educational psychology phd programs

Best Educational Psychology Programs

Ranked in 2024, part of Best Education Schools

Future school psychologists and educators learn how to

Future school psychologists and educators learn how to evaluate the cognitive, social and emotional aspects of students' minds in these graduate programs. These are the top schools for programs in educational psychology. Read the methodology »

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Here are the Best Educational Psychology Programs

University of wisconsin--madison, university of michigan--ann arbor, stanford university, michigan state university, university of maryland--college park, university of texas--austin, university of minnesota--twin cities, vanderbilt university (peabody), ohio state university.

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Madison , WI

• # 1 in Educational Psychology
• # 1 in Best Education Schools  (tie)

$10,728 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$24,054 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

762 ENROLLMENT (FULL-TIME)

The School of Education at University of Wisconsin--Madison has an application deadline of Nov. 30. The application fee... Read More »

Education school

Tuition and fees (doctorate).

$10,728 per year (in-state, full-time)

$24,054 per year (out-of-state, full-time)

ENROLLMENT (FULL-TIME)

Average gre verbal (doctorate).

Ann Arbor , MI

• # 2 in Educational Psychology
• # 3 in Best Education Schools  (tie)

$27,714 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$55,826 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

433 ENROLLMENT (FULL-TIME)

The School of Education at University of Michigan--Ann Arbor has a rolling application deadline. The application fee... Read More »

$27,714 per year (in-state, full-time)

$55,826 per year (out-of-state, full-time)

Stanford , CA

• # 3 in Educational Psychology
• # 8 in Best Education Schools  (tie)

$58,746 per year (full-time) TUITION AND FEES (DOCTORATE)

335 ENROLLMENT (FULL-TIME)

The application fee for the education program at Stanford University is $125. Its tuition is full-time: $58,746 per... Read More »

$58,746 per year (full-time)

East Lansing , MI

• # 4 in Educational Psychology  (tie)
• # 21 in Best Education Schools  (tie)

$900 per credit (in-state, full-time) TUITION AND FEES (DOCTORATE)

$1,737 per credit (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

708 ENROLLMENT (FULL-TIME)

The College of Education at Michigan State University has an application deadline of Dec. 1. The application fee for... Read More »

$900 per credit (in-state, full-time)

$1,737 per credit (out-of-state, full-time)

College Park , MD

• # 25 in Best Education Schools  (tie)

$828 per credit (in-state, full-time) TUITION AND FEES (DOCTORATE)

$1,805 per credit (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

422 ENROLLMENT (FULL-TIME)

The College of Education at University of Maryland--College Park has an application deadline of Dec. 1. The application... Read More »

$828 per credit (in-state, full-time)

$1,805 per credit (out-of-state, full-time)

Austin , TX

• # 6 in Educational Psychology

$9,274 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$18,032 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

537 ENROLLMENT (FULL-TIME)

The College of Education at University of Texas--Austin has an application deadline of Dec. 1. The application fee for... Read More »

$9,274 per year (in-state, full-time)

$18,032 per year (out-of-state, full-time)

Minneapolis , MN

• # 7 in Educational Psychology  (tie)

$1,593 per credit (in-state, full-time) TUITION AND FEES (DOCTORATE)

$2,465 per credit (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

1,270 ENROLLMENT (FULL-TIME)

The College of Education and Human Development at University of Minnesota--Twin Cities has a rolling application... Read More »

$1,593 per credit (in-state, full-time)

$2,465 per credit (out-of-state, full-time)

Nashville , TN

• # 5 in Best Education Schools  (tie)

$2,241 per credit (full-time) TUITION AND FEES (DOCTORATE)

$2,241 per credit (part-time) TUITION AND FEES (DOCTORATE)

763 ENROLLMENT (FULL-TIME)

The Peabody College of Education and Human Development at Vanderbilt University (Peabody) has an application deadline... Read More »

$2,241 per credit (full-time)

$2,241 per credit (part-time)

Columbus , OH

• # 9 in Educational Psychology  (tie)

$12,515 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$40,245 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

496 ENROLLMENT (FULL-TIME)

The College of Education and Human Ecology at Ohio State University has an application deadline of Dec. 1. The... Read More »

$12,515 per year (in-state, full-time)

$40,245 per year (out-of-state, full-time)

University of Illinois Urbana-Champaign

Champaign , IL

• # 34 in Best Education Schools  (tie)

$13,776 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$29,760 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

387 ENROLLMENT (FULL-TIME)

The College of Education at University of Illinois Urbana-Champaign has an application deadline of Dec. 1. The... Read More »

$13,776 per year (in-state, full-time)

$29,760 per year (out-of-state, full-time)

University of California--Los Angeles

Los Angeles , CA

• # 11 in Educational Psychology

$12,264 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$27,366 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

617 ENROLLMENT (FULL-TIME)

The education school at University of California--Los Angeles has an application deadline of Dec. 1. The application... Read More »

$12,264 per year (in-state, full-time)

$27,366 per year (out-of-state, full-time)

University of California, Berkeley

Berkeley , CA

• # 12 in Educational Psychology
• # 14 in Best Education Schools  (tie)

235 ENROLLMENT (FULL-TIME)

The Graduate School of Education at University of California, Berkeley has an application deadline of Dec. 4. The... Read More »

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More Schools in this List (Alphabetical)

Boston College (Lynch)

Chestnut Hill , MA

• in Educational Psychology
• # 23 in Best Education Schools  (tie)

$1,688 per credit (full-time) TUITION AND FEES (DOCTORATE)

$1,688 per credit (part-time) TUITION AND FEES (DOCTORATE)

336 ENROLLMENT (FULL-TIME)

The Lynch School of Education and Human Development at Boston College (Lynch) has an application deadline of Jan. 4... Read More »

$1,688 per credit (full-time)

$1,688 per credit (part-time)

Harvard University

Cambridge , MA

N/A TUITION AND FEES (DOCTORATE)

728 ENROLLMENT (FULL-TIME)

The application fee for the education program at Harvard University is $85. The Graduate School of Education at Harvard... Read More »

Indiana University--Bloomington

Bloomington , IN

$460 per credit (in-state, full-time) TUITION AND FEES (DOCTORATE)

$1,545 per credit (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

The education school at Indiana University--Bloomington has an application deadline of Jan. 15. The application fee for... Read More »

$460 per credit (in-state, full-time)

$1,545 per credit (out-of-state, full-time)

New York University (Steinhardt)

New York , NY

$50,424 per year (full-time) TUITION AND FEES (DOCTORATE)

$2,101 per credit (part-time) TUITION AND FEES (DOCTORATE)

1,320 ENROLLMENT (FULL-TIME)

The Steinhardt School of Culture, Education, and Human Development at New York University (Steinhardt) has an... Read More »

$50,424 per year (full-time)

$2,101 per credit (part-time)

Pennsylvania State University--University Park

University Park , PA

• # 46 in Best Education Schools  (tie)

$24,956 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$43,266 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

421 ENROLLMENT (FULL-TIME)

The College of Education at Pennsylvania State University--University Park has a rolling application deadline. The... Read More »

$24,956 per year (in-state, full-time)

$43,266 per year (out-of-state, full-time)

Teachers College, Columbia University

$1,970 per credit (full-time) TUITION AND FEES (DOCTORATE)

$1,970 per credit (part-time) TUITION AND FEES (DOCTORATE)

3,220 ENROLLMENT (FULL-TIME)

The education school at Teachers College, Columbia University has an application deadline of Jan. 2. The application... Read More »

$1,970 per credit (full-time)

$1,970 per credit (part-time)

Ph.D. in School Psychology

What you can earn, credits earned, time commitment, upcoming deadline, leaders of school psychology research and practice.

The School Psychology Ph.D. degree prepares leaders in the field of research and practice within school psychology. Our program stresses the expanded role of the school psychologist and offers formal coursework and practica in assessment, consultation, intervention, and counseling.

Our philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

The program is accredited by the American Psychological Association (APA) , approved by the  National Association of School Psychologists (NASP) , and meets requirements for state level licensure as a psychologist.

Our mission is to prepare scientist-practitioners whose practice of psychology is grounded in scientific knowledge and focused on enhancing the educational and socio-emotional competence of school-age children and youth.

The role of a health service psychologist with a specialty in school psychology is to assess, consult, and provide prevention and direct intervention services that focus on learning, behavior, and mental health. The graduate program in School Psychology at the University of Washington stresses the expanded role of the school psychologist and offers formal course work and practica in assessment, consultation, intervention, and counseling. In addition, the program philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

What you'll learn

The following are the nine profession-wide competencies and the specific objectives for graduates. Students' learning experiences are guided by the Discipline Specific Knowledge areas of APA and by the Profession-Wide Competencies in the APA Standards of Accreditation.

Program Objective: To prepare health service psychologists to be critical consumers of research, to have the knowledge and skills to conduct scientific inquiry, and to disseminate research.

Program Objective: To prepare health service psychologists to be competent in navigating and legal and ethical challenges and engaging in best practices associated with the APA Ethical Principles for Psychologists and Code of Conduct.

Program Objective: To prepare health service psychologists to integrate self-awareness, cultural knowledge, and culturally responsive skills in all professional activities including research, teaching, and clinical service.

Program Objective: To prepare health service psychologists to reflect the values and attitudes of psychology through integrity, professional identity alignment, professional behavior, and responsiveness to supervision and feedback.

Program Objective: To prepare health service psychologists to maintain effective relationships with colleagues, communities, organizations, supervisors, supervisees, and clients.

Program Objective: to prepare health service psychologists to incorporate the diversity characteristics of clients in psychological assessments and to present findings in an effective manner that is appropriate for audiences outside the discipline of psychology.

Program Objective: To prepare health service psychologists to implement evidence-based interventions with fidelity to empirical models along with the flexibility to adapt the interventions to the cultural and linguistic context of the clients.

Program Objective: To prepare health service psychologists to provide effective supervised supervision to less advanced students and peers appropriate for the service setting.

Program Objective: To prepare health service psychologists to demonstrate the ability to effectively collaborate in interdisciplinary contexts and integrated healthcare settings.

After graduation

Graduates are prepared for college teaching, clinical, and research positions in a variety of settings:

• School settings to serve students from all cultural, ethnic, and socioeconomic backgrounds
• University settings as trainers of school psychologists and continue to generate new knowledge for the practice of psychology
• Research settings where investigations are conducted related to learning, development, and behavior of school-aged children
• Teaching hospitals and other health agencies providing outpatient services for patients with school-related problems

Let's connect

We're excited that you're interested in our program! By joining our mailing list, you can receive updates on info sessions, deadlines, financial aid and more!

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Related programs

The first three years of this Ph.D. program follow the sequence of the Educational Specialist (Ed.S.) program . The final three years of the Ph.D. program build upon and extend the training.

School Psychology Clinic

The UW School Psychology Clinic serves as a training site for graduate students in the School Psychology Ed.S. and Ph.D. programs. All services are supervised by a licensed psychologist/clinician, along with a program faculty member. The center also services as a clinical-research site for faculty and students.

The Ph.D. degree is a six-year, full-time program that requires three years of Ed.S. degree coursework, two years of Ph.D. coursework and one year of a predoctoral internship. If you already have an Ed.S. degree, the Ph.D. course of study can be shortened to three or more years.

With the support of your advisor, you will design an individualized program of study that is guided by a supervisory committee and chaired by a core school psychology faculty member.

Students who complete their Ed.S. degree at UW will use that coursework as their specialty area. Students who completed their Ed.S. at another institution will have their transcripts reviewed to determine course credits that may be applied to their Ph.D. program of study.

As doctoral students are completing the individualized program of study requirements, they must also complete the Ph.D. degree milestones (research and inquiry, general exam, dissertation proposal, dissertation defense). These procedures are described in the program handbook sections under “Ph.D. degree milestones.”

For details,  download the student handbook

The first three years of the Ph.D. degree follow the course sequence of our Ed.S. degree . The Ed.S. course sequence is organized so that all basic foundation courses are completed the first year, the second year is centered on applied experiences in schools and at the University of Washington, and the third year is a full-time, school-based internship in public schools. Students who have already earned their Ed.S. degree may begin the Ph.D. coursework immediately.

Autumn quarter

• EDPSY 565: Adv Practicum in Clinical Practice (4)
• EDPSY 508: Adv Practicum- Supervision & School Mental Health (2)
• EDLPS 525: Educational Inquiry (3)
• EDPSY 529: Developmental Psychopathology and the DSM (3)
• Additional cognate courses (including research methods courses)

Winter quarter

• EDLPS 526: Educational Inquiry (3)
• EDPSY 538: Multiple Regression (3)
• Additional cognate and research methods courses
• Prospective Candidacy

Spring quarter

• EDPSY 585: History, Systems, & Contemporary Issues in School Psychology (3)
• Research and Inquiry

Summer quarter (session A)

EDPSY 581: Seminar in APPIC/CDSPP internships (2)

• EDPSY 579: Advanced Practicum in Assessment and Intervention (3)
• R & I presentation (Nov)
• General Exam (Nov or Dec)
• If not doing APPIC, start working on creating a local CDSPP-aligned Internship
• Register only if completing the general exam this quarter
• To obtain an add code for dissertation credits, go to  education.uw.edu/practicum , select your advisor, EDUC 800 course, and describe your dissertation project.
• General Exam (if not completed in Autumn)
• Dissertation Proposal (or in Spring)
• Internship interviews and APPIC Match Day
• Register for 25 dissertation credits (total) by the end of the academic year. Leave 2 credits for the following year when you defend your dissertation (final orals).
• Dissertation Proposal (if not completed in Winter)
• EDUC 800: Dissertation (8-10)

Students apply for “on leave” status EVERY quarter except the quarter of the dissertation defense. If a student does not apply each quarter, they will drop from the University system and have to reapply for active status and pay a $250 fee to the Graduate School. During the quarter of the dissertation defense, students MUST register for the remaining 2 credits.

Each doctoral student is required to identify two supportive cognate fields in addition to the area of specialization. Depending upon your academic background, the range of credits required for each supportive cognate is between 6 and 15. The breadth and depth of each cognate is normally defined by the graduate advisor and the faculty member selected to represent the cognate area.

Each student must form a specialization from a unit outside of the College of Education.  The specialization outside the College will normally be in a single department (e.g., Social Work, Public Health). In exceptional cases, it may be a series of courses from different departments containing a common thread (e.g., Ethnic Studies, which may draw upon courses based in several departments). The breadth and depth of the specialization outside the College is normally defined by the graduate faculty representative from that specialization serving on your Supervisory Committee. 

The culminating experience for the Ph.D. degree is a predoctoral internship, which includes advanced, integrative, supervised experiences in applying science to practice. The predoctoral internship must be completed after the general exam is passed and the dissertation proposal has been approved.

The predoctoral internship requires an additional 1,500 hours of experience and can be completed in a school or non-school setting. Students are strongly encouraged to apply to APA-accredited predoctoral internship programs through the Association of Postdoctoral Psychology and Internship Centers (APPIC) Match process. Those who do not have the ability to complete APA accredited internships must complete local predoctoral internships that are CDSPP compliant.

Students take a required 27 dissertation credits after passing the oral general examination, complete an approved dissertation proposal prior to predoctoral internship,  and complete the dissertation either before or during the predoctoral internship.

Admission requirements and process

Preferential consideration is given to applicants who have had employment or volunteer experiences in P-12 schools and who also have research training and experience.

We accept applications once a year, for autumn quarter admission.  You must apply to the Graduate School by December 1 . Faculty reviews commence in January and continue until all vacancies are filled.

We are committed to recognizing and fostering the values derived from a diverse student population and are striving to promote increased diversity among practicing school psychologists. Toward this end, we apply a variety of criteria when evaluating applicants. We strongly encourage racially and ethnically diverse students to apply to this program.

A bachelor’s degree is required for applicants who will complete their Ed.S. degree coursework first. A degree may be in-progress when applying but it must be completed before the Program starts.

Applicants may apply to begin the Ph.D. coursework under ONE the following conditions:

• They are enrolled in the UW Ed.S. degree in School Psychology Program and have completed at least two years of coursework,
• They have completed their school psychologist certification, or
• They have earned a master’s degree or Ed.S. in school psychology.
• Include one transcript from each institution from which you've earned a degree and one from every institution you have attended in the previous 5 years.
• Your transcripts must include your name, coursework, and degree (if completed).
• If you are offered admission, the UW Graduate School will request an official transcript from your most recent degree earned.

The UW Graduate School requires a cumulative GPA of 3.0. However, we review your application holistically. If your GPA is below 3.0, contact us at [email protected] for advice on how to strengthen your overall application.

During the online application process, you will be given instructions for adding your recommenders and getting their letters submitted electronically. Your recommenders should be able to address:

• your communication skills, both written and oral
• your ability to interact productively with supervisors, peers, and children
• your ability to function without supervision
• your research competence and experience
• your teaching, counseling and/or assessment skills 
• other relevant aspects of your academic or professional development

A current academic and professional resume or vita is required. In addition to educational degrees and professional experience, you should include a list of all relevant awards, publications, presentations or other achievements that will help us to evaluate your application.

The admissions committee uses your statement of purpose, along with other evidence, to determine whether your goals are well-matched with our Program. Your statement should address goals, relevant experience, future plans, and how the desired specific program meets your needs. Include personal experiences that have prepared you for the challenge of graduate school, topics like:

• Reasons for seeking entry into this program 
• Post-baccalaureate experiences in teaching, counseling, and assessment  
• Your professional aspirations
• Your research interests

Your statement must be no more than 750 words (3 pages double-spaced) using 12-point font and 1-inch margins.

While optional, you can add to your application by submitting a personal history statement with each application. This statement should address your intellectual growth and development, inclusive of and beyond your academic goals. 

Statements should be no longer than two pages long, double-spaced, with 12-point font and 1-inch margins.

• Gather all required documents
• Visit the Graduate School website
• Log into your account or create a new profile if you are a first-time applicant
• Complete all steps in application process and upload your documents
• You may request a fee waiver during the application process
• Submit your application

Here is our general timeline for decisions.

Step 1: Application processing

• Within 7 business days after the deadline, we will check if your application if fully complete
• We will email you whether your application is complete or incomplete
• If your application is missing anything, you will have a short amount of time submit these items
• You can also log into the online tool and check your status and see any missing items

Step 2: Application review

• Committees begin reviewing applications about two weeks after the deadline
• You will receiving an email when your application has entered the review phase

Step 3: Interview day

We host an interview day during the first or second week of February for finalists who remain competitive after the primary and secondary review of their application. For those who are unable to attend this event, a web based or phone interview with one or more members of the core faculty in school psychology is required. Interviews are only by invitation.

Step 4: Decision notification

• The final decision will be emailed to you
• Your status will also be updated in the online application tool

We value and welcoming applications from international students! If you are applying from outside the United States, there are additional requirements and application materials.

• At minimum, you must have the equivalent of a U.S. bachelor's degree (a four-year degree from an institution of recognized standing)
• The national system of education in the foreign country
• The type of institution
• The field of study and level of studies completed
• International transcripts must be submitted in the original language.
• Your transcript should include date of graduation and title of the awarded academic degree
• If your transcript is not in English, you must also provide a certified English translation
• You do not need to have your transcript evaluated for the degree by an agency

Per  UW Graduate School policy , you must submit a demonstration of English language proficiency if your native language is not English and you did not earn a degree in one of the following countries:

• United States
• United Kingdom
• New Zealand
• South Africa
• Trinidad and Tobago

The following tests are accepted if the test was taken fewer than two years ago:

• Minimum score: 80
• Recommended score: 92+
• The UW's 4-digit code is 4854
• University of Washington All Campuses, Organisation ID 365, Undergrad & Graduate Admis, Box 355850, Seattle, WA, 98105, United States of America
• Minimum score: 6.5
• Recommended score: 7.0+
• School information for submission: University of Washington, All Campuses Undergraduate & Graduate Admission Box 355850 Seattle, WA 98195
• Minimum score: 105
• Recommended score: 120+
• Follow the instructions on the Duolingo website to submit your scores

If apply and are offered admission to UW, you will need to submit a statement of financial ability.

Costs and funding

We are a tuition-based program. Estimated tuition rates are based on your residency: 

• Washington state residents: $19,584 per year
• Out-of-state students: $35,352 per year

Estimates are subject to change and may differ due to course load and summer quarter enrollment. Estimates include building fees, technology fees, U-Pass, etc. Additional program-specific fees are not included in this estimate.

View the UW tuition dashboard → Visit the Office of Planning & Budgeting →

Graduate Student General Scholarships

Disclosure, outcomes and other data.

We post Program data, including students’ time to completion, program costs, internship placement, attrition, licensure, and other disclosures.

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Program Director

Kristen Missall

Program faculty.

Janine Jones

Alexa Matlack

James Mazza

Program staff.

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• Educational Psychology, Ph.D.

The Department of Educational Psychology offers the master of science and doctor of philosophy degrees in educational psychology. The programs for the M.S. and Ph.D. in educational psychology provide comprehensive knowledge of the field and intensive specialization in one of three areas of study and research: human development, learning sciences, quantitative methods. The program also offers a Ph.D. in School Psychology.

The department provides training in research. Many faculty members in the department conduct controlled research studies with human participants; schools and other agencies in the Madison area cooperate in facilitating such research projects. Principal research facilities include the School of Education's Wisconsin Center for Education Research and the multidisciplinary Waisman Center.

Areas of Specialization 

Human development.

Professors: Bellmore, Brown, Enright, Hubbard, Matthews, Short, Vlach

This Human Development program focuses on individual development, with an emphasis on the beginning of the lifespan and formal schooling years (infancy through young adulthood). The Human Development area’s research seeks to make conceptual/theoretical contributions to the understanding of human behavior that can address practical concerns of educators, parents, and others. Special emphasis is placed on considering how diversity in personal backgrounds, contexts, and experiences contribute to the developing person. The graduate program provides a breadth and depth of knowledge about human development and educational psychology and encourages more detailed study in specific interest areas. Early in the program, students learn about general theories and issues in human development; specific developmental processes in childhood, adolescence, and adulthood; as well as associated statistical methods and research practices.

In the latter part of the program, students exercise individual choice in selecting courses in subject matter that will broaden or deepen an understanding of developmental processes. Such coursework may also extend to other programs of the university in which there is a research focus in human development.

Learning Sciences

Professors: Bell, Nathan, Puntambekar, Rau, Shaffer

This program area bridges learning sciences and educational practice. Scholarship encompasses the coordinated design and study of learning environments ranging from preschool to university education, and reaches outside of school to informal contexts for learning, like museums and after-school programs. Faculty interests include the design of technologies as tools for learning, prolonged longitudinal study of relations between teaching and learning, the nature of knowledge in substantive domains of inquiry, like mathematics, science, and composition, and the analysis of learning using moment-by-moment data about learning processes. The program of study emphasizes an apprenticeship model of scholarship with early engagement in substantive problems of learning and teaching. Students work in concert with faculty to develop research studies in each of the first two years of study. Courses are coordinated to promote the development of research and communication skills so that students can become involved with important problems in educational research. As students progress in the program, they continue to work with faculty, both within and outside of the department, to craft systematic investigations of learning environments.

Quantitative Methods

Professors: Bolt, Kaplan, Kim, Pustejovsky, Wollack 

Educational research has a strong tradition of employing state-of-the-art statistical and psychometric (psychological measurement) techniques. Researchers in all areas of education develop measuring instruments, design and conduct experiments and surveys, and analyze data resulting from these activities. Because of this tradition, quantitative methods have long been an area of specialization within educational psychology. Graduates in this area teach, serve as consultants to educational researchers, and conduct research on statistics and psychometrics in education-related fields. Within the program, the quantitative methods area offers the two major specializations of statistics and measurement.

The study of quantitative methods takes advantage of the range of resources at the University of Wisconsin–Madison and includes coursework in statistics, mathematics, and computer sciences, and in other units of the School of Education.

School Psychology

The Department of Educational Psychology also administers a Ph.D. in School Psychology and M.S. in School Psychology.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

For admission to graduate work, the department does not require a specific undergraduate major. However, it is preferred that applicants have completed approximately 18 credits in courses that provide a relevant foundation for further study in educational psychology. Neither certification as a teacher nor teaching experience is required. An undergraduate grade point average of at least 3.0 (4.0 basis) based on the last 60 semester hours of undergraduate coursework is requisite. A statement of purpose is also required.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Students are eligible to compete for UW–Madison fellowships. A limited number of teaching and project assistantships are available within the department, and prospective students are encouraged to refer to the instructions for fellowships and assistantships contained in the program application information.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

MODE OF INSTRUCTION

Mode of instruction definitions.

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

CURRICULAR REQUIREMENTS

Required courses, human development pathway 1.

These pathways are internal to the program and represent different curricular paths a student can follow to earn this degree. Pathway names do not appear in the Graduate School admissions application, and they will not appear on the transcript.

Learning Sciences Pathway 1

This includes any course in the Quantitative Methods program area or any other approved course by the Learning Sciences faculty as covering appropriate content in quantitative methods.

Quantitative Methods Pathway 1

• Educational Statistics and Research Methodology subarea
• Educational Measurement subarea

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate work from other institutions.

With program approval, students are allowed to count no more than 9 credits of graduate coursework from other institutions. Coursework earned ten years or more prior to admission to a doctoral degree is not allowed to satisfy requirements. 

UW–Madison Undergraduate

No credits from a UW–Madison undergraduate degree are allowed to count toward the degree.

UW–Madison University Special

With program approval, students are allowed to count no more than 9 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements. 

This program follows the Graduate School's Probation policy.

ADVISOR / COMMITTEE

This program follows the Graduate School's Advisor policy and  Committees policy .

CREDITS PER TERM ALLOWED

Time limits.

This program follows the Graduate School's Time Limits policy.

grievances and appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Dean of Students Office (for all students to seek grievance assistance and support)
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed.  Many issues can be settled informally at this level.  If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor.  The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW-Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Dean of Students Office (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427

For the Ph.D. program, the department offers assistantships to incoming students.

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

• Acquire a strong foundation in current and past theories, research findings, and methodologies in their program area. Use critical thinking skills to synthesize existing knowledge, evaluate strengths and limitations in existing theory and research, and identify issues in need of additional inquiry - including conceptual and methodological approaches available to address these issues.
• Demonstrate a knowledge of and sensitivity to human diversity in terms of individual abilities and orientations and sociocultural backgrounds.
• Retrieve, evaluate, and interpret professional and scientific literature; use this information to develop or adapt theoretical frameworks and derive testable hypotheses or predictions for their own research / program evaluation projects.
• Learn to design realistic and feasible research or assessment projects in their program area and to prepare necessary protocols that are sensitive to the backgrounds of individuals who are the focus of their work.
• Conduct independent research and analyze and interpret resulting data.
• Create clear and concise reports of their research or program evaluations that are appropriate to the intended audiences, which may include fellow scholars (via scholarly journals), practitioners (via practitioner journals or reports), and lay audiences (via online or other published reports).
• Communicate effectively in collaborative work, instructional activities, and/or consultation settings with students and professional colleagues.
• Conduct research or program implementation / evaluation in accordance with ethical standards established in their field of inquiry.

Professors: Asmus, Bell, Bellmore, Bolt, Enright, Kaplan, Kim, Nathan, Puntambekar, Quintana, Shaffer, Wollack (chair) Associate Professors:  Albers, Eklund, Garbacz, Hubbard, Kilgus, Matthews, Pustejovsky, Rau, Vlach Assistant Professors: Karumbaiah (Fall, 2023),   Klingbeil, Short, Starr (Fall, 2023) Clinical Associate Professor: Kelly Clinical Assistant Professor: Hagermoser-Bayley

• Requirements
• Professional Development
• Learning Outcomes

Contact Information

Educational Psychology School of Education edpsych.education.wisc.edu

Amy Moschkau, Graduate Coordinator [email protected] 608-262-1427 880 Educational Sciences Building, 1025 West Johnson Street, Madison, WI 53706-1796

James A. Wollack, Director of Graduate Studies [email protected]

Graduate School grad.wisc.edu

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Doctoral Degrees

Educational psychology, educational psychology ph.d..

The Educational Psychology Ph.D. program provides students with both the scholarly and applied aspects of the field of educational psychology. The program offers an integrated degree that requires mastery of theory and content knowledge in educational psychology as well as expertise in relevant statistical and multiple methodological research methods.

Learn how to apply research in educational psychology to educational practice, policy, and teaching

Study and examine theories of psychological thought, student development, and socialization in instructional settings

Gain hands-on experience in research and college-level teaching

Sample courses.

See Required Coursework .

The program prepares students for both teaching and research careers, primarily in colleges and universities, but also in school settings, testing firms, industry, and research organization.

For more information about the program, contact Jessica Summers .