phd education in usa

Doctor of Philosophy in Education

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

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

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

Curriculum Information

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

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

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

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

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

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

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

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

Culture, Institutions, and Society (CIS) Concentration

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

Education Policy and Program Evaluation (EPPE) Concentration

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

Human Development, Learning and Teaching (HDLT) Concentration

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

Program Faculty

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

Jarvis R. Givens

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

Paul L. Harris

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

Meira Levinson

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

Luke W. Miratrix

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

Eric Taylor

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

Paola Uccelli

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

View Ph.D. Faculty

Dissertations.

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

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

Student Directory

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

Doctor of Philosophy in Education Student Directory

Introduce Yourself

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

Program Highlights

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

Reshaping Teacher Licensure: Lessons from the Pandemic

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

Lost in Translation

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

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Doctoral programs.

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

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

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

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

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

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

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

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

Cross-area specializations

Learning sciences and technology design (lstd).

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

Race, Inequality, and Language in Education (RILE)

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

Other academic opportunities

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

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

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

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

To learn more about the Academic Services team:

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PhD in Education

Welcome to the graduate group in education phd program.

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

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

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

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

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

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

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

PhD Student Antoinette Banks Wins $1 Million Black Ambition Prize

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

Kaozong Mouavangsou

MA ’16, PhD ’22

Connect with Pitt Education

PhD Overview

PhD Program Overview

The University of Pittsburgh School of Education offers the Doctor of Philosophy (PhD) degree in education for students pursuing the highest level of scholarship.

Our PhD program will train you to be a researcher who creates new knowledge and makes an impact. Under the guidance of our world-class faculty, you will become prepared to design studies, conduct research, and publish your findings.

PhD Degree Fast Facts

• 8 majors available
• In-person format
• Takes 4-5 years to complete on average
• Full-time program

Choose Your PhD Major

PhD in Applied Developmental Psychology

PhD in Education Policy

PhD in Exercise Physiology

PhD in Higher Education

PhD in Language, Literacy, and Culture

PhD in Learning Sciences and Policy

PhD in Special Education

PhD in Urban Education

"As a PhD student, I have thoroughly enjoyed the wealth of knowledge, expertise, and support that the faculty members possess. Their commitment to nurturing a stimulating learning atmosphere has been truly remarkable." Yuan Gao, PhD student

Why Choose Pitt for your PhD?

Successful graduates.

Our graduates work at top research universities, government agencies, and internationally known nonprofits and private organizations.

Top Research University

The University of Pittsburgh is a Research 1 University and a member of the prestigious American Association of Universities.

World-Class Reputation

The School of Education and University of Pittsburgh are regularly ranked among the top universities in the United States by U.S. News & World Report.

PhD Program Facts

PhD Majors Available to choose from

Annual research funding received by faculty

Committed to your success through mentoring and support

Ranked public education school in Pennsylvania U.S. News & World Report

PhD Program Headlines

PhD Alumna MiIsha Reid Receives 2023 CEC Dissertation Award

PhD Alumna MiIsha Reid Receives 2023 CEC Dissertation Award - Read more

Alum Works with CDC to Protect Workers during Pandemic

Alum Works with CDC to Protect Workers during Pandemic - Read more

Pair of Doctoral Students Receive Dissertation Fellowships

Pair of Doctoral Students Receive Dissertation Fellowships - Read more

PhD Student David Smith Receives NAEd/Spencer Dissertation Fellowship

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

PhD Student Aims to Shatter Stereotypes for Pacific Islanders

PhD Student Aims to Shatter Stereotypes for Pacific Islanders - Read more

Alumna Receives ACTFL Award for World Language Teacher Education

Alumna Receives ACTFL Award for World Language Teacher Education - Read more

Language Policy the Focus of PhD Scholarship Recipient

Language Policy the Focus of PhD Scholarship Recipient - Read more

Alumna Receives Award for Top Research Paper in Thailand

Alumna Receives Award for Top Research Paper in Thailand - Read more

PhD Student Alberto Guzman-Alvarez Receives National Dissertation Fellowship

PhD Student Alberto Guzman-Alvarez Receives National Dissertation Fellowship - Read more

PhD Student Wins Research Award for Examining Teacher Well-Being

PhD Student Wins Research Award for Examining Teacher Well-Being - Read more

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Learning sciences and technologies, doctor of philosophy (ph.d.), you are here, a doctoral program emphasizing research and innovation in education through technology, data, and curriculum design..

The Ph.D. program in Learning Sciences and Technologies is designed to build and study the learning technologies of tomorrow, to analyze large-scale educational data, to develop expertise in learning analytics, and to develop cutting-edge curricula and learning materials.

What Sets Us Apart

About the program.

The program is designed to draw together course work, research apprenticeship, and other professional academic activities to build a comprehensive learning experience that is tailored to students’ interests and needs.

Fall: 3; Spring: 3

Culminating experience Dissertation

Coursework and research experiences in the Learning Sciences and Technologies program address a range of practice-based and theoretical problems in schools, in online learning, and in community settings. Coursework and research experiences consider learning in its full richness and context, using sociocultural, cognitive, and psychological perspectives. Taking an interdisciplinary stance, faculty and students explore how to enhance learning, motivation, and engagement, for the world's diversity of learners, in a range of formal, informal, and online educational settings. Our graduate students study learning in traditional contexts using new technological approaches, and they study new and emerging pedagogies for learning such as constructionist environments, simulations, massive online open courses, serious games, and intelligent tutoring systems. Because of the significance we attach to the building of knowledge from experiences as educators and educational designers, we expect most students to have, on admission to the program, either teaching/instructional experiences (in or outside of school settings), educational design/development experience, or experience as a learning analytics practitioner. Students will build a program of study that includes courses in teaching and learning, social foundations, and research methods. Students in the program participate in field-based research and collaborative projects with practitioners in schools or other educational settings, and/or work with large-scale educational data sets. Students learn not only from a rigorous program of study, but also from active participation in a community of learners including practicing and prospective teachers, and educational designers and researchers.

The Ph.D. in Learning Sciences and Technologies focuses on the preparation of researchers and researcher/developers in education. The program includes formal courses, mentored research, and informal seminars. Ph.D. students are required to hold a master’s degree prior to beginning the Ph.D. program, and are expected to have experience in educational practice. You will build a program of study that includes courses in teaching and learning, social foundations, and research methods. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs. For more information about courses and requirements, visit the Learning Sciences and Technologies Ph.D. program in the University Catalog .

• Learning Sciences: Past, Present, and Future • Foundations of Teaching and Learning • Education, Culture, and Society

Methods courses (3 required)

• Core Methods in Educational Data Mining • Mixed Methods • Social Network Analysis • Qualitative Modes of Inquiry • Quantitative Modes of Inquiry

Design (2 required)

• Design of Learning Environments • Maker Studio • Integrated Design Studio • Design Thinking and Product Development

Applications (2 required)

• Games for Learning • Entrepreneurship in Education • Technologies for Language Learning and Teaching • Digital Literacies • Big Data, Education, and Society

Professional Practice

• Research Apprenticeship Course

Our Faculty

Our award-winning faculty design and research formal and informal learning environments. Innovations developed by our faculty range from online learning communities and teacher professional development workshops to more effective curricular and pedagogical approaches. They work in school clubs, museums, classrooms, and virtual worlds across multiple educational settings. With grant-funded projects, as well as ties to Philadelphia schools and institutions, the faculty offer students direct access to nationally significant research on education. Their work connects closely to Penn GSE’s broader focus on equitable access to education across social strata.

Affiliated Faculty

Betty Chandy Director for Online Learning, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Matthew Duvall Lecturer Ph.D., Drexel University

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

Sarah Schneider Kavanagh Associate Professor Ph.D., University of Washington

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

Abby Reisman Associate Professor Ph.D., Stanford University

Janine Remillard Professor Ph.D., Michigan State University

Our Graduates

The Ph.D. program in Learning Sciences and Technologies prepares graduates to work in learning sciences research and development in universities, industry, and non-profits. Graduates of this new program are anticipated to work in teaching and research positions in institutions of higher education, or in research and development positions in industry and non-profits. Graduates will learn to build and study the learning technologies of tomorrow, to analyze large-scale educational data, and to develop cutting-edge curricula and learning materials.

Admissions & Financial Aid

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

Contact us if you have any questions about the program.

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

Noemí Fernández Program Manager [email protected]

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

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

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Collaboratory for Teacher Education

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

You May Be Interested In

Related programs.

• Teaching, Learning, and Teacher Education Ed.D.
• Reading/Writing/Literacy Ph.D.
• Reading/Writing/Literacy Ed.D.
• Learning Sciences and Technologies M.S.Ed.
• Teaching, Learning, and Leadership M.S.Ed.
• Education, Culture, and Society Ph.D.

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• Ph.D. in Education

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

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

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

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

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

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

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

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

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

The program features include:

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

Admissions Information

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

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

1) Application Form 

Fill out the application form online.

2) Statement of Purpose

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

3) Recommendation Letters

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

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

5) Writing Sample

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

6) Transcripts

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

*Do not mail hard copies until provisionally admitted.

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

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

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

7) GRE Scores

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

8) Additional Educational Experiences (Required by EDS)

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

9) Application Fee 

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

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

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

Graduate Funding

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

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

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

Financ ial Support FAQs

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

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

Program of Study

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

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

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

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

Student Handbooks

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

PhD Program Committees

PhD Program Catalog Description

EDS PhD Approach to Mentoring and Advising

Information on SPSS

EDS Instructional Assistant (IA) Handbook

Financial Support

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

Basic Needs Support

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

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

EDS PhD Brown Bag Lunch Series!

Dr. Judy Nguyen

March 1, 12:30 PM

Humanizing Practices that Advance Student's success and Equity in Higher Education

RWAC Room 0622

~~~~~~~~~~

Dr. Harper Keenan

April 5th, 12:30 PM

Unmanageable Subjects:  Trans Childhood and the Challenge of Self-Determination in School

 ~~~~~~~~~~~~~ 

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

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Ph.d. in education.

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

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

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

Program Coordinator: Dr. Teomara Rutherford

Areas of Specialization

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

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

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

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

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

Ph.D. in Education Program Requirements

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

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

Students may view the schedule of courses online.

First Year Assessment

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

Scholarly Apprenticeship

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

Individual Program Plan

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

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

Dissertation Proposal

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

Dissertation and Defense

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

Program Policy Document

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

Advisor and Assistantship Assignment FAQ

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

Admission Information

Application Process Update

Due to COVID-19, the Ph.D. in Education is waiving the GRE requirement for our graduate program for Fall 2024 admission. If you wish to apply without a GRE score, please enter a future GRE exam date into the application when prompted. This need not be an actual exam date. Entering any future date will allow your application to be sent on to our review committee where it will receive full consideration. Reporting your scores is entirely optional. If you chose to not submit a GRE score, this will have no bearing on the competitiveness of your application. If you have any questions regarding this process, email Teomara Rutherford ( [email protected] ).

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

Application Requirements

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

• Transcripts of all previous academic work at the undergraduate and graduate (if applicable) level. Please note that the Mathematics Education Ph.D. specialization requires the applicant to hold a master’s degree in mathematics or a related field. Applicants may upload unofficial copies of their transcripts and if admitted, all transcripts will be verified by the Office of Graduate and Professional Education. Applicants who previously attended the University of Delaware still need to upload an unofficial transcript, but do not need to provide official transcripts for verification. Please do not send any transcripts to the School of Education.
• GRE scores are required. Students typically are expected to have minimum scores of 150 on the verbal and quantitative sections and a 4.0 on the analytic writing section. Most admitted students have far higher than the minimum scores. The GRE is optional for Fall 2024 applicants. Please see the note at the top of this section.
• Three letters of recommendation are required. Applicants should select recommenders who can comment on their potential to succeed in doctoral work.
• Applicants should introduce themselves and discuss educational and career goals related to the Ph.D. in Education program and how this program is a good match for their interests. Applicants should identify their area of specialization and potential research interest.
• While there are no requirements set by the School of Education, personal statements are generally 2-5 pages in length.
• A resume is required.
• No writing samples or supplemental documents are required.
• International applicants must submit scores from either the TOEFL, IELTS, or iTEP Academic Plus. Scores more than two years old cannot be validated or considered official. Required minimum scores for the TOEFL are 100 (internet-based test -iBT), 600 (paper-based test), or 250 (computer-based test). For the IELTS, the minimum score is 7.0. For the iTEP Academic Plus, the minimum score is 4.5.

Application Deadline

The deadline for all applications to the Ph.D. in Education program is December 15 for study beginning the following fall term. In general, it is not possible to take required core courses before becoming admitted. The required core courses are generally restricted to students already admitted into the program.

Cost and Financial Support

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

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

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

How to Apply

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

Student Spotlight

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

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Applying To Graduate School: Tips For Getting Started

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

Student Outcomes

Jessica Rodrigues

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

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

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

Why Do a PhD in USA?

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

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

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

Universities in USA

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

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

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

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

Method of Study

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

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

Teaching Requirements

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

Research Flexibility

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

PhD Admission Requirements in USA

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

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

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

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

How to Apply for PhD in USA

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

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

Application Deadlines and Fees

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

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

Funding your PhD in USA

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

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

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

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

PhD Duration in USA

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

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

Cost of a PhD in USA

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

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

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

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Top 10 PhD in Education Programs

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

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

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

Related: Top scholarships for teachers

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

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

Further reading: What is a PhD?

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

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

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

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

Columbia University Teachers College PhD program in Education Policy 

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

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

Harvard University PhD in Education

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

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

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Stanford phd program in education.

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

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

University of Illinois at Urbana-Champaign PhD program in Education

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

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

University of Michigan PhD program in Educational Studies  

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

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

University of Pennsylvania Graduate School of Education PhD program in Education

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

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

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

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

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

The University of Texas at Austin College of Education PhD

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

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

New York University Steinhardt

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

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

Washington University in St. Louis, PhD in Education

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

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

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U.S. News Education Rankings Grad Schools

U.S. News Best Graduate Schools rankings are designed to help prospective students research more than 2,000 graduate programs.

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Top Business Schools

Earning an MBA or another master's degree in business can help prospective students advance their careers in the public and private sectors. U.S. News weighs factors such as employment rates, student selectivity and reputation to rank the top graduate business schools.

2024 Best Business Schools

• # 1 Stanford University  (tie)
• # 1 University of Pennsylvania (Wharton)  (tie)
• # 3 Northwestern University (Kellogg)  (tie)
• # 3 University of Chicago (Booth)  (tie)

2024 Part-time MBA

• # 1 University of Chicago (Booth)
• # 2 University of California, Berkeley (Haas)
• # 3 Northwestern University (Kellogg)

MBA Programs

Executive MBA

MBA Specialties

Business Analytics

Entrepreneurship

Information Systems

International

Production / Operations

Project Management

Real Estate

Supply Chain / Logistics

Top Law Schools

Students interested in pursuing a legal career can find a wide range of options among the law schools accredited fully by the American Bar Association. U.S. News factors in data on reputation, LSAT scores, job placement success and more when ranking the top law schools.

2024 Best Law Schools

• # 1 Yale University  (tie)
• # 3 University of Chicago

2024 Part-time Law

• # 1 Georgetown University
• # 2 Fordham University
• # 3 George Washington University

Law Programs and Specialties

Business/Corporate Law

Clinical Training

Constitutional Law

Contracts/Commercial Law

Criminal Law

Dispute Resolution

Environmental Law

Health Care Law

Intellectual Property Law

International Law

Legal Writing

Trial Advocacy

Top Medical Schools

Students who dream of donning a white coat can explore separate rankings of the top medical schools for primary care and research. To produce the rankings, U.S. News collects data on student selectivity, faculty resources and more from both allopathic and osteopathic medical schools.

2023-2024 Best Medical Schools: Research

• # 1 Harvard University
• # 2 Johns Hopkins University
• # 3 University of Pennsylvania (Perelman)

2023-2024 Best Medical Schools: Primary Care

• # 1 University of Washington
• # 2 University of Minnesota
• # 3 Oregon Health and Science University

Medical Programs and Specialties

Anesthesiology

Family Medicine

Internal Medicine

Obstetrics and Gynecology

Most Diverse Medical Schools

Most Graduates Practicing in Medically Underserved Areas

Most Graduates Practicing in Primary Care Fields

Most Graduates Practicing in Rural Areas

Top Engineering Schools

Engineers can build on the skills they learned as undergraduates with advanced degrees in areas ranging from biomedical engineering to nuclear engineering. U.S. News weighs factors such as reputation, research activity and student selectivity to rank the top graduate engineering schools.

2023-2024 Best Engineering Schools

Engineers can build on their skills with advanced degrees.

• # 1 Massachusetts Institute of Technology
• # 2 Stanford University
• # 3 University of California, Berkeley

Engineering Programs and Specialties

Aerospace / Aeronautical / Astronautical Engineering

Biological / Agricultural Engineering

Biomedical Engineering / Bioengineering

Chemical Engineering

Civil Engineering

Computer Engineering

Electrical / Electronic / Communications Engineering

Environmental / Environmental Health Engineering

Industrial / Manufacturing / Systems Engineering

Materials Engineering

Mechanical Engineering

Nuclear Engineering

Petroleum Engineering

Top Nursing Schools

Nurses are increasingly encouraged to earn a graduate degree to enhance their knowledge of patient care and advance in a rapidly evolving field. U.S. News factors in data on reputation, faculty resources and more when ranking the top nursing master's programs and the top Doctor of Nursing Practice programs.

2024 Best Nursing Schools: Master's

• # 1 Emory University (Woodruff)  (tie)
• # 1 Johns Hopkins University  (tie)
• # 3 Duke University

2024 Best Nursing Schools: Doctor of Nursing Practice

• # 1 Johns Hopkins University
• # 2 George Mason University
• # 3 Duke University  (tie)
• # 3 University of Washington  (tie)

Nursing Programs

Schools ranked in these areas may offer programs at the master's and/or DNP level

Nursing-Anesthesia

Nursing-Midwifery

Nursing Specialties

DNP Leadership

DNP Nurse Practitioner: Adult / Gerontology, Acute Care

DNP Nurse Practitioner: Adult / Gerontology, Primary Care

DNP Nurse Practitioner: Family

DNP Nurse Practitioner: Psychiatric / Mental Health, Across the Lifespan

Master's Nurse Practitioner: Adult / Gerontology, Acute Care

Master's Nurse Practitioner: Adult / Gerontology, Primary Care

Master's Nurse Practitioner: Family

Master's Nurse Practitioner: Psychiatric / Mental Health, Across the Lifespan

Master's Nursing Administration

Top Education Schools

Educators, including those who want to move into leadership positions, may find it necessary to earn a graduate degree to achieve their career goals. U.S. News weighs factors such as faculty resources, reputation and research activity to rank the top graduate education schools.

2024 Best Education Schools

Educators can earn a graduate degree to achieve their career goals.

• # 1 Teachers College, Columbia University  (tie)
• # 1 University of Wisconsin--Madison  (tie)
• # 3 University of California--Los Angeles  (tie)

Education Programs and Specialties

Curriculum and Instruction

Educational Administration and Supervision

Educational Psychology

Education Policy

Elementary Teacher Education

Higher Education Administration

Secondary Teacher Education

Special Education

Student Counseling and Personnel Services

Top Fine Arts Schools

Artists interested in pursuing a master's degree in fine arts can explore a wide range of schools offering programs in areas such as graphic design, photography and sculpture. The U.S. News fine arts programs rankings are based solely on opinions of each program's quality as rated by academic experts at peer institutions.

Best Best Fine Arts Programs Schools

Pursue a master's degree in fine arts by exploring a wide range of schools

• # 1 University of California--Los Angeles
• # 2 School of the Art Institute of Chicago  (tie)
• # 2 Yale University  (tie)

Fine Arts Specialties

Graphic Design

Painting / Drawing

Photography

Printmaking

Time-Based Media / New Media

Top Health Schools

Graduate degrees in health cover a range of fields, from audiology to veterinary medicine. The U.S. News rankings of graduate health programs are based solely on ratings of each program's quality by academics.

Health Specialty Rankings

Clinical Psychology

Health Care Management

Occupational Therapy

Physical Therapy

Physician Assistant

Public Health

Rehabilitation Counseling

Social Work

Speech-Language Pathology

Veterinary Medicine

Top Library and Information Studies Schools

Students who wish to become librarians generally must earn a graduate degree in the field. The U.S. News rankings of library and information studies master's programs are based solely on opinions of each program's quality as rated by academic experts at peer institutions.

Best Best Library and Information Studies Programs Schools

Future librarians need a graduate degree in the field.

• # 1 University of Illinois--Urbana-Champaign
• # 2 University of North Carolina--Chapel Hill  (tie)
• # 2 University of Washington  (tie)

Library and Information Studies Specialties

Archives and Preservation

Digital Librarianship

Health Librarianship

School Library Media

Services for Children and Youth

Top Public Affairs Schools

Earning a master's degree in public affairs and administration can help prepare students for leadership roles in government, the nonprofit sector or a related field. The U.S. News rankings of public affairs programs are based solely on opinions of each program's quality as rated by academic experts at peer institutions.

Best Best Public Affairs Programs Schools

Earn a master's degree in public affairs can help prepare for leadership roles.

• # 1 Syracuse University
• # 2 Indiana University--Bloomington
• # 3 Harvard University

Public Affairs Specialties

Environmental Policy and Management

Health Policy and Management

Homeland Security and Emergency Management

Information and Technology Management

International Global Policy and Administration

Local Government Management

Nonprofit Management

Public Finance and Budgeting

Public Management and Leadership

Public Policy Analysis

Social Policy

Urban Policy

Top Science Schools

Students interested in furthering their knowledge of the sciences can explore programs ranging from chemistry to physics. The U.S. News graduate science rankings are based solely on ratings of each program's quality by academics.

Science Specialty Rankings

Biological Sciences

Biostatistics

Computer Science

Earth Sciences

Mathematics

Top Social Sciences and Humanities Schools

Graduate programs ranked in the social sciences and the humanities range from economics to sociology. The U.S. News rankings are based solely on ratings of each program's quality by academics.

Social Sciences and Humanities Specialty Rankings

Criminology

Political Science

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Graduate Education in the United States

International students travel from all over the world to come to the U.S. to participate in graduate study. Universities in the U.S. offer capacity for study that many countries are not able to offer their citizens, which is why many students pursue graduate education abroad. Graduate education allows students to garner advanced knowledge of prior studies, with specific interest in a discipline. Students seeking careers in many fields are required to obtain specialized training through earning an advanced degree. A graduate school experience offers an environment rich in academic and social experiences that foster intellectual and personal development.

“Graduate education teaches students how to research and apply knowledge,” says Brandy Randall, Associate Dean of the North Dakota State University College of Graduate and Interdisciplinary Studies. “In advanced degree programs, students are learning how to tackle problems that don’t yet exist.”

Institutions across the U.S. offer a variety of graduate programs such as Master of Science (M.S.), Master of Arts (M.A.), Doctor of Philosophy (Ph.D.) in the arts and sciences, Education Doctorate (Ed.D.) and doctorate degree programs in professional practice. Programs are available in science, technology, engineering, math, health, human development, arts, education and professional degree programs.

American graduate education is high quality, with research laboratories, facilities and libraries that are equipped to meet the needs of graduate students to ensure success in their fields. U.S. institutions focus on the global economy, building relationships and networking with international graduate students benefitting both international and domestic students, which increases opportunities for careers and international collaboration.  

“It has been a truly enriching experience to study in this country. I have been fortunate to work with wonderful faculty, colleagues and staff, while developing my personal and professional skills. I have grown tremendously and am eager to translate my expertise into further professional endeavors after graduation,” says Corina Todoran, a Ph.D. student in Education Doctoral Programs, who is from Borsa, Romania

Faculty and students build strong working relationships by collaborating in the lab and conducting research together. Students often feel fortunate to work closely with innovative faculty mentors who are recognized and respected internationally for their contributions to their fields of study.

Application and Admission Standards

Admission to a graduate program is a selective process intended to identify applicants who are outstanding among recipients of baccalaureate degrees. Most institutions require applicants to have earned a baccalaureate degree from an educational institution of recognized standing. In addition, applicants must have adequate preparation in the chosen field of study and must show potential to undertake advanced study and research as evidenced by academic performance and experience. To attain full standing in a graduate degree program, aim for a high cumulative grade point average (GPA) of at least 3.0, or equivalent. (Each graduate program will have different admissions standards, including GPA.) Many universities require additional evidence of academic performance. 

Students must be admitted to a graduate program prior to registering for courses. Prospective students should be prepared to submit the following:

• An application (paper or online)
• Transcripts from all institutions attended (take note that many institutions require a WES evaluation)
• Test Scores (TOEFL, IELTS, GRE, GMAT)
• Statement of Purpose (Document describing intent to pursue graduate degree.)
• Letters of recommendation

Opportunities Within a Program and After Graduation

Many programs offer opportunities to collaborate on research and scholarly activity in the form of research and teaching assistantships to qualified students. These awards recognize superior teaching and research contributions of graduate students. Graduate assistantships contribute to professional development with the primary purpose of helping students successfully complete their academic program. Assistantships augment other educational experiences and provide financial support to help students focus of their educational goals.

After graduation, many international graduate students choose to live and work in communities near the university they attended. Advanced degree holders often choose careers in academia, research, manufacturing, industry and business with employers who seek well-educated and trained graduates.

Graduate Education at North Dakota State University

At North Dakota State University (NDSU) , graduate students chart their own courses for traditional scholarly inquiry and push the boundaries of modern theory and research. As a student-focused, land-grant, research university located in the heart of the Upper Midwest, North Dakota State University is a leader in academic excellence and competitive research.

NDSU offers 51 doctoral degrees, 84 master’s degrees, an education specialist degree and 12 certificate programs. The University offers graduate programs in eight colleges:

• Agriculture, Food Systems, and Natural Resources
• Arts, Humanities and Social Sciences
• Engineering
• Interdisciplinary Studies
• Human Development and Education
• Health Professions
• Science and Mathematics

Students in North Dakota State University’s Graduate School learn from internationally renowned faculty mentors, have access to world-class research facilities and participate in numerous public-private business partnerships. A growing, vibrant university, North Dakota State University is recognized as a leader among its peers.

Lisa Hauck is the Assistant Dean for Recruitment, Admissions and International Initiatives at the Graduate School, North Dakota State University in Fargo, North Dakota.

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54 PhD Degrees in Education in USA for 2024

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PhD Degrees in Education

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

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

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

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USM School of Education Ranked in U.S. News & World Report 2024 Best Education Schools

Thu, 04/18/2024 - 08:41am | By: Karelia Pitts

The University of Southern Mississippi’s (USM) School of Education has been ranked No. 99 among the 2024 Best Education Schools in the nation by U.S. News & World Report.

Designed for prospective students looking to advance their education, the Best Education Schools rankings evaluate programs on nine distinct factors that include indicators related to student selectivity, faculty resources, research activity and peer assessment. The rankings evaluate all public and private institutions across the country to empower prospective students to choose the best fit for their educational needs and career goals.

“The USM School of Education has been intentional in its efforts to increase the societal impact it makes in the state and region. This ranking is clear evidence of their daily dedication to our mission of transforming the human condition through exemplary teaching, excellence in research, and meaningful service,” said Dr. Trent Gould, dean of Southern Miss’ College of Education and Human Sciences. “I couldn’t be prouder of this group of faculty and their commitment to this community and our K-12 partners.”

By collecting education school data annually, U.S. News is able to present the latest enrollment numbers, job placement rates, faculty statistics and other essential quality indicators that help prospective students make informed decisions. In 2023, USM ranked No. 138. The year-over-year climb that allowed USM to break into the top 100 schools was achieved in part by other colleges of education across the nation taking notice of the impact Golden Eagles are making and commending those efforts through the peer evaluation process.

“I am tremendously proud of the work being done in the School of Education and its commitment to student success,” said University Provost and Senior Vice President for Academic Affairs Dr. Lance Nail. “Thanks to the dedication of our faculty and staff, Southern Miss graduates are ready for success in classrooms across our state and nation.”

The USM School of Education offers an undergraduate program in elementary education as well as graduate programs in educational administration, higher education, elementary curriculum and instruction, special education, alternate route licensure, dyslexia therapy and educational research.

“We were founded with the audacious goal of establishing a state teacher training college, and these rankings demonstrate our ongoing excellence and steadfast commitment to providing high-quality instruction,” said University President Dr. Joseph S. Paul. “We are honored to be recognized on the national level and proud to be one of only two schools in the state to make the top 100 list.”

Prospective students can see how USM compares to other institutions and how the rankings are calculated on USNews.com .

To learn more about the USM College of Education and Human Sciences, call 601.266.4568.

About U.S. News & World Report

U.S. News & World Report is the global leader in quality rankings that empower consumers, business leaders and policy officials to make better, more informed decisions about important issues affecting their lives and communities. A multifaceted digital media company with Education, Health, Money, Travel, Cars, News, Real Estate, Careers and 360 Reviews platforms, U.S. News provides rankings, independent reporting, data journalism, consumer advice and U.S. News Live events. More than 40 million people visit USNews.com each month for research and guidance. Founded in 1933, U.S. News is headquartered in Washington, D.C.

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Howard Gardner ’65 Named Harvard Graduate School of Education’s 2024 Convocation Speaker

Developmental psychologist Howard E. Gardner ’65 will give the keynote address at the Harvard Graduate School of Education’s 2024 Convocation, HGSE Dean Bridget Terry Long announced on April 15.

Gardner, a longtime professor at HGSE, will address graduates during the May 22 convocation ceremony, one day before the University-wide Commencement in Harvard Yard.

While Gardner retired from teaching a few years ago, he remains actively involved in research at Harvard.

“I used to joke that I have the largest medical record of the university because I’ve been going to the health services for 60 some years,” Gardner said.

Gardner is renowned globally for decades of pioneering work in the field of cognitive psychology.

He is best known for his theory of multiple intelligences, which theorizes that individuals have multiple forms of intelligence beyond intellectual capacity, including linguistic, interpersonal, spatial-visual, and others.

According to Gardner, the overarching theme of his convocation speech is that to make lasting change in the field of education, students and leaders must balance long-standing continuities and a rapidly changing landscape.

Gardner described HGSE students as generally “idealistic.”

“They want to try to improve education and, as the slogan for the school says, ‘Learn to save the world,’” he added. “We have to have two eyes, one eye focused on the continuities, the human needs which have always been present as long as we’ve had young people who we want to help grow up — but also the many, many changes, intellectual, political, technological and so on.”

As one of the founding members of Project Zero, a significant HGSE research center dedicated to enhancing learning in the arts and other disciplines, Gardner served as co-director for 28 years and now acts as the head of the steering committee.

Long said in a press release announcing Gardner as the keynote speaker that he “has been an insightful voice in the field of education and a proud member of the HGSE community.”

“His scholarly contributions are immense — from the theory of multiple intelligences to the Good Project and his long service as co-director of Project Zero,” Long added. “But it is his unending curiosity and generosity that stand out for me, and I cannot think of a better person to instill a message of hope, good work, and civic participation to our next generation of educators and leaders.”

In 1996, Gardner co-founded “The Good Project” alongside psychologists Mihaly Csikszentmihalyi and William Damon ’67, which aims to design tools for confronting everyday ethical decisions, with an emphasis on effective collaboration, digital citizenship, and civic participation.

Gardner explained that he and his colleagues define good citizenship as “having 3 E’s.”

“It has to be excellent, it has to be engaging, and it has to be carried out in an ethical way,” he said.

According to Gardner, given that today’s researchers and leaders have access to unprecedented levels of knowledge, as well as increasingly powerful computational instruments, it is necessary to rethink education “from the cradle to the grave.”

“The Ed School is uniquely poised to consider education from the very first life until the time when people can no longer function anymore,” Gardner said.

“Any good education school should try to do it,” he added. “But as a Harvard man for my life, I’d like us to take the lead in that.”

—Staff writer Katie B. Tian can be reached at [email protected] .

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The 25 Hardest Schools to Get Into in 2024

You're going to have to get creative to walk some of these hallowed halls.

By Jake Rossen | Apr 26, 2024

Choosing where to attend college remains one of the most important decisions of a person’s life. The right school can carve out a path toward a rewarding career; the wrong one can leave a graduate with debt and regret. (One easy benchmark test: Whether a school can produce students who earn more on average than a high school graduate. Many, but not all, do.)

Some aim for colleges that are notoriously difficult to breach on the premise that a better education from an institution can mean better career opportunities. Recently, education advocacy site Niche examined the current crop of schools that are among the most difficult to gain admission to. Generally, this means a low acceptance rate and a high bar for credentials. Here are the 25 that are the most selective when it comes to handing out acceptance letters:

• Minerva University (San Francisco, California) // 1 Percent
• California Institute of Technology (Pasadena, California) // 4 Percent
• Stanford University (Stanford, California) // 4 Percent
• Harvard University (Cambridge, Massachusetts) // 4 Percent
• Massachusetts Institute of Technology (Cambridge, Massachusetts) // 4 Percent
• Columbia University (New York, New York) // 4 Percent
• Princeton University (Princeton, New Jersey) // 4 Percent
• Yale University (New Haven, Connecticut) // 5 Percent
• Brown University (Providence, Rhode Island) // 6 Percent
• University of Pennsylvania (Philadelphia, Pennsylvania) // 6 Percent
• Duke University (Durham, North Carolina) // 6 Percent
• Dartmouth College (Hanover, New Hampshire) // 6 Percent
• University of Chicago (Chicago, Illinois) // 6 Percent
• Pomona College (Claremont, California) // 7 Percent
• Northwestern University (Evanston, Illinois) // 7 Percent
• Vanderbilt University (Nashville, Tennessee) // 7 Percent
• Johns Hopkins University (Baltimore, Maryland) // 8 Percent
• Swarthmore College (Swarthmore, Pennsylvania) // 8 Percent
• United States Naval Academy (Annapolis, Maryland) // 8 Percent
• Cornell University (Ithaca, New York) // 9 Percent
• Amherst College (Amherst, Massachusetts) // 9 Percent
• Bowdoin College (Brunswick, Maine) // 9 Percent
• Williams College (Williamstown, Massachusetts) // 9 Percent
• Colby College (Waterville, Maine) // 9 Percent
• Rice University (Houston, Texas) // 9 Percent

The list has changed somewhat since Niche’s 2023 rankings , which placed Harvard at the top of the list. (It’s now ranked number four.) Coming in first is Minerva University , which is somewhat of an anomaly in higher education. The school is small—it turned out 400 graduates as of 2021—and sends students to different continents as part of its curriculum. Part of the school’s admissions process is a “series of online challenges designed to measure” how applicants “think and communicate.”

The California Institute of Technology, or CalTech, comes in second. The science and engineering-heavy hub has a favorable student-to-faculty ratio of 3:1. According to U.S. News and World Report , a high school class ranking is considered important for applicants.

Stanford University relies heavily on the GPA and SAT scores of applicants. Less than 5.5 percent of new students have an SAT score below 1400.

Acceptance rates don’t tell the complete story. Prospective students are still evaluated based on their merits. Beyond grades, selections can come down to expressing a desire to learn and overcome challenges and expressing individuality beyond rote essays. And, of course, being able to pay tuition.

If selectivity is not for you, you can always consider schools with more forgiving acceptance rates. In 2022, Adams State University in Alamosa, Colorado, welcomed 100 percent of applicants.

Read More Stories About Education Here:

[h/t Niche ]

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10 facts about today’s college graduates

Having a bachelor’s degree remains an important advantage in many sectors of the U.S. labor market. College graduates generally out-earn those who have not attended college, and they are more likely to be employed in the first place. At the same time, many Americans say they cannot afford to get a four-year degree – or that they just don’t want to.

Here are key facts about American college graduates.

This Pew Research Center analysis about U.S. college graduates relies on data from sources including the Census Bureau, the Bureau of Labor Statistics, the National Center for Education Statistics, the National Student Clearinghouse and the Federal Reserve Bank, as well as surveys conducted by the Center.

Everyone who took the Pew Research Center surveys cited is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about  the ATP’s methodology .

Nearly four-in-ten Americans ages 25 and older have a bachelor’s degree, a share that has grown over the last decade. As of 2021, 37.9% of adults in this age group held a bachelor’s degree, including 14.3% who also obtained a graduate or professional degree, according to data from the Census Bureau’s Current Population Survey. That share is up 7.5 percentage points from 30.4% in 2011.

An additional 10.5% had an associate degree in 2021. About four-in-ten Americans ages 25 and older had a high school diploma with no further education (25.3%) or completed some college but didn’t have a degree (14.9%).

In a reversal, women are now more likely than men to graduate from college, according to the Current Population Survey . In 2021, 39% of women ages 25 and older had a bachelor’s degree or more education, compared with 37% of men in the same age range. The gap in college completion is even wider among adults ages 25 to 34: 46% of women in this age group have at least a bachelor’s degree, compared with 36% of men.

In an October 2021 Pew Research Center survey of Americans without a degree, 34% of men said a major reason why they have not received a four-year college degree is that they just didn’t want to. Only one-in-four women said the same. Men were also more likely to say a major reason they didn’t have a four-year degree is that they didn’t need more education for the job or career they wanted (26% of men said this vs. 20% of women).

Women (44%) were more likely than men (39%) to say not being able to afford college was a major reason they don’t have a bachelor’s degree. Men and women were about equally likely to say a major impediment was needing to work to help support their family.

There are racial and ethnic differences in college graduation patterns, as well as in the reasons for not completing a degree. Among adults ages 25 and older, 61% of Asian Americans have a bachelor’s degree or more education, along with 42% of White adults, 28% of Black adults and 21% of Hispanic adults, according to 2021 Current Population Survey data. The share of bachelor’s degree holders in each group has increased since 2010. That year, 52% of Asian Americans had a four-year degree or more, compared with a third of White adults, 20% of Black adults and 14% of Hispanic adults.

The October 2021 Center survey found that among adults without a bachelor’s degree, Hispanic adults (52%) were more likely than those who are White (39%) or Black (41%) to say a major reason they didn’t graduate from a four-year college is that they couldn’t afford it. Hispanic and Black adults were more likely than their White counterparts to say needing to work to support their family was a major reason.

While a third of White adults said not wanting to go to school was a major reason they didn’t complete a four-year degree, smaller shares of Black (22%) and Hispanic (23%) adults said the same. White adults were also more likely to cite not needing more education for the job or career they wanted. (There weren’t enough Asian adults without a bachelor’s degree in the sample to analyze separately.)

Only 62% of students who start a degree or certificate program finish their program within six years, according to the most recent data from the  National Student Clearinghouse , a nonprofit verification and research organization that tracked first-time college students who enrolled in fall 2015 with the intent of pursuing a degree or certificate. The degree completion rate for this group was highest among students who started at four-year, private, nonprofit schools (78.3%), and lowest among those who started at two-year public institutions (42.2%).

Business is the most commonly held bachelor’s degree, followed by health professions.  According to the  National Center for Education Statistics , about a fifth (19%) of the roughly 2 million bachelor’s degrees conferred in 2019-20 were in business. Health professions and related programs were the second most-popular field, making up 12.6% of degrees conferred that year. Business has been the single most common major since 1980-81; before that, education led the way.

The  least  common bachelor’s degrees in 2019-20 were in military technologies and applied sciences (1,156 degrees conferred in 2019-20), library science (118), and precision production (39).

There is a growing earnings gap between young college graduates and their counterparts without degrees. In 2021, full-time workers ages 22 to 27 who held a bachelor’s degree, but no further education, made a median annual wage of $52,000, compared with $30,000 for full-time workers of the same age with a high school diploma and no degree, according to data from the Bureau of Labor Statistics. This gap has widened over time. Young bachelor’s degree holders earned a median annual wage of $48,481 in 1990, compared with $35,257 for full-time workers ages 22 to 27 with a high school diploma.

The unemployment rate is lower for college graduates than for workers without a bachelor’s degree, and that gap widened as a result of the coronavirus pandemic. In February 2020, just before the COVID-19 outbreak began in the U.S., only 1.9% of college graduates ages 25 and older were unemployed, compared with 3.1% of workers who completed some college but not a four-year degree, and 3.7% of workers with only a high school diploma. By June 2020, after the pandemic hit, 6.8% of college grads, 10.8% of workers with some college, and 12.2% of high school grads were unemployed.

By March 2022, the unemployment rate had nearly returned to pre-pandemic levels for college graduates (2%) while dropping to 3% among those with some college education but no four-year degree, and 4% among those with only a high school diploma.

Recent college graduates are more likely than graduates overall to be underemployed – that is, working in jobs that typically do not require a college degree, according to an analysis of Census Bureau and BLS data by the Federal Reserve Bank of New York . As of December 2021, 41% of college graduates ages 22 to 27 were underemployed, compared with 34% among all college graduates. The underemployment rates for recent college grads rose in 2020 as the COVID-19 outbreak strained the job market, but have since returned to pre-pandemic levels.

As of the end of 2021, only 34% of underemployed graduates ages 22 to 27 worked what the Fed defines as “good non-college jobs” – those paying at least $45,000 a year – down from around half in the 1990s. The share of underemployed graduates ages 22 to 27 in low-wage jobs – those earning less than $25,000 annually – rose from about 9% in 1990 to 11% last year.

When it comes to income and wealth accumulation, first-generation college graduates lag substantially behind those with college-educated parents, according to a May 2021 Pew Research Center analysis . Households headed by a first-generation college graduate – that is, someone who has completed at least a bachelor’s degree but does not have a parent with a college degree – had a median annual income of $99,600 in 2019, compared with $135,800 for households headed by those with at least one parent who graduated from college. The median wealth of households headed by first-generation college graduates ($152,000) also trailed that of households headed by someone with a parent who graduated from college ($244,500). The higher household income of the latter facilitates saving and wealth accumulation.

The gap also reflects differences in how individuals finance their education. Second-generation college graduates tend to come from  more affluent families , while first-generation college graduates are more likely to incur education debt than those with a college-educated parent.

Most Americans with college degrees see value in their experience. In the Center’s October 2021 survey , majorities of graduates said their college education was extremely or very useful when it came to helping them grow personally and intellectually (79%), opening doors to job opportunities (70%) and developing specific skills and knowledge that could be used in the workplace (65%).

Younger college graduates were less likely than older ones to see value in their college education. For example, only a third of college graduates younger than 50 said their college experience was extremely useful in helping them develop skills and knowledge that could be used in the workplace. Among college graduates ages 50 and older, 45% said this.

• Higher Education

Katherine Schaeffer is a research analyst at Pew Research Center

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Q&A with 2024 spring graduate, Pauline Ho

On May 10-11, UW–Madison and the School of Education will celebrate its latest cohort of talented graduates with 2024 Spring Commencement celebrations. Ahead of this big weekend, we reached out to a few of our graduating students to learn more about their accomplishments, time at UW–Madison, and future plans.

Pauline Ho, who is graduating with a PhD in Educational Psychology, is one student who agreed to share their thoughts with us. Ho’s path to earning her doctorate has not always been easy: 

“When I started this program, I had just $3,000 in my bank account, no background in psychology, and English was my fourth language,” she says. “As a first-generation college student, neither of my parents had finished elementary school.”

Though she has encountered numerous challenges, Ho has shown a remarkable ability to turn those challenges into opportunities and mentor first-generation college students like herself.

Her research focuses on identity development, and she notes that this interest stems from her own quest to answer the questions: “Who am I?” and “Who do I want to be?”

Read on to learn more about Ho:

Where are you from, and what brought you to UW–Madison? I grew up in a rural area in Vietnam and immigrated to the United States, settling in Los Angeles when I was 12, with no knowledge of English. I completed my undergraduate degree in education sciences and social policy and public services at the University of California, Irvine. My involvement in educational research dates back to my freshman year at UC Irvine when I focused on instructional practices within classrooms and their impact on the educational experiences of underrepresented students.

I applied to UW–Madison’s Ed Psych program primarily due to its top-ranked status and my interest in understanding how individual development influences educational experiences. Another significant factor in my decision to come here was its full funding package; I was fortunate to receive support for my PhD studies from both the WCER Fellowship and the School of Education’s Graduate Research Scholars (Ed-GRS) program.

Your research focuses on identity development. Can you share a bit more about this work, how it came about, and why it’s important to you? When I started this program, I had just $3,000 in my bank account, no background in psychology, and English was my fourth language. As a first-generation college student, neither of my parents had finished elementary school. Additionally, this was my first experience at a predominantly white institution, and I was grappling with the challenges of being a survivor of depression — struggling with self-doubt, low self-esteem, and constant worries about others’ perceptions of me. The identity crisis hit me hard during my first two years at UW–Madison, leading me to take a break from school in my second year due to depression again.

My interest in identity development stems from my quest to answer the questions, “Who am I?” and “Who do I want to be?” Determined to find answers, I returned in my third year. I chose to focus on ethnic-racial identity for my master’s thesis and professional identity for my dissertation, as both have been personally significant to me in recent years.

Born in Vietnam, raised in Chinese culture, and now a naturalized U.S. citizen, I often feel like I don’t fully belong to any one group; I am unable to completely relate to any culture. Existing theories fail to fully explain my situation, motivating me to explore how people come to understand their ethnic-racial identity and its diversity.

I also struggled with defining who I wanted to be and what I wanted to do, prompting further exploration of this topic when considering my dissertation. For my dissertation, I’m focusing on professional identity development, specifically in nursing. The pandemic has provided a unique opportunity to study how nursing students develop their professional identities within a shared context that affects everyone.

My work in identity development emphasizes the diversity and uniqueness of people’s experiences and stresses that individuals are the active agents of their own development. I not only live this belief, but it is also my mentoring philosophy when I work with others. For example, when I have worked with undergraduates (20 so far), I always provided the opportunity and encouraged them to reflect on their experiences and find their passions. Some of my current undergrads will be attending graduate schools next fall at Harvard, UPenn, Vanderbilt, and Columbia. I recently received the Award for Mentoring Undergraduates in Research, Scholarly and Creative Activities , and am the first graduate student to receive this award in the School of Education.

Can you share some challenges you’ve encountered during your path, and how you’ve worked to overcome them? Given my starting point, this journey has been undoubtedly challenging. Over the past few years, I’ve faced 15 rejections across various domains including grants, awards, scholarships, fellowships, and journal submissions. However, in most cases, I persisted by reapplying and ultimately succeeded. During my time at UW–Madison, I have been awarded approximately $25,000 for research grants, awards, and scholarships, totaling 12 in number. Both my work and the work of my undergraduates have been honored with Best Research Awards at international conferences.  

One notable example is my experience with my master’s thesis in 2018. Initially lacking a strong understanding of theories, the project did not yield the desired results. Upon returning, I reworked my proposal and relaunched the research. After two years, I successfully defended my master’s thesis and submitted it to a journal, only to face a desk rejection due to sample-size constraints. But I opted to redo the study, which consumed another 1.5 years. Finally, it is set to be published in Developmental Psychology, a top-tier journal in my field that rarely publishes qualitative work. Although the project demanded 4.5 years of dedication, it documented my growth as a scholar — being grant-funded, recognized with conference accolades, and on the verge of publication.

What have been some meaningful experiences at UW–Madison? My advisor, Brad Brown, the WCER program, and my research collaboration during the pandemic have been especially impactful.

• Advisor: I vividly recall a moment during my first year when we were hanging out at Brad’s house, and everyone was playing ping-pong. I was scared to join in because I was afraid of messing up and revealing that I wasn’t good enough. Then, Brad approached me and said, “You can’t learn if you don’t try.” This message has stayed with me until today, influencing every facet of my life. Brad is known to be a very challenging professor with an incredible understanding of theory. I, on the other hand, used to dislike theories. In his theory class, I received the lowest grade on the exam. In the past seven years, he has always challenged me with difficult questions, but he’s also always there for me when I need support and encouragement, especially when applying for opportunities.
• The WCER Fellows program holds a seminar every Friday, bringing together all fellows to discuss research, graduate school, and life. During my first two years, this served as a valuable safety net or safe space for me to openly address my imposter syndrome and seek answers to questions about graduate school and research. I also recall presenting our research ideas during these seminars and having the opportunity to receive supportive feedback from each other.
• COVID-19 Communication Task Force : In the spring of 2020, I joined a group of interdisciplinary researchers, outreach specialists, and practitioners who came together to encourage Wisconsin residents to adhere to physical or social distancing guidelines using evidence-based public health recommendations and communication and behavior change best practices. It was amazing to see how diverse the team was and how willing everyone was to work together to tackle this challenge. This was also my first experience witnessing the Wisconsin Idea in action from beginning to end. Our collaborative efforts not only resulted in practical recommendations being implemented but also led to my first authored publication. This experience truly underscored the value of interdisciplinary work and the importance of addressing real-life problems through research.

What’s next for you? What are your plans for the future? I will be a visiting assistant professor in developmental psychology at Reed College. One major aspect of my responsibilities at Reed will be to mentor undergraduates in conducting their senior thesis research. My ultimate career goal is to secure a tenure-track faculty position at a research-intensive university like UW–Madison.

Thinking about the principle of the Wisconsin Idea , how will you use what you have learned at UW–Madison to influence other people’s lives or positively impact our world? Looking ahead, I aim to continue leveraging what I’ve learned at UW–Madison to positively influence others’ lives and contribute to our world. I intend to apply the principles of the Wisconsin Idea by engaging in collaborative research and outreach initiatives that address pressing societal issues and promote healthy identity development.

Whether through mentoring, teaching, or conducting research, I strive to empower individuals to recognize their potential, find their unique identities, and effect positive change in their communities.

As a scholar, my long-term goals are: 1) to conduct meaningful research that positions individuals as active agents in their development, 2) to advance our understanding of the complex relationship between human development and educational experiences, and 3) to generate recommendations aimed at fostering healthy development and creating equitable, inclusive learning environments.

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