideas for program enhancements have come from our wonderful researcher-to-researcher team as they blend their knowledge of the student experience with their advanced library training."

For Allison Mahr '24, who recently accepted her bachelor's degree in international affairs , the opportunity to collaborate with her fellow Chargers in the library was her favorite part of being a part of the R2R program.

Mahr, who recently earned a prestigious Boren Fellowship Award and will soon travel to the Republic of Georgia to continue her own research , says R2R was an incredible way for her to learn how to explain complex topics in a way that is understandable – a skill that she believes will be crucial as she completes her fellowship and begins graduate school.

"This program has been a remarkable opportunity to enhance my research skills and to learn from Joe Scollo about information literacy," she said. "I've also worked behind the scenes to help create some posters and graphics to help advertise library services, and I've been helping Joe and the other R2Rs revamp the library website and other key materials."

Scollo envisions the program helping students in all majors develop their own ability to learn – and teach others – as well as their critical thinking skills. Student workers become research experts, of sorts, and that's a skill that he believes will serve them well as they begin their careers or continue their education.

For Reeder, the new homeland security and emergency management grad, the program was a great way to serve the University community while also developing his own abilities. He's now applying for analytical positions with federal agencies such as the U.S. Secret Service, and he also plans to pursue his master's degree. He believes the program was a great way for him to develop the skills he'll need to excel.

"Through this program I have gained an advanced understanding of research methods, as well as a wide understanding of research databases across a variety of academic fields," he explains. "I've been able to use these skills from this position to benefit my personal research as a student and as a developing professional in the field of homeland and national security."

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