master of education boston university

Masters in Education Programs in the Boston Area

1-21 of 21 results

Harvard Graduate School of Arts and Sciences

Cambridge, MA •

Harvard University •

Graduate School

• • Rating 4.56 out of 5   9 reviews

Other: I am Harvard Extension School student pursuing a master degree, ALM, in sustainability. I have achieved a 3.89 in this program so far and have qualified, applied, and accepted as a 'Special Student' in the Harvard Graduate School of Arts and Sciences. Through this School, I will be focusing my time at the John A. Paulson school of Engineering & Applied Sciences. Looking forward to wrapping up my final year on campus! ... Read 9 reviews

Harvard University ,

Graduate School ,

CAMBRIDGE, MA ,

9 Niche users give it an average review of 4.6 stars.

Featured Review: Other says I am Harvard Extension School student pursuing a master degree, ALM, in sustainability. I have achieved a 3.89 in this program so far and have qualified, applied, and accepted as a 'Special Student'... .

Read 9 reviews.

Harvard Graduate School of Education

• • Rating 4.67 out of 5   12 reviews

Master's Student: My undergraduate is the only institution outside of Asia offering a terminal degree in Classical Chinese Dance: an exquisite and comprehensive dance form passed down from ancient China. As a member of the first graduating class, I’ve always wanted to give back. And as the new generation of post-pandemic educators, I aim to lead the college to better serve its talented students: to provide first-class education, support, and opportunities to shine in the global spotlight and bring beauty and joy to audiences around the world. At this watershed point in higher ed, I’m genuinely excited to partake in Harvard Graduate School of Education's world-class learning environment and the mentorship of its distinguished faculty, in the Education Leadership, Organizations, and Entrepreneurship program with a concentration in Higher Ed, which. will equip me with the skills, vision, and insight to become a transformative leader and a dedicated contributor to the teaching and learning world. ... Read 12 reviews

12 Niche users give it an average review of 4.7 stars.

Featured Review: Master's Student says My undergraduate is the only institution outside of Asia offering a terminal degree in Classical Chinese Dance: an exquisite and comprehensive dance form passed down from ancient China. As a member... .

Read 12 reviews.

School of Arts and Sciences - Tufts University

Medford, MA •

Tufts University •

• • Rating 4 out of 5   4 reviews

Master's Student: My experience was mostly great! I felt supported by faculty and staff and became involved in student activities. It was just unfortunate that my on-campus experience was cut short due to the pandemic so I was not able to fully take advantage of all the program and graduate school had to offer. ... Read 4 reviews

Tufts University ,

MEDFORD, MA ,

4 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says My experience was mostly great! I felt supported by faculty and staff and became involved in student activities. It was just unfortunate that my on-campus experience was cut short due to the pandemic... .

Read 4 reviews.

Rowan University Graduate

Graduate School •

GLASSBORO, NJ

• • Rating 4.38 out of 5   29

Saint Xavier University

CHICAGO, IL

• • Rating 4.2 out of 5   10

American University

WASHINGTON, DC

• • Rating 4.55 out of 5   149

Lynch School of Education

Chestnut Hill, MA •

Boston College •

• • Rating 4.25 out of 5   4 reviews

Master's Student: I am preparing to start my studies in this program. As of now, all staff has made this process extremely stress free and easy. My classes have been planned out for my entire time in the program. This is helpful in knowing what is to coming and planning for the future. My advisor has done an exceptional job of working with me to ensure I am taking the correct classes in conjunction to feel prepared for my MTELS. I am looking forward to all there is to come in this program. ... Read 4 reviews

Boston College ,

CHESTNUT HILL, MA ,

4 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says I am preparing to start my studies in this program. As of now, all staff has made this process extremely stress free and easy. My classes have been planned out for my entire time in the program. This... .

Wheelock College of Education and Human Development

Boston, MA •

Boston University •

• • Rating 4.6 out of 5   5 reviews

Master's Student: My experience with Wheelock College has been limited since I have not officially started at the University. I have limited experience with the school and faculty. In terms of the counseling department, and the admissions team have been extremely helpful and overall thorough. The faculty seems quite kind and open as well. Wheelock college is definitely a welcoming and unique place for one to take opportunities. ... Read 5 reviews

Boston University ,

BOSTON, MA ,

5 Niche users give it an average review of 4.6 stars.

Featured Review: Master's Student says My experience with Wheelock College has been limited since I have not officially started at the University. I have limited experience with the school and faculty. In terms of the counseling... .

Read 5 reviews.

College of Education - University of Massachusetts Lowell

Lowell, MA •

University of Massachusetts Lowell •

• • Rating 3.75 out of 5   4 reviews

Master's Student: This program is designed for MA teachers to become reading specialists. There are certification and noncertification tracks. The program is organized and I am learning a lot. ... Read 4 reviews

University of Massachusetts Lowell ,

LOWELL, MA ,

4 Niche users give it an average review of 3.8 stars.

Featured Review: Master's Student says This program is designed for MA teachers to become reading specialists. There are certification and noncertification tracks. The program is organized and I am learning a lot. .

• Find college scholarships

College of Social Sciences, Policy, and Practice - Simmons University

Simmons University •

• • Rating 4.36 out of 5   14 reviews

Current Doctoral student: I like to choose this school because advanced online program in field of clinical social work and experienced scholars. ... Read 14 reviews

Simmons University ,

14 Niche users give it an average review of 4.4 stars.

Featured Review: Current Doctoral student says I like to choose this school because advanced online program in field of clinical social work and experienced scholars. .

Read 14 reviews.

College of Education and Human Development - University of Massachusetts Boston

University of Massachusetts Boston •

• • Rating 4.13 out of 5   8 reviews

Alum: University of Massachusetts Boston was a perfect fit for graduate school. As a full-time working parent, the online option for graduate school was key. I was able to continue to work full-time and attend classes on a full-time basis. The convenience of working online from home gave me the opportunity to complete my masters in education. The professors were knowledgeable, professional, and came from a wealth of academic backgrounds. Attending a state school also gave me the opportunity to fulfill my lifelong goal of attaining my masters degree at an affordable price. ... Read 8 reviews

University of Massachusetts Boston ,

8 Niche users give it an average review of 4.1 stars.

Featured Review: Alum says University of Massachusetts Boston was a perfect fit for graduate school. As a full-time working parent, the online option for graduate school was key. I was able to continue to work full-time and... .

Read 8 reviews.

Gordon College

Wenham, MA •

• • Rating 4.38 out of 5   8 reviews

Master's Student: The Master of Science in Financial Analysis program at Gordon College has been an enriching experience. The comprehensive curriculum covers financial statement analysis, investment management, risk assessment, and corporate finance, providing a well-rounded understanding of the field.The program's emphasis on practical application through real-world case studies, projects, and internships has enhanced my critical thinking and problem-solving skills. The supportive faculty, comprised of experienced professionals, has provided invaluable guidance and mentorship.While the rigorous coursework can be challenging, it has prepared me for the fast-paced finance industry. The program also offers opportunities for professional development, including guest lectures and networking events.The focus on ethics and integrity has instilled in me a strong sense of responsibility. Despite the challenges, the program has equipped me with the skills and knowledge necessary to be successful. ... Read 8 reviews

WENHAM, MA ,

8 Niche users give it an average review of 4.4 stars.

Featured Review: Master's Student says The Master of Science in Financial Analysis program at Gordon College has been an enriching experience. The comprehensive curriculum covers financial statement analysis, investment management, risk... .

School of Education - Cambridge College

Cambridge College •

• • Rating 5 out of 5   2 reviews

Master's Student: The academics that I went through at Cambridge College involved a lot of coursework and collaboration; however, it was worth it! As a student in their School of Education, it is essential to understand the artifacts and assignments that can prepare you to become an educator, from passing MTELs to learning how to construct a lesson plan by using Universal Design for Learning (UDL). This may seem very heavy work, but again it is worth it because when you become a teacher, you will experience these types of work during your work day. The Math courses for my Math Education program involved algebra, geometry, statistics, and calculus, along with courses utilizing Math in the field of education such as inclusion, Common Core standards, and preparation for student teaching/practicum. From my experience in academics, my professors were very supportive in showing us how to do assignments with pre-made templates and resources. Overall, the work in my program was heavy, yet resourceful. ... Read 2 reviews

Cambridge College ,

2 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says The academics that I went through at Cambridge College involved a lot of coursework and collaboration; however, it was worth it! As a student in their School of Education, it is essential to... .

Read 2 reviews.

School of Education - Emmanuel College - Massachusetts

Emmanuel College - Massachusetts •

Emmanuel College - Massachusetts ,

Winston School of Education and Social Policy - Merrimack College

North Andover, MA •

Merrimack College •

• • Rating 4.5 out of 5   4 reviews

Master's Student: Pursuing a Masters empathizing Special Education, I was excited when I had the opportunity to explore the coursework that would serve as the academic foundation for the program. Upon closer examination, I was elated to discover there would be a variety of material and subject matter covering topic such as disabilities, language diversity, inclusivity, lesson creation and curriculum implementation, and many more. The course was very relevant for me, as I was pursuing a career in special education. Additionally, I wanted to return to my roots in an urban district to assist the socially and economically disadvantaged. I also wanted to be around a diversity of students, something I find to be truly beautiful and crucial in education. In addition to the variety in material, I also had multiple formats, in person and online, to demonstrate my knowledge and interact with others entering the field. A truly wonderful learning experience that prepared me for the future. ... Read 4 reviews

Blue checkmark.

Merrimack College ,

NORTH ANDOVER, MA ,

4 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says Pursuing a Masters empathizing Special Education, I was excited when I had the opportunity to explore the coursework that would serve as the academic foundation for the program. Upon closer examination, I was elated to discover there would be a variety of material and subject matter covering topic such as disabilities, language diversity, inclusivity, lesson creation and... The course was very relevant for me, as I was pursuing a career in special education. Additionally, I wanted to return to my roots in an urban district to assist the socially and economically... In addition to the variety in material, I also had multiple formats, in person and online, to demonstrate my knowledge and interact with others entering the field. A truly wonderful learning experience that prepared me for the future. .

• Sponsored Find Student Loan Options
• Online Masters in Teaching English as a Second Language Programs
• Online Teaching English as a Second Language Programs

Endicott College

Beverly, MA •

• • Rating 4.47 out of 5   17 reviews

Doctoral Student: Everyone has been super helpful so far at Endicott! The people have been the best part! While reaching out via emails for information, or troubleshooting problems, everyone has been willing to help and extremely responsive. ... Read 17 reviews

BEVERLY, MA ,

17 Niche users give it an average review of 4.5 stars.

Featured Review: Doctoral Student says Everyone has been super helpful so far at Endicott! The people have been the best part! While reaching out via emails for information, or troubleshooting problems, everyone has been willing to help... .

Read 17 reviews.

School of Humanities, Education, Justice and Social Sciences - Lasell University

Newton, MA •

Lasell University •

Lasell University ,

NEWTON, MA ,

College of Education and Social & Behavioral Sciences - Framingham State University

Framingham, MA •

Framingham State University •

• • Rating 4.5 out of 5   2 reviews

Alum: The professors are amazing - they truly care about each of their students and due to the small class sizes, by the end of the semester, it feels like a little family with a great bond. ... Read 2 reviews

Framingham State University ,

FRAMINGHAM, MA ,

2 Niche users give it an average review of 4.5 stars.

Featured Review: Alum says The professors are amazing - they truly care about each of their students and due to the small class sizes, by the end of the semester, it feels like a little family with a great bond. .

College of Education and Health Sciences - Bridgewater State University

Bridgewater, MA •

Bridgewater State University •

Bridgewater State University ,

BRIDGEWATER, MA ,

Eastern Nazarene College

Quincy, MA •

QUINCY, MA ,

Graduate School of Education

Lesley University •

• • Rating 4.75 out of 5   4 reviews

Master's Student: The professors will challenge you at every level, but they are extremely helpful and want to see you succeed. There are many supports to help students not only while they are at Lesley but after you graduate as well. I found that the career services department was great in helping me prepare my resume. The school really focuses on helping teachers learn the best skills and practices when it comes to teaching. ... Read 4 reviews

Lesley University ,

4 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says The professors will challenge you at every level, but they are extremely helpful and want to see you succeed. There are many supports to help students not only while they are at Lesley but after you... .

Curry College Graduate Programs

Milton, MA •

Curry College •

Curry College ,

MILTON, MA ,

Northeastern University Lifelong Learning Network

Rivier university.

Nashua, NH •

• • Rating 4.24 out of 5   21 reviews

Master's Student: I attended Rivier University as an undergradute student, and now I plan to attend as a graduate student. I had an awesome experience with my clinicals and have built lasting relationships through their nursing program. I now plan to attend their Family Nurse Practitioenr hybrid program. I have returned to Rivier becuase of their dedication to quality education. ... Read 21 reviews

NASHUA, NH ,

21 Niche users give it an average review of 4.2 stars.

Featured Review: Master's Student says I attended Rivier University as an undergradute student, and now I plan to attend as a graduate student. I had an awesome experience with my clinicals and have built lasting relationships through... .

Read 21 reviews.

CAMBRIDGE, MA

• • Rating 4.75 out of 5   4

College of Education - Concordia University - Texas

Concordia University - Texas •

Graduate School of Arts and Social Sciences

Showing results 1 through 21 of 21

• Twitter Facebook Pinterest
• Virtual Tour
• Applications
• Entering Class Stats
• Accreditation
• Faculty Composition
• Distance Learning
• International
• Tuition And Fees
• Room And Board
• Financial Aid
• Graduation & Retention
• Return On Investment

Boston University Master’s in Education

Education is a program of study at Boston University. The school offers a master’s degree in the area. Here, you’ll find out more about the major master’s degree program in education, including such details as the number of graduates, diversity of students, and more.

You can jump to any section of this page using the links below:

• Graduate Cost
• Online Learning
• Student Diversity
• Focus Areas

How Much Does a Master’s in Education from Boston U Cost?

Boston u graduate tuition and fees.

In 2019-2020, the average part-time graduate tuition at Boston U was $1,777 per credit hour for both in-state and out-of-state students. The following table shows the average full-time tuition and fees for graduate student.

Does Boston U Offer an Online Master’s in Education?

Online degrees for the Boston U education master’s degree program are not available at this time. To see if the school offers distance learning options in other areas, visit the Boston U Online Learning page.

Boston U Master’s Student Diversity for Education

Male-to-female ratio.

Women made up around 79.1% of the education students who took home a master’s degree in 2019-2020. This is about the same as the countrywide number of 78.3%.

Racial-Ethnic Diversity

Racial-ethnic minority graduates* made up 21.3% of the education master’s degrees at Boston U in 2019-2020. This is lower than the nationwide number of 28%.

Master’s in Education Focus Areas at Boston U

Education students may decide to major in one of the following focus areas.

*The racial-ethnic minorities count is calculated by taking the total number of students and subtracting white students, international students, and students whose race/ethnicity was unknown. This number is then divided by the total number of students at the school to obtain the racial-ethnic minorities percentage.

• National Center for Education Statistics
• O*NET Online

More about our data sources and methodologies .

Popular Reports

Compare your school options.

• Request info
• Majors & Degrees
• Prospective Students
• Current Undergraduate Students
• Current Graduate Students
• Online Students
• Alumni and Friends
• Faculty and Staff

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.

Categories: Education and Human Sciences

Recent News Articles

Lucas recipient of mississippi pinnacle award for lifetime achievement, usm fraternity and sorority life chapter president spotlight: pi kappa phi's kane palazzo, usm students, alum earn graduate research fellowships.

• Admitted Students
• Alumni & Friends
• Current Undergraduate Students
• Current Graduate Students
• Faculty & Staff

BC.EDU LINKS

• Boston College
• Campus Life
• Jesuit, Catholic
• Academic Calendar
• BC Magazine
• Directories
• Offices, Services, Resources
• Agora Portal
• Maps & Directions
• Departments
• Master of Education (M.Ed.) in Elementary Education

Master of Education (M.Ed.) in Elementary Education

Teaching, Curriculum, and Society  

The Elementary Education program is designed for students who wish to teach in grades 1-6. The program stresses a humanistic approach to teaching that is both developmentally appropriate and intellectually challenging. It prepares the teacher to work with a diverse range of children by providing the teacher with knowledge about instructional practices, along with perspectives on children, schools, and society.

At a Glance

13 courses and practicum, for a total of 37 credits.

1 academic year plus 2 summer sessions (full time); 2-3 years (part time).

Spring, summer, or fall semesters.

Our curriculum prepares teachers to work with a diverse range of children by providing them with knowledge about instructional practices, along with perspectives on children, schools, and society.

Requirements

• Courses: 13
• Credits: 37

Program of Study

• Core: 9 Courses
• Practicum: 4 Courses
• Master's Comprehensive Exam

Learning Outcomes

Graduate students participating in the Elementary Education program will learn to promote student development, how to teach for social justice, and how to reflect on practice to improve instruction. They will be prepared to work with students of a variety of backgrounds creating classroom environments that engage all students. More specifically:

The teacher candidate will promote the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, using these assessments and reflections on teaching to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.

The teacher candidate will promote the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, demonstrate cultural proficiency, and knowledge about language challenges in academic settings.

The teacher candidate will promote the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

The teacher candidate will demonstrate an inquiry stance by collecting and reporting data on pupil outcomes for the purpose of assessing, teaching, and modifying instructional practice.

The teacher candidate will identify policies and practices that contribute to systemic inequities in education and be aware of how his or her own background experiences are influenced by these systems, and recognizes a professional responsibility to promote and practice principles of social justice teaching.

Student Teaching

Professional experiences comprise early field experiences, referred to as pre-practicum placements, and an immersive, semester-long full practicum experience.

Pre-practicum

Graduate students complete a pre-practicum experience, which consists of one school day per week for 10 weeks. 

Full Practicum

Full-practicum Experience is five days each week in the classroom for the entire semester. 

You are guided by a qualified school-based mentor and a university-based mentor

Designed to meet the Massachusetts Department of Elementary and Secondary Education's (DESE) requirements for endorsement from Boston College, leading to licensure.

Experience a range of urban and suburban public, private, parochial, and charter schools in Greater Boston

• Assistant Principal of Academics
• Fourth Grade Teacher
• Sixth Grade Teacher
• High School History Teacher
• Director of Exhibits
• Court Procedures Attorney
• First Grade Teacher
• Special Education Teacher
• Mathematics Instructor
• School Principal & ELL Coordinator

Organizations

• St. John's Preparatory School
• Littleton Public Schools
• Papillion La Vista School District
• Concord-Carlisle Regional School District
• Museum of Science
• Goodwin Procter LLP
• Boston Public Schools
• Needham Public Schools
• Steppingstone Foundation
• North Attleborough Public Schools

Financial Aid

Education should level the playing field. we feel the same way about financial aid..

The Lynch School of Education and Human Development provides more than $11.4 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable. 

More About Financial Aid

Accreditation

We are an approved teacher preparation program by the Massachusetts Department of Elementary and Secondary Education. Upon successful completion of the Lynch School of Education and Human Development's educator preparation program, students earn endorsement from Boston College for licensure in Massachusetts. For more information about educator licensure, including if you are seeking licensure in another state, please visit the Licensure Disclosure Page.

LSEHD Licensure Disclosure

Application & Deadlines

A non-refundable application fee of $75 is required. The fee is  waived for select applicants .

Deadlines Spring 2024 Priority Deadline - November 1 Rolling Admission - Until Dec 1 Summer 2024 Priority Deadline - January 4 Rolling Admission - Until April 5  Fall 2024 Priority Deadline - January 4 Rolling Admission - Until July 15

To be uploaded to your online application. In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.

Personal Statement

To be uploaded to your online application. In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.

Letters of Recommendation

Two letters of recommendation are required, with at least one preferably coming from an academic source. Applicants may submit one additional recommendation of their choice.

Transcripts

Transcripts from all college/university study are required. Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements. Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found  within the application . In order to ensure your transcript reaches our office, it is important to review and follow the instructions.

Standardized Tests

GRE scores are not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.

Please view the "International Students" section for information on English Proficiency test requirements.

Writing Sample

Not required.

International Students

Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES) . Submission of falsified documents is grounds for denial of admission or dismissal from the University. Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement. Please click the link below for full details on these requirements. Requirements for International Students

Quick Links

Facts & figures, diversity, equity, inclusion, & justice, tuition & aid.

Teaching, Curriculum, and Society

  gsoe@bc.edu   617-552-4214

Master of Arts in Teaching in Elementary Education — Boston

This Master of Arts in Teaching in Elementary Education is designed to enhance your foundational skills, broaden your perspectives, and strengthen your ability to inspire and educate.

• REQUEST INFO

Take a Quick Look

We’re committed to creating an education as unique as your career path. So, whether your goal is a new career or moving up in your field, our innovative programs will get you going your way.

Customize your plan

We work with you to map your path to your goal.

Learn from experience

From real-world case studies to employer-based projects, we prepare you to manage what comes next.

Choose your focus

Whatever you’re passionate about, you’ll find the classes to sharpen your specialty.

Study anywhere, on your time

Part-time or full-time, we move at your speed, to get you where you’re going.

Full-Time, Part-Time

Entry Terms

Fall, Summer, Winter

Completion Time

12-18 months

F1 Visa Eligible

Designed for aspiring teachers and career-changers, the Master of Arts in Teaching in Elementary Education provides an appreciation for and an understanding of the diverse educational needs, social concerns, and cultural values of today’s elementary and secondary schools.

The comprehensive nature of the program enhances foundational practice and theory and prepares graduates to excel as skilled leaders in education. Upon completing this master's degree, which includes pre-practicum/early field work observations and a full term of student teaching, you will be well positioned to make a meaningful impact in your school, in your community, and in the lives of your students.

The MAT+ option provides qualifying students with the opportunity to complete a Master of Arts in Teaching with further study in a selected area of expertise. Currently, students can take additional course work to earn either an additional license in special education (Teacher of Students of Moderate Disabilities, PreK-8 or 5-12), or an additional license in ESL (teacher of English as a Second Language, PreK-8 or 5-12). Teacher candidates may also plan a program of study that allows for triple licensure in consultation with the program director.

More Details

Unique features.

• MAT+ option
• Students partake in pre-practicum/early field work observations, teaching practicum and seminars, and a full term of student teaching
• Choose from elective courses covering a broad range of skills and approaches, including literacy, behavior management, and special education strategies

Program Objectives

• Gain political, social, and historical perspectives on education
• Explore the richly complex environments of schools and communities
• Develop a working understanding of teaching and learning in diverse settings
• Investigate how humans learn, acquire knowledge, and make sense of their experiences
• Examine theories of teaching and explore how best to teach for understanding and learning achievement
• Research methods and materials, pedagogies, and assessment strategies that foster integrated learning

Scholarships

• MacFarland Scholarship – New, incoming students who are working or have the intention of working as an educator in a public school at the elementary or secondary level, within an urban area, are eligible to receive a scholarship award of up to $10,000

Accreditation Description

The Master of Arts in Teaching in Elementary Education (grades 1-6) has been approved for initial licensure by the Massachusetts Department of Elementary and Secondary Education.

Career Outlook

According to the Bureau of Labor Statistics, employment of teachers is expected to grow approximately 13 percent—the average pace for all occupations. Teachers who specialize in fields such as mathematics, science, and bilingual education or are willing to work urban districts, rural areas or states with increasing populations will be in greater demand. Most job openings will result from the need to replace the large number of teachers who are expected to retire by 2018.

Accreditation

Experiential / co-op opportunities.

Northeastern's signature experience-powered learning model has been at the heart of the university for more than a century. It combines world-class academics with professional practice, allowing you to acquire relevant, real-world skills you can immediately put into action in your current workplace.

This makes a Northeastern education a dynamic, transformative experience, giving you countless opportunities to grow as a professional and person.

Learn About Getting Real World Experience

Get Set With a Custom Course Plan

Please note: The following is a sample curriculum and is subject to change. Enrolled students should reference the academic catalog for current program requirements.

General Requirements

Elective courses.

Complete 4 quarter hours from the following:

Looking to deepen your knowledge and expertise?

The MAT+ offers qualifying students the opportunity to complete a MAT with further study in a selected area of expertise. Currently, students can take additional course work to earn either an additional license in special education (teacher of students of moderate disabilities, PreK–8 or 5–12).

Concentrations

Mat+ in special education.

The MAT+ provides qualifying students with the opportunity to complete a Master of Arts in Teaching (MAT) with further study in a selected area of expertise. Currently, students can take additional course work to earn either an additional license in special education (teacher of students of moderate disabilities, PreK-8 or 5-12) or an additional license in ESL (teacher of English as a Second Language, PreK-8 or 5-12). Teacher candidates may also plan a program of study that allows for triple licensure in consultation with the program director.

The special education course requirement are: 

MAT+ in English as a Second Language (ESL)

This Commonwealth of Massachusetts-approved MAT+ program consists of five courses, some of which may be taken as electives in the MAT program.

The English as a Second Language course requirements are:

Now Let's Talk Admissions

You know where you are headed and you've seen how our program will lead you there. So let's get going. Here's what you need to know before you enroll.

Application Requirements

• Online Application
• Professional Resumé
• Unofficial Undergraduate Transcripts: Upon admission to the program, you must provide the official undergraduate transcript(s) in a stamped and sealed envelope from the institution(s), stating degree conferral and date.
• Two Letters of Recommendation: From individuals who have either academic or professional knowledge of your capabilities such as a faculty member, colleague, or mentor, preferably one from your current employer.
• Statement of Purpose (500-1,000 words): Northeastern University's Graduate School of Education teacher-preparation programs are dedicated to cultivating educators committed to equity for all students. How does this mission align with your own professional goals? What skills and characteristics do you believe are necessary to be successful in teaching? Please be aware that the university's academic policy on plagiarism applies to the applicant's statement of purpose.
• MTEL Exam: Students are NOT required to pass the MTEL exams to apply and be accepted into the program. Students WILL need to pass all required MTEL exams to earn their teacher license, but they can take the MTEL exams during the MAT program.
• If a student is in their last term of their bachelor’s degree program or holds a conferred bachelor’s degree from a U.S. institution OR an English-speaking international institution in an English-speaking country, we will waive the requirement to submit an English language proficiency score.
• TOEFL, IELTS, Pearson (PTE) or NU Global Exam score.

International Requirements

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the College of Professional Studies admissions process, policies, and required materials.

Financing Requirements

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Your Head Start on a Master’s Degree

The PlusOne Accelerated Master’s Program provides motivated students with the opportunity to start earning their master’s degree while pursuing their undergraduate education. By completing the BS in Psychology , you can advance your learning by applying up to 16 earned semester hours (or up to 22.5 quarter hours) toward both your bachelor's and master’s degree, allowing you to receive your graduate degree one year sooner than you would with a traditional Master of Arts in Teaching program.

View the registrar’s website for program-specific information

Cost and Tuition

Avg institutional aid, % receiving aid.

Estimated Total Tuition

This is an estimate based on the tuition rates for Academic Year 2024-2025 and does not include any fees or other expenses. Some courses and labs have tuition rates that may increase or decrease total tuition. Tuition and fees are subject to revision by the president and Board of Trustees at any time. Select programs at select campuses offer additional scholarships of up to 25% off the listed price for domestic students studying on campus. For more detailed information, please visit Student Financial Services .

For students interested in pursuing financial assistance or educational loans, additional educational costs, known as Cost of Attendance (COA) components, can be included in the calculation of aid and loan eligibility. Components may include food, housing, books, course materials, supplies, equipment, transportation, personal expenses, and the cost of obtaining a first professional licensure. You can find comprehensive details on the  Student Financial Services website. Please keep in mind that COA can vary significantly depending on academic program, enrollment intensity, and individual circumstances.

Application Deadlines

Our admissions process operates on a rolling basis; however, we do recommend the application guidelines below to ensure you can begin during your desired start term:

Domestic Application Guidelines

International Application Guidelines *

*International deadlines are only applicable if the program is F1 compliant.

Student Body Profile

Below is a look at where our Education & Learning alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Boston Public Schools
• Chicago Public Schools
• NYC Department of Education
• Massachusetts Institute of Technology
• Tufts University

What They Do

• Community and Social Services
• Business Development
• Human Services
• Entrepreneurship

What They're Skilled At

• Public Speaking
• Curriculum Development

Learn more about Northeastern Alumni on  Linkedin .

Related Programs

Special education — master's — boston, ma.

Learn more about Special Education

Learning and Instruction — Master's — Online

Learn more about Learning and Instruction

Secondary Education — Master's — Boston, MA

Learn more about Secondary Education

Let's Go For Your Goals

With our innovation, flexibility, and expertise, we know we can get you there.

Back to Top

With US college-age population falling, luring more international students could help schools survive

More than half of the 66,000 foreign college students in massachusetts came from just two countries, india and china. recruiting more students from more countries may help schools cope with the expected decline in us-born students..

Bunker Hill Community College enrollment has dropped precipitously over the past decade, from more than 8,900 students in fiscal 2014 to about 5,400 in fiscal 2023. New England is experiencing outmigration, fewer students are graduating from Massachusetts high schools, and COVID-19 drove many low-income students — who might otherwise have enrolled at Bunker Hill — into the job market.

“When you ask what’s the traditional college student, the answers you get are the people we no longer have: the 18- to 22-year-old with two parents, a white picket fence, and dogs,” Bunker Hill president Pam Eddinger said.

That’s where students like Gabriele Deliperi come in. A 26-year-old music producer from Italy, Deliperi already earned his bachelor’s degree back home. But his dream is to produce music for Hollywood, so he wanted to sharpen his skills in the United States. He said he was attracted to Boston because it has public transportation and “European vibes.” He said Bunker Hill Community College offers him the opportunity to study music at a price that is far more affordable than private colleges. Now in his second semester, he hopes to transfer to Berklee College of Music after getting his associate’s degree.

As colleges in Massachusetts face the so-called “demographic cliff,” many schools will need to expand into new markets to survive. This could mean looking to growing communities, like adult new immigrants, or expanding to new domestic markets or nontraditional students. It will almost certainly include attracting students from other countries, whether immigrants or international students.

Advertisement

Of course, some schools already do cater to foreign students. There were around 1 million international higher ed students studying in the United States last year, according to Open Doors, which tracks international student data. Education analysts at HolonIQ , which maps international student flows, predict that by 2030, there will be more than 1.2 million international students here, with close to 60 percent of them coming from China or India.

International students have for years served a vital role for certain colleges, often elite, selective schools. Since international students generally pay full tuition, they can financially subsidize aid for domestic students. Massachusetts ranks fourth among all states in the number of international students it hosts, around 66,200 in 2021, according to Open Doors. More than half those students came from China or India, and more than 26,000 attended either Northeastern University or Boston University.

The question of which students to recruit and prioritize raises a host of questions about finances, education, and institutional character, and practical questions about how to serve a nontraditional student population. These are questions colleges must wrestle with.

The gold standard for attracting international students in Massachusetts is Northeastern, which ranks second after New York University for the US school with the most international students, according to Open Doors. Northeastern has more than 20,000 international students between its undergraduate, graduate, and work-related programs . Northeastern president Joseph Aoun said the school made a decision in 2007 to “globalize” the university to give students opportunities “to understand the world and be active and engaged in the world.”

For Northeastern, it is not about increasing enrollment — the school accepts just 6 percent of applicants — but an educational philosophy. “You want domestic students to be at ease whether in Mumbai or Paris or Jakarta,” Aoun said. And Aoun acknowledges that higher education has long used full-paying international students to subsidize aid for domestic students.

Open Doors maintains a separate list of 40 leading associate’s degree programs ranked by number of international students. Bunker Hill Community College is the only Massachusetts school to make that list, with around 550 international students in 2022-2023. Donna Casula, director of the college’s International Center, said Bunker Hill has students from more than 90 countries. Many are drawn to specific programs and are seeking an affordable path toward a bachelor’s degree. About 10 percent of international students will transfer to Northeastern, with others studying at other four-year schools, Casula said.

However, attracting large numbers of international students may not be right, or feasible, for all schools. Students learn about Northeastern or Boston University through word of mouth, while other schools lack that reputation. Boston schools have an advantage because international students have a local community of other expats. A nationally ranked school like the University of Massachusetts Amherst may have more power to draw international students than a lower-ranked regional school. Some wealthier schools — like Harvard and MIT — can offer international students financial aid.

The decision to rely on wealthy international students can draw criticism from those who believe American students should get priority for admittance since they will likely contribute to the US workforce.

UMass Amherst has more than 4,000 international students, putting it in the top five Massachusetts universities for international students. At a Board of Higher Education subcommittee meeting, Massachusetts Teachers Association President Max Page, a UMass Amherst professor, appeared to criticize this strategy, complaining to state officials that public underfunding leads to a situation where UMass must “attract wealthier out-of-state students.”

In an interview, UMass president Marty Meehan said given the impending demographic problems colleges face, the reality is that “universities will have to draw students from everywhere.”

And that’s not necessarily a bad thing. Kevin Shih, an assistant professor of economics at Queens College who has studied international students, said at some smaller colleges, international students may displace domestic students. But at larger schools, having more full-pay international students provides the resources to admit more domestic students with aid. “In some cases where they pay much more than the average cost of educating students, [international students] can actually create seats for domestic students,” Shih said.

There are also strategies to address concerns that international students — who are more likely to major in STEM fields — will leave after graduation.

In her fiscal 2025 budget proposal, Governor Maura Healey is seeking to start an “Entrepreneur-In-Residence Program,” where the state would partner with schools and industry to offer tailored services that help immigrant students navigate the federal visa system and find ways to stay in Massachusetts after graduation. The Healey administration says Massachusetts retains just 66 percent of international graduates, compared to 85 percent in top-performing areas of the United States, and about 7,000 international graduates leave the state each year.

Programs like this could help harness the talents of international students like Erxhela Cabiri, a 35-year-old from Albania who’s studying at Bunker Hill Community College. Cabiri’s parents are US citizens living in Braintree, and her sister lives in Boston. Cabiri saw an ad for Bunker Hill Community College on the MBTA while visiting her family. She has a law degree and was working in technology for a telecommunications company in Albania. But she wanted more formal training in technology and wanted to be closer to family. After determining that Bunker Hill had a strong support system for international students, she moved with her husband and two young children to Boston and enrolled to study web development. Cabiri said she is potentially interested in moving to the United States if she can get a visa and find a job.

Schools that can identify the right markets to recruit from and tailor programs to meet those students’ needs will not only help their own bottom line but could also play an important role in recruiting new young people to study — and eventually live and work — in Massachusetts.

Next week: Some colleges won’t survive falling enrollment. What happens to them?

Editorials represent the views of the Boston Globe Editorial Board. Follow us @GlobeOpinion .

Globe Opinion

Today In History: First Boston Marathon

After the resurgence of the marathon as the premier event at the modern Olympics, the city of Boston led the way for another movement, which spread the marathon to non-Olympic athletes. The Boston Marathon became an attraction fir runners and non-runners alike, serving as a key stop for anyone who took the sport seriously.

-- Charles Moore, Apropos of Running , p.105

On April 19th, 1897 the first Boston Marathon was held. John Graham, manager of the U.S. Olympic team and member of the Boston Athletic Association, was inspired by the 1896 Summer Olympic games in Athens to host a marathon whose initial 24.5 mile course would settle on Irvington Oval in Boston to Metcalf’s Mill in Ashland. With fifteen runners, and 10 finishers, Irish American lithographer John J .McDermott of New York City would win the race. 

In 1924 the course would increase to 26.2 miles in accordance with the standards set by the International Olympic Committee, and every year in Boston the marathon would coincide with Patriots' Day, marking the battles of Lexington and Concord between the minutemen and British soldiers during the American Revolution, 1765-1783 --  reminiscent of the ancient Athenians' struggle for independence from the Persian Empire, 499-449 BC. 

While the goal of running a marathon is often positive mental health, well-being, and ultimate physical fitness, preparation requires a significant investment in time and energy -- not to mention a good pair of running shoes. Marathons have  grown massively over the decades, with top runners earning monetary prizes, and lotteries now standard due to the record number of runners signing up to enter. From the granting of the olive branch to thousands of dollars, the history of the marathon has developed and changed its course, though the Boston Marathon, among the world's top six (in addition to Tokyo, Berlin, London, New York, Chicago) remains one of the most coveted races, famed for its age, hills, and chilly weather.

The following articles are drawn from   Proquest Historical Newspapers , which informs and inspires classroom teaching and learning.

• Hallahan, J. (1929, Apr 14). No Race in the World Like Boston Marathon . Daily Boston Globe (1928-1960)  
• Abramson, J. P. (1929, Apr 19). 210 Runners to Start in Boston Marathon Today: De Mar, 5 Times Winner in Last 7 Years, Not Expected to Repeat His Triumph . New York Herald Tribune (1926-1962)  
• Strauss, M.  (1957, Apr 21). J.J. Kelley Takes Boston Marathon: Teachers Is First American to Triumph Since 1945 .  New York Times (1923-) 
• Robert M. Press. (1977, May 05). Advice From a Marathon Man . The Christian Science Monitor (1908-)  
• Robbins, P. (1980, Apr 20). Dates Back to 1897: Boston Marathon Begins in Hopkinton: Hopkinton Enjoys Its 'Fleeting' Fame . Chicago Tribune (1963-1996)  
• Boswell, T.  (1982, Apr 19). In the Money, Out of Innocence: A last Priceless Boston Marathon: The Boston Marathon: A Question of Values . The Washington Post (1974-)  
• Jeansonne, J. (1983, Apr 17). Americana Gets a Visit: The Centerpiece; A Journey through Americana: The Boston Marathon Route . Newsday (1940-)  
• Apple, G. (1985, Apr 14). Boston Marathon: A Course with Character, Steeped in History, Legend . The Hartford Courant (1923-)  
• Keating, F. (1997, Apr 07). Ancient Rites of the Stars and Stripes: Frank Keating Celebrates a Century of the Boston Marathon, the World's Oldest Jogging Jamboree . The Guardian (1959-2003) 
• Futterman, M. (2009, Apr 20). The Count: Boston Marathon Is a Downhill Battle . Wall Street Journal (1923-)  

• Challen, Paul C. (Paul Clarence).  Surviving the Boston Marathon Bombing . First edition. New York: Rosen Publishing’s Rosen Central, 2016. e-book
• Clerici, Paul C.  Boston Marathon : History by the Mile . Charleston ; History Press, 2014. e-book
• Derderian, Tom.  The Boston Marathon : A Celebration of the World’s Premier Race . Commemorative edition. Chicago, Illinois: Triumph Books, 2014. e-book
• Moore, Charles.  Apropos of Running : A Memoir . First edition. New York: Petite Ivy Press, 2023. Main Stacks; Call Number forthcoming.
• Marathon, no. 110. Karlkoski of N.Y., no. 138. Clarence DeMar, N. 156. John Jakela of Toronto, Ont. Winner Henigan, DeMar fifth, Koski, second , circa 1917-1934, Courtesy of Digital Commonwealth, Massachusetts Collections Online.
• Poster Image: Boston Marathon Event Map , Courtesy of Wikimedia Commons.

Need to keep current, look to the past, teach a topic? The Everett Cafe features daily postings of  news  from around the world, and also promotes awareness of historical events from an educational context. Be sure to check additional  Cafe News  postings on the library blog.

• Learning at the Library

Mills College

Early childhood education.

The Master of Arts in Early Childhood Education with Early Childhood Special Education Preliminary Teaching Credential prepares students to work in early intervention, preschool, transitional kindergarten, and kindergarten education settings with infants and young children (ages birth through 5) who experience a range of disabilities.  This program’s equity-centered approach to praxis advances social justice and increases access and opportunity for all children. 

In your clinical experiences, you will have an opportunity to demonstrate your understanding of effective early intervention and preschool special education. These clinical experiences total more than 900 hours, exceeding the 600 hours of fieldwork required by the California Commission on Teacher Credentialing (CCTC).

The Master of Arts in Early Childhood Education with Early Childhood Special Education Preliminary Teaching Credential prepares students to work in early intervention, preschool, transitional kindergarten, and kindergarten education settings with infants and young children (ages birth through 5) who experience a range of disabilities. 

This 42-credit, two-year program’s equity-centered approach to praxis advances social justice and increases access and opportunity for all children. 

• The program’s experiential learning experiences aim to be the global standard; it prepares practitioners to lead in their professions as early childhood educators and leaders in California public schools.

Through collaboration with families, graduates of the program will support young children with disabilities, from birth through kindergarten, to live up to their potential.

Most courses in the MA in Early Childhood Education program meet CCTC standards, utilizing a strengths-based approach, which teaches students to approach early childhood with an appreciation of the diverse capabilities and resources children and families offer. The MA in Early Childhood Education program focuses on social justice and equity, centering on a disability studies approach. Students examine how societal systems set limitations based on “othered” identities, and how their instruction, interaction, and advocacy can create equitable and accessible learning opportunities.  The degree is conferred by Mills College at Northeastern University, and the teaching credentials are presented by CCTC. 

The Early Child Education (ECE) department maintains the belief that coursework and fieldwork must be integrated. Therefore, courses have assignments requiring engagement in educational settings, and students will be placed in experiential learning/educational fieldwork every semester of the two-year program. During a student's first year, they will be placed at the Mills College Children's School, where they are closely mentored by experienced and knowledgeable early childhood professionals. Students participate in weekly reflective circles with team members, where they discuss instructional decisions and interventions, receive feedback, and identify the next steps for supporting children and families. During the second year, student teaching will take place in an early intervention setting and a preschool-kindergarten setting.  

In their field placements, students have an opportunity to demonstrate their understanding of effective early intervention and preschool special education. These experiential learning experiences total more than 900 hours, far exceeding the 600 hours of fieldwork required by the CCTC. Throughout the course sequence of the MA in Early Childhood Education program, students will compile a digital portfolio, including course assignments, such as reflection pieces, presentations, and papers. The portfolio will provide us with assessment evidence of varied experiences, depth of knowledge, and critical reflection around instruction gained during the program. A description of clinical experiences is  available here .

More Details

Unique features.

• The program meets the CCTC Preliminary Education Specialist, Early Childhood Special Education (ECSE) teaching credential.
• Our academic coordinator and credential analyst is available to guide you through the  CCTC  aspects of the application, orientation to the degree program, and completion of the program. 
• Gain clinical experience every semester for two years.
• Secure placement at our celebrated  Mills College Children’s School  and other schools/districts.
• Develop instructional competencies and personal disposition with seasoned mentors who are ECE professionals.

Program Objectives

• Complete 42 total credits
• Acquire 600 minimum hours of fieldwork
• Gain clinical experience every semester for two years
• Prepare to apply to the CCTC for a Preliminary Education Specialist credential with a specialty area of early childhood special education.
• Prepare to work with children with special needs in early intervention programs, preschool, transitional kindergarten (TK), kindergarten, and inclusive/special education classrooms.
• Achieve readiness to assume leadership positions within early childhood education as program directors or within policy or research institutions.

Career Outlook

The state of California is investing hundreds of millions of dollars in ECE. By 2025, all four-year-olds must be offered a placement in TK, resulting in the need for 11,000–16,000 new ECE teachers, including those with a specialty in working with students with disabilities.

The ECSE program director, Jaci Urbani, has participated in multiple state-led web conferences about the current and future needs for educators, specifically for special education and preschool-third grade (P-3). Specifically, discussion has focused on bringing diversity to the workforce by offering collaborations with community colleges (which the ECE department already has in place) and supporting those already working in the field without a teaching credential, such as teacher aides/assistants. 

Information on the ECE plans for the state is available in the following resources: 

• Learning Policy Institute:  Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities  
• News release, Gov. Gavin Newsom:  Master Plan for Early Learning and Care: California for All Kids  
• Master Plan for Early Learning and Care: California for All Kids

Testimonials

—jaci urbani, director, early childhood education program, mills college at northeastern university, —debra brown, head of the mills college children’s school, —jenny bond, assistant head of the mills college children’s school at northeastern university, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education Ask about scholarships, fellowships, assistantships, and external funding resources.

How to Apply Learn more about the application process and requirements.

Requirements

• Application
• Application fee
• Letters of recommendation (2-3)
• Transcripts from all institutions attended
• Personal statement
• TOEFL, IELTS, PTE, or Duolingo exam scores for applicants whose native language is not English

Prerequisites and Application Requirements

• Bachelor’s degree from a regionally accredited institution 
• Completed at least one course in child development, early childhood education, developmental psychology, or child psychology
• Completed at least 40 hours of volunteer or paid work in a school or other educational setting, specifically with young children, prior to enrollment. We encourage prospective students to complete these hours as early as possible so that we may consider their experience during the application review process.  
• Passed all portions of the  California Basic Educational Skills Test (CBEST)  for compliance with the California Commission on Teacher Credentialing 

Basic Skills Requirements

• All candidates are required to have satisfied the  Basic Skills Requirement (CL-667) .  
• About the requirement:  All Mills College at Northeastern University credential program applicants must satisfy the  Basic Skills Requirement  before program admittance. 

What to submit:  The applicant must upload proof of meeting the Basic Skills Requirement for the credential analyst to review and approve when submitting the application for admission.

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the admissions process, policies, and required materials.

Admissions Dates

Industry-aligned courses for in-demand careers..

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

The program’s experiential learning experiences aim to be the global standard; prepare practitioners to lead in their professions as early childhood educators and leaders in California public schools.

In their field placements, students have an opportunity to demonstrate their understanding of effective early intervention and preschool special education. These experiential learning experiences total more than 900 hours, far exceeding the 600 hours of fieldwork required by the CCTC. Throughout the course sequence of the MA in Early Childhood Education program, students will compile a digital portfolio, including course assignments, such as reflection pieces, presentations, and papers. The portfolio will provide us with assessment evidence of varied experiences, depth of knowledge, and critical reflection around instruction gained during the program. A description of clinical experiences is  available here .

• Our academic coordinator and credential analyst is available to guide you through the  CCTC  aspects of the application, orientation to the degree program, and completion of the program.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Jaci M. Urbani

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Examples of jobs graduates may hold:

• Preschool teacher
• Kindergarten teacher
• Preschool director
• Director of early intervention services
• Director of special education services
• Education consultant

Skills acquired:

• Design differentiated and inclusive environments.
• Collaborate and consult with families, educators, and service providers.
• Assess young children for Individual Family Service Plans (IFSPs) and Individualized Education Plans (IEPs).
• Implement evidence-based practices within a positive behavior support approach.
• Demonstrate respect for various cultures, languages, and other identities to facilitate an asset-based learning environment.
• Promote language and communication development.
• Commit to ongoing professional development and serve as an advocate for young children with disabilities and their families.

Related Articles

Top Higher Education Conferences to Attend in 2023

How Much Do Instructional Designers Make?

5 Instructional Design Models You Should Know

Columbia University president grilled about campus antisemitism at congressional hearing

Columbia University’s president strongly denounced antisemitism during a congressional hearing Wednesday, saying that after Hamas' Oct. 7 attack, “the world changed, and so did my focus.”

“Antisemitism has no place on our campus, and I am personally committed to doing everything I can to confront it directly,” President Nemat “Minouche” Shafik told the Republican-led House Committee on Education and the Workforce. “Israel was brutally attacked by Hamas terrorists and very soon it became clear that these horrific events would ignite fear and anguish across our campus.”

Shafik faced questions about her handling of antisemitism on campus after the Oct. 7 attack alongside two members of Columbia's Board of Trustees and the head of the university's antisemitism task force. She faced particular scrutiny for how the university handled faculty members who made comments about Hamas that were perceived as antisemitic.

Rep. Tim Walberg, R-Mich., grilled Shafik about Joseph Massad, a tenured professor in Columbia’s Middle Eastern, South Asian, and African Studies department who published comments in October calling Hamas' attack a “ stunning victory .”

“I do condemn his statement. I am appalled by what he said,” Shafik responded. “He has been spoken to.”

The hearing became particularly heated when Rep. Elise Stefanik, R-N.Y., pressed Shafik about why Massad is still listed on Columbia’s website as the chair of the academic review committee.

Stefanik asked Shafik for her commitment that Massad would be removed as chair, and Shafik said she would get back to her.

Stefanik also questioned Shafik about Mohamed Abdou, a visiting professor at the Middle East Institute at Columbia. She referred to an Oct. 11 post on Facebook in which Abdou wrote, “Yes, I’m with the muqawamah (the resistance) be it Hamas and Hezbollah and Islamic Jihad but up to a point.”

When asked about consequences, Shafik said Abdou “will never work at Columbia again.”

Her appearance in Congress came after she declined to testify at a hearing in December, citing scheduling conflicts.

That hearing included testimonies from the presidents of the University of Pennsylvania, Harvard and the Massachusetts Institute of Technology, who all drew intense scrutiny for their responses to questions regarding antisemitism and hate speech on campus. Penn and Harvard 's presidents have since resigned.

When Shafik and her colleagues were asked by Rep. Suzanne Bonamici, D-Ore., whether calling for the genocide of Jewish people violates Columbia’s rules — the same question posed to Harvard, MIT and Penn’s presidents — all answered “yes.” Bonamici also asked Shafik about the chants “by any means necessary” and “intifada,” which Shafik said were distressing.

Noa Fay, a Jewish student at Columbia who attended the hearing, told NBC News that she was "underwhelmed" by Shafik's testimony. Fay added that last semester it was “nearly impossible for me to get through academically and mentally” because of antisemitism she said she experienced on campus.

“I’m an RA, and last semester, all my bulletin boards that I post up in our halls were vandalized, written with ‘stop supporting genocide, cease-fire, free Palestine, from the river to the sea,’ all of these things,” Fay said. “It has consumed every aspect of our student life.”

Ahead of her hearing, Shafik published an op-ed in The Wall Street Journal about what she planned to say in her testimony to Congress.

"Since the Oct. 7 Hamas attack, I have spent the most of my time addressing its aftershocks," Shafik wrote. "It is hard to describe how difficult this has been, especially on a large, diverse urban campus with students from all over the world and a long tradition of political activism."

Columbia is being sued by five Jewish students and two student organizations after it suspended the student groups Students for Justice in Palestine and Jewish Voice for Peace in November. In March, Shafik confirmed that a "number" of Columbia students were suspended after allegedly participating in an unauthorized panel called "Resistance 101" that featured speakers who supported Hamas.

Emi Tuyetnhi Tran is an intern for NBC News Digital.