phd educational leadership and policy

Leadership and Policy Studies (Ph.D.)

Examine education policy and problems through an interdisciplinary lens that incorporates economics, political science, sociology, and international and comparative education.

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About the Ph.D. in Leadership and Policy Studies

The Ph.D. in leadership and policy studies is designed for those who intend to build an academic career focused on studying education and policy as researchers, professors, and policy analysts, gaining the knowledge and methodological tools to conduct cutting-edge research on the pressing educational issues of the day.

Leadership and Policy Studies Program Overview

At the heart of the Ph.D. program in leadership and policy studies is the mentor-apprentice model, in which students work on research projects alongside a collection of esteemed faculty. As a doctoral student, you will be matched with an LPO faculty member whose research interests align with your own, and you will design an individualized program of study that reflects your specific interests and background. The program offers two concentrations: Educational Leadership and Policy and Higher Education Leadership and Policy.

Explore education policy, leadership and administration, and the right path for you.

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Ph.D. Program Facts

Admissions Coordinator: Rosie Moody Admission Term: Fall Credit Hours: 72 Application Deadline: December 1

Ph.D. Program Curriculum

Our program relies on a cohort-based model, in which students take most of their classes in the first two years together, allowing for a supportive, collaborative learning experience. All students take a 3-semester quantitative methodological sequence, at least one qualitative methods course, a course in causal research, and disciplinary courses in the history, politics, economics, and sociology of education. All students take a year-long course practicum course in their first year that allows them to begin conducting quantitative research from the very beginning of their time in graduate school. In addition, students take seminar courses with department faculty in their areas of expertise and can take full advantage of the breadth of courses available throughout Peabody College and Vanderbilt University

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Ph.D. in Educational Leadership and Policy Studies

GRADUATE STUDENTS

The K-12 Cohort Ph.D. program in Educational Leadership and Policy Studies at Purdue University develops leaders for the schools of Indiana and the nation. The graduate program at West Lafayette offers preparation in educational leadership for K-12 schools and school districts. The Cohort Doctoral Program concentrates on K-12 superintendent preparation and features the use of hybrid distance learning technologies. Although it utilizes distance learning technology such as interactive video (WebEX) and on-line conferencing such as Brightspace to supplement class discussions, it is not an on-line degree program.

Application Deadline: June 30 Transcript Evaluation and Credential Review (TECR) Request Deadline: June 15

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For more information, view the :

• Admissions Application Checklist
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Purdue quality. Flexible schedule.

Hybrid students enjoy the same rigorous academic programs as on-campus students, but with a much more flexible class schedule. Assignments, discussions, and other coursework are posted each week in the virtual classroom.

Cohort Format

Each year a select group of 8-10 students is admitted as a cohort. Students usually have two required on-campus Saturday class meetings for their core course each semester with weekly video-conferencing (WebEX) classes or on-line class discussions (Brightspace). Weekend on-campus summer courses are also required.

Request Information – Ph.D. Educational Leadership

• Your Name * First Last
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This program leads to an Indiana District Level (Superintendent) license. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application.

Please visit the  Graduate Licensure Program  page for information about license eligibility requirements.

Program Overview

What makes for a successful leader in education.

Purdue specific outcomes and program highlights: 

• Distinguish yourself in the education industry with a superior credential from an institution with worldwide recognition and impact.
• Learn tools & highly relevant techniques for leading P-12 schools.
• Advance and network with an experienced and motivated peer group for mutual support, team exercises, and enhanced learning. 
• Learn educational leadership practices and how to be applicable in working with individuals.

Why choose Purdue’s Ph.D. in Educational Studies with a concentration in Educational Leadership and Policy Studies?

Program Rational

As a performance-based preparation program, the curriculum focuses on the seven District Level National Educational Leadership Preparation (NELP) Program Standards for district administrators. Within that structure there is a heavy emphasis on visionary leadership, policy and planning, management, and operations, learning environments, school culture, community building and ethical behavior. The core curriculum explores contemporary educational issues as they play out in urban settings, in suburbia, and in rural America. The reforms associated with the Every Student Succeeds Act (2015) demand that schools educate all students. Developing these schools requires school leaders with competencies in systems analysis, planning, fostering change, and building consensus and collaboration. Above all, these school leaders must first be educators with a compelling vision of what education can mean for students. The Cohort Doctoral Program strives to develop leaders with those qualities.

Career Outlook

A degree in educational leadership can lead to many careers. Professionals can find jobs working predominantly with students or pursue roles where they interact primarily with staff members and teachers. Educational leaders can find employment at elementary schools, high schools, and colleges and universities, in addition to some non-school settings.

School leadership is difficult.  With budget cuts, evaluations based on standardized assessments, and the developing social structure of today’s education.  School leaders need to be creative and empathetic to find solutions to complex and sensitive issues in our schools.

School leaders can foster relationships with students, staff and parents that will last a lifetime. They help create a more engaging learning environment, and they get to work in one of the best professions. That is why educators become school leaders.

It is important to check with your states department of education office to find out what is needed for school administrator licensing.  Additional requirements may be needed for leadership positions in schools

• Superintendent
• Assistant Principal
• District Administrator
• Building Administrator
• Instructional Coordinator
• Education Consultant
• Education Researcher

The course structure is NOT the same as the Master’s/BLL.  Courses run the traditional 16 weeks, with an accompanying 1 credit internship. 

Students spend an average of 15 hours a week on homework.  Most courses are hybrid and 16 weeks long requiring 2 trips to campus per semester.   

The Ph.D. program requires a minimum of 90 credits (with 30 credits from a Master’s degree counted toward the 90 credits), preliminary examinations, and a dissertation. Applicants are expected to have earned a master’s degree in educational leadership and/or hold a principal’s license.  Courses in the cohort program are coordinated with Indiana District Level Administrator (superintendent). The program consists of a set of seven core courses in educational leadership, six with an accompanying one credit internship. The program is designed so students will complete cohort doctoral core coursework in two and a half years, with an additional year or year and a half to complete the dissertation. Students are expected to attend all cohort courses in sequence throughout the program.

Cohort Doctoral Core Courses

• EDST 51300 – Educational Facilities Planning (3 credits) Systems approach as a basis for planning, construction, and utilization of school facilities. Emphasis on providing facilities to enhance teaching /learning processes in meeting educational needs of diverse learners.
• EDST 60800 – Business Management in Education (3 credits) Vision and ethics as components of transformational leadership. Understanding and developing the characteristics associated with transformational leadership.
• EDST 61200 – Transformational Leadership (3 credits) An analysis of current research and theory related to selected topics in educational administration and curriculum.
• EDST 61300 – Learning Environments (3 credits) Management of teaching and learning systems; diagnostic processes and evaluation.
• EDST 61400 – Leadership for Community Collaboration and Development (3 credits) Place of the school district in the larger community. Emphases on building community relationships, communication to diverse audiences, and community development.
• EDST 61500 – Educational Policy and Decision Making (3 credits) Legal, political, and economic relationships to education; policy issues and analysis.
• EDST 61600 – Analytical Techniques in Educational Management (3 credits) Management functions and processes, including applications of technology; organizational change and development.
• EDST 69500 – Internship – District Administrator (6 credits) The “practicum” in which theoretical and research-based work in the core courses is integrated with field-based work of the administrator by working with administrative mentors. A one-hour internship accompanies six of the core courses, for a total of 6 hours.

Supporting Courses

The program contains a sequence of 12 credits of research design and methods courses, 6 credits of related area courses, and 15 credits in dissertation research hours. Students will schedule on a case-by-case basis additional electives and courses that may be required to complete the degree and license.

The Ph.D. in Educational Leadership and Policy Studies program is affordable and competitive in cost. 

*Tuition and fees are charges on a per credit hour basis and are subject to annual increase.  Annual increases may change the total program costs. *Textbooks and course materials are not included *Faculty and staff fee remissions are not valid with this program. *International Fee: $145/semester

This program admits students for Fall semester starts.

Application Deadline: June 30 th Transcript Evaluation and Credential Review (TECR) Request Deadline: June 15

For more information, please see  Purdue’s full application instructions and the Admissions Application Checklist .

You will need the following for your admissions application

• Official transcripts
• Personal History Statement – This may include relevant details on community service, leadership roles, participation in diverse teams, and significant barriers that you overcame to attend graduate school.
• Academic Statement of Purpose – This is an opportunity for you to share information that will help reviewers understand your academic interests and objectives, assess your academic background, preparation, and training, and determine if you are a good match for the program to which you are applying.
• 3 Letters of recommendation
• English proficiency for international students
• Application fee
• Complete the  Transcript Evaluation and Credential Review  (There is a non-refundable cost associated with the evaluation)

This program is subject to our Licensure Disclosure

The U.S. Department of Education requires institutions to publicly disclose to prospective and currently enrolled students whether certain programs meet the education requirements for licensure or certification in the state or territory in which they reside. “Programs Leading to Professional Licensure” is defined as programs represented to prepare students for an occupation for which, at completion of the program, a local, state or federal license, or nongovernmental certification is  required (i) as a precondition for employment, (ii) to perform certain functions, or (iii) to meet additional conditions that are generally needed to secure employment .

The Purdue University Teacher Education Program is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the State of Indiana. However, not all undergraduate and graduate programs lead to an educator licensure in the State of Indiana. If your Teacher Education program includes field experience(s) and a student teaching or internship component, it may lead to an educator license in the State of Indiana, if you meet the licensure requirements. Contact your academic/faculty advisor and/or the Office of Teacher and Licensure at  [email protected]  to verify your program enrollment and whether or not it leads to a license in the State of Indiana.

The State of Indiana has reciprocity agreements with other states, the District of Columbia, and territories. For licensing information contact information for individual state departments of education or visit the National Association of State Directors of Teacher Education and Certification  (NASDTEC)  or email a Purdue University licensing officer/advisor at  [email protected] .

Visit  this page  to view the Licensure Program Agreement

Program Faculty

Our faculty are nationally recognized and have the ability to work personally with students to individualize their plan of study to meet personal career interests and goals. These faculty will oversee the intensive coursework required.

James Freeland

Marilyn Hirth

Alice Johnson

lamonica williams

Testimonials

As I celebrate and reflect on this journey, I can only be so appreciative for this program giving me a chance. On paper, everything about my background had added to my insecuring in my leadership in education prior to this program. I didn’t have an undergrad degree in education, I had attended some sub par education programs, I had never worked in public education, but you all gave me a chance. The chance given to me provided invaluable practical mentorship from those with exceptional experience in the career that rebuilt my confidence in my own choices and empowered me to be a more informed and strategic leader for staff and students. Each professor’s guidance with balancing the practical policy with necessary theory was supplemented with exceptional expertise on frameworks for research practices that equipped me each step of the way. Thank you seems insufficient, but it’s the least I can say. I’m proud to be a Boilermaker and I’ll continue to be an advocate of this exceptional program that has equipped me with the knowledge, skills, EdS degree, Superintendent licenses in Indiana and Illinois, two career advancements, and now a PhD. CHRISTOPHER BIDDIX Director of Equity and Inclusion Hinsdale Township High School District 86

The PhD in Educational Leadership and Policy Studies program was an amazing experience. The hybrid platform allowed me to pursue my PhD as a full-time school administrator. The professors were amazing, caring, and understanding. Dr. Alice Johnson was a huge part of my success in the program. Her delivery of instruction and content was relevant, practical, and applicable to the profession. Additionally, as my chair, she was extremely motivating and encouraging throughout the dissertation process. ADAM BURTSFIELD Assistant Superintendent of Administrative Services Niles Community Schools

The Purdue Educational Leadership Ph.D. program provides an excellent opportunity for educators to be challenged intellectually and learn together in a cohort model that allows for meaningful collaboration and dialogue. SEAN GALIHER Principal Penn Harris Madison School Corporation

I sit at my desk on a summer morning with the sun shining in my window and know that I have be able to have a wonderful career in education because it began at Purdue. My pride runs deep as I am also wearing a beautiful, gold Purdue shirt. My education at Purdue throughout the years has afforded me so many great opportunities. From my undergraduate to graduate and then my school administrative licensure work has helped me to understand the foundations of public education, its impact on our country, and the importance we have to maintaining a successful future. I take my work very seriously because Purdue taught me how critical it is to work each day for the students we serve. I think deeply about situations to make decisions because Purdue required critical thinking in its coursework and my instructors were always pushing me to analyze further. I have an understanding of our larger world because of my classmates, instructors, and studies at Purdue. I sit here much older and think back to my high school days and why I chose Purdue. If I had to do it all over again, I would do the same. And I am equally as happy that I live just down the road from the campus I love. I get to serve students with high needs in a district with a diverse population. Purdue equipped me with these skills, and I will be forever grateful. DR. LESLIE MILLER Director of Student Achievement Frankfort Community Schools

I am a first-generation college graduate. I began my journey at Purdue (B.A. ’05) and have completed my journey as a Boilermaker (Ph.D. ’22). For John Purdue “education was the flame that lit the world.” My life was transformed by my Purdue education. I am honored to call myself a Boilermaker and will use my education to keep the light shining bright. Boiler up! PAMELA MOORE Principal Discovery Charter School

Jackson Scholars

Dr. LaWanda Mitchell, 2019-2021 Jackson Scholar Educational Leadership and Policy Studies Ph.D. 2021 Graduate

Dr. LaWanda D. Mitchell is a first generation college student who earned a Bachelor of Science degree from Auburn University, a Master of Arts in Teaching from the University of Indianapolis, and a Ph.D. in Educational Leadership & Policy Studies from Purdue University. With almost 15 years in education, Dr. Mitchell has received numerous honors and awards; however, the recognition that is nearest and dearest to her heart is receiving Congressional Recognition for Excellence in Education in honor of her dedication to academic excellence for the students she serves. Throughout her career, Dr. Mitchell has served in many capacities ranging from district leadership to building leadership, in which she not only transformed the climate and the culture of the schools under her guidance, but she has also founded numerous mentoring programs renowned for resulting in higher academic growth, higher academic achievement, and lowered discipline for all schools and students involved.

Dr. Mitchell is a proud member of the 2018 Harvard University’s Women in Education Leadership Cohort, a proud Jackson Scholars’ Recipient with The University Council for Educational Administration, and a 2012 Woodrow Wilson Teaching Fellowship Recipient. Because of her experiences and her passion for what she does, Dr. Mitchell considers herself an educational change agent, seeking to create educational environments in which ALL students can excel regardless of their background, SES, race, parental support, or zip code. She could not imagine a better future than helping to create schools and districts that reach new levels of academic, social, emotional, and behavioral competencies and success as they pursue educational freedom for disenfranchised students and staff through social justice, equity, cultural competency & responsiveness. Thanks to the support and the amazing people she has met in and through the Jackson Scholars’ Program, she is able to do just that. Whether she’s traveling across the country providing educational consulting to schools and school districts through VoicED, her Educational Consulting Firm, or simply serving as the principal or assistant principal for schools under her leadership, Dr. Mitchell considers it a privilege to be able to serve God’s people, one state, one district, one school, at a time.

Natalie Witherspoon, 2019-2021 Jackson Scholar Educational Leadership and Policy Studies Ph.D. Cohort #23

Natalie Witherspoon is a passionate, equity-focused, lifelong learner and educator. She loves teaching and learning and is committed to shaping schools that allow all children to thrive, receiving the tailored instruction, guidance, and love needed to reach their highest potential. As an activist educator, she believes that every student deserves a high quality, rigorous education and intentionally centers her practice in marginalized communities as an act of social justice. She realizes this mission as a classroom educator, school administrator, and educational consultant working in the US and abroad. While the majority of her service has been in the US, she is working to build an international, Pan-African, anti-colonial school system serving students in The Americas and West Africa.

Determined to be as prepared as possible for her role as an educational leader, she is currently pursuing a PhD in Educational Leadership and Policy Studies. Her studies have already broadened her capacity to lead at every level, including her experiences as a 2019-2021 UCEA Barbara Jackson Scholar. She has found this network of doctoral learners and leaders to function more like a family. It has provided the unusual opportunity to interact with academics who also understand the unique challenges and advantages of life and study as a member of an underrepresented ethnic group. The Jackson Scholars Network has provided incomparable opportunities to shape both her educational leadership and research endeavors, learn how to navigate the academy as a Black woman, and further develop her own trusted professional network. These experiences have been some of the most healing and impactful in her entire academic and professional career. The Jackson Scholars Network is an essential, invaluable, life-changing community, one that she is eternally grateful to have found.

Shawn Wooden, 2021-2023 Jackson Scholar Educational Leadership and Policy Studies Ph.D. Cohort #26

Being recognized as a Jackson Scholar was both humbling and rewarding! My experience at the University Council for Education Administration (UCEA) National Conference/Jackson Scholars Workshop in November 2021 was eye opening for both my research and by career beyond my doctoral matriculation at Purdue. My professional knowledge and by academic network have both been positively impacted by my professional development experiences at the conference.  I strongly believe that this scholarship will have a significant impact on my development as a researcher and on my work as an educator.

As a second generation Purdue student, and life-long Boiler,  I am so proud that the College of Education actively participates in UCEA activities including the Jackson Scholar program. My experiences as a Purdue Graduate student have been amazing. After graduation, I visualize to giving of my time and my treasure to the College of Education and specifically to the Jackson Scholars program.

My primary research interest is the personal and professional experiences of African-American Educators. Specifically, I would like to collect the pre-service and vocational successes and difficulties of Black and Brown teachers in Indiana. My focus will be to conduct a Qualitative Narrative Inquiry of their journey through the preparation as well as the execution of their careers. The research questions of this study will focus on the motivation and support that encouraged these professionals to become teachers. Queries will also put attention on the systemic hurdles they overcame to reach their professional objectives. My objective is that this research will be used by universities and school corporations as they work to recruit, support, and retain Black and Brown educators.

Frequently Asked Questions

• How many credit hours to receive Ph.D. in Educational Leadership and Policy Studies? 90 credits (with 30 credits from a Master’s degree counting toward the 90 credits)
• How long are the courses? Most courses are 16-week courses.  The hybrid model includes Saturday campus meetings two times per semester
• What is the difference between the hybrid, online, and a traditional on-campus courses? Just the delivery method. The hybrid courses consist of the same content of the Purdue courses and are taught by the same faculty as traditional on-campus programs. 
• How much time should I allow for doing homework and completing assignments? Plan on devoting 15 hours a week on coursework, depending on the course requirements and your study habits.

Make your next giant leap

Admissions:   [email protected] Course Content Information: [email protected] Course Registration, payment, drops/withdraws, and removing holds: Purdue Online [email protected] Career accounts: ITaP (765) 494-4000

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Education policy, doctor of philosophy (ph.d.), you are here, an individualized doctoral program and an apprenticeship that prepares you for advanced empirical education policy research..

The goal of the Education Policy doctoral program is to produce the next generation of education policy scholars and researchers by providing students with deep content knowledge, disciplinary grounding, and training in the use of rigorous, cutting-edge methods. We study early childhood education, K-12, and beyond, in the United States and around the world. Our program has a proven record of preparing students for a variety of research careers, such as professors at top tier-universities and policy researchers at premier research firms, non-profit research organizations, and government agencies.

What Sets Us Apart

About the program.

The Education Policy Ph.D. program equips graduates with the knowledge and methodological tools to use, understand, and conduct research on the pressing educational issues of the day.  Your program of study will be matched to your specific interests in education policy on the local, state, national, or international levels. 

Fall: 4 courses; Spring: 4 courses

Research apprenticeship 20 hours per week

Culminating experience Comprehensive examination and doctoral dissertation 

At the heart of the Education Policy Ph.D. program is the research apprenticeship. You will be paired with Education Policy faculty members whose research interests align with your own, and work alongside them in the research process. You will learn to design, conduct, and communicate the results of empirical research, including presenting papers at scholarly conferences and submitting articles to scholarly journals for publication.

In addition to an  individualized program of study,  our students are required to write a significant qualifying paper and complete a dissertation on an issue in education. 

Transfer Courses

Course units of graduate coursework taken prior to matriculation into the Ph.D. degree program, if approved by both your faculty advisor and the Education Policy Chair, may be substituted for one or more of the above required courses. However, students are still required to complete 16 course units while at Penn GSE.

Program Length

Our Ph.D. program is designed to be completed in four years—two years of full-time coursework and two years to complete exams and dissertation. The University’s maximum time limit for completion is ten years after matriculation.

Preliminary Examination/Doctoral Dissertation

At the end of the coursework, students complete a preliminary examination (also known as the qualifying paper or comprehensive examination) covering relevant areas of education policy. Successful passage bestows doctoral candidacy, at which point students appoint a dissertation committee, orally defend their dissertation proposal, and write and defend their dissertation.

Our program offers a balance of flexibility and rigor. We want our students to be able to tailor their courses to their own interests and expertise while ensuring that they develop methodological and content-area expertise. One of the strengths of our program is that students can take courses in nationally ranked departments across the University of Pennsylvania. Many of our students take courses at the Wharton School, the School of Social Policy and Practice, and in departments including Sociology and Political Science. Advisors work closely with students to design their course of study.

For information on courses and requirements, visit the  Education Policy Ph.D. program in the University Catalog .

Our Faculty

The Education Policy faculty study everything from big data in early childhood education to assessment evaluation to the teacher workforce. In addition to the standing faculty in Education Policy, our program is enriched by the scholarship of faculty members from the Literacy, Culture, and International Education, Human Development and Quantitative Methods, and Teaching, Learning, and Leadership divisions. 

Affiliated Faculty

Sigal Ben-Porath MRMJJ Presidential Professor Ph.D., Tel Aviv University

Wendy Chan Assistant Professor Ph.D., Northwestern University

Dennis P. Culhane Professor, Penn Social Policy & Practice Ph.D., Boston College

John MacDonald Professor of Criminology and Sociology, Penn Arts & Sciences Ph.D., University of Maryland

Laura W. Perna Vice Provost for Faculty Ph.D., University of Michigan

Daniel A. Wagner UNESCO Chair in Learning and Literacy Ph.D., University of Michigan

Sharon Wolf Associate Professor Ph.D., New York University

Jonathan Zimmerman Judy and Howard Berkowitz Professor in Education Ph.D., Johns Hopkins University

"I went to Penn GSE because I wanted to understand the education research that drove policy changes, and I wanted to make that research applicable to teachers."

Wendy Castillo

Our graduates.

Our graduates are equipped with the knowledge and methodological tools to use, understand, and conduct research on the pressing educational issues of the day. We have a proven record of preparing students for a variety of research careers, such as professors at top-tier universities and policy researchers at premier research firms, nonprofit research organizations, and government agencies. Some alumni have also gone on to lead schools, districts, and other organizations.

Alumni Careers

Recent job placements.

• Assistant Professor, University of Wisconsin-Madison
• Assistant Professor, St. Louis University
• Assistant Professor, University of Maryland, College Park
• Postdoctoral Scholar, University of Pennsylvania
• Postdoctoral Scholar, University of North Carolina at Chapel Hill
• Lecturer, Princeton University
• Senior Analyst, Abt Associates
• Research Associate, MDRC
• Analyst, Congressional Research Office

Admissions & Financial Aid

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

Contact us if you have any questions about the program.

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

Nakia Gard Program Manager (215) 573-8075 [email protected]

Noel Lipki Program Coordinator (215) 746-2923 [email protected]

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

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

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Our Students

Our doctoral students engage in research alongside Education Policy throughout the course of their degree. Learn more about our students and their research.

You May Be Interested In

Related programs.

• Education Policy M.S.Ed. 
• Education, Culture, and Society Ph.D. 
• Higher Education Ph.D. 
• Quantitative Methods M.Phil.Ed.
• Quantitative Methods Ph.D.
• Statistics, Measurement, Assessment, and Research Technology M.S.Ed.

Related Topics

Education Policy and Analysis

Contact Information

Connect with program staff.

If you have program-specific questions, please contact Assistant Director for Education Policy and Analysis Sarah Haas .

• Connect with Admissions

If you have admissions-related questions, please email [email protected] .

Admissions Information

• Application Requirements
• Tuition and Costs
• International Applicants
• Recorded Webinars
• Download Brochure

Gain the skills to design, evaluate, and scale the effective policies and practices critical to improving outcomes for learners — at the global, national, state, and local levels.

The Education Policy and Analysis (EPA) Program will prepare you to lead and engage in education policy development, analysis, and change in organizations and settings throughout the United States and internationally. You also will learn how to scale effective education practices and how to leverage policy in order to expand their reach. The program will provide you with the theoretical frameworks and analytic methods that will enable you to design, implement, and evaluate policies at the global, national, state, institutional, program, and project levels. Our program prepares you to work in local, state, national, and international sectors, as well as research and consulting organizations, think tanks, institutions of higher education, and policy advocacy organizations. 

"Crafting and evaluating education policy remains a critical part of ensuring better outcomes for all students, and our program leads the way in cultivating the next generation of education policy professionals. From integrating research and practice to improve public policy to identifying the best method of communicating research finding to policymakers, our program will provide you with the real-world tools you need to make a difference." Carrie Conaway Faculty Co-Chair

After completing the Education Policy and Analysis Program, you will have a deeper understanding of the following competencies that explore how to:  

• Integrate values and goals - Integrate the values and goals of your organization or community throughout the policy process, with special attention to equity as a central value in education.
• Understand the issue and context  - Define the educational problem or opportunity with an understanding of the relevant historical, social, economic, and political context, including the differing interests and incentives of stakeholders.
• Evaluate evidence and tradeoffs  - Define policy options and the criteria for evaluating them. Evaluate the quality of the available evidence and use it to compare alternatives, considering fiscal, political, social, individual, and collective consequences and tradeoffs.
• Communicate and collaborate - Communicate, collaborate, advocate, and negotiate with allies, opponents, and other stakeholders. Convey evidence and reasoning clearly and appropriately for the audience.
• Engage in the policy process - Make recommendations and implement policy under conditions of uncertainty, revising decisions as new evidence and understandings come to light. Build and share new evidence on policy implementation and impact.

Curriculum Information

The EPA Program is designed to help you gain the knowledge and practice the skills essential to developing, implementing, and analyzing education policy in a wide variety of professional contexts. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the 2024–25 academic year are: 

• This program commences with How People Learn, an immersive online course that runs June–July and requires a time commitment of 12-15 hours per week.
• You will continue Foundations with Leading Change, Evidence, and Equity and Opportunity on campus in August. 
• Your Equity and Opportunity Foundations experience culminates in an elected course, which will take place during terms when electives are available. 

To fulfill the program requirement, students must take a minimum of 12 credits specific to EPA, including the following:

• The EPA Program Core Experience (4 credits) is a 4-unit fall semester course that introduces both practical competencies and theoretical frameworks about the policymaking process. You will survey policies across the sector and advance your learning through cases, problems of practice, and current policy debates. The experience offers exposure to a variety of education levels — early childhood, K–12, higher education, and adult learners — and settings in the U.S. and around the world. Students must enroll in their first fall semester. 
• Research methods courses (4 credits), course topics may include statistics for educational research, qualitative research methods, and program evaluation. 
• Policy-related courses (4 credits), course topics may include international comparative education policy, education finance, state and federal education policy, higher education student success, and additional research methods.
• Policy Analysis Exercise (PAE), a written submission that demonstrates application of program competencies to a real-world or simulated organization or client. The PAE may be a final project developed in a course, including the courses above, or in a field experience or internship. The purpose of the PAE is to allow you to practice, demonstrate, and reflect on the five core competencies of the EPA program. 
• The remaining credits are taken via  elective coursework , which includes the opportunity to specialize in a  Concentration . 

Explore our  course catalog . Note, a ll information and courses are subject to change.

Program Faculty

Students will work closely with faculty associated with their area of study, but students can also work with and take courses with faculty throughout HGSE and Harvard. View our faculty directory for a full list of HGSE faculty.

Faculty Co-Chairs

Carrie Conaway

Carrie Conaway is an expert on strategic planning in education, data and resource use, evidence-based decision making, and connections between research and practice.

Andrew Ho is a psychometrician whose research aims to improve the design, use, and interpretation of test scores in educational policy and practice.

Peter Q. Blair

Emmerich Davies

Sarah Dryden-Peterson

Elizabeth Dawes Duraisingh

Susan Dynarski

Hadas Eidelman

Jarvis R. Givens

Thomas Kane

James S. Kim

Irene Anastasia Liefshitz

Joseph McIntyre

Luke W. Miratrix

Sebastian Munoz-Najar Galvez

Gabrielle Oliveira

Fernando Reimers

Paul Reville

Laura A. Schifter

Eric Taylor

Emiliana Vegas

Martin West

Career Pathways

The EPA Program prepares you for a variety of career pathways, including: 

• Policy analyst 
• Policy associate  
• Local, state, or federal government professional  
• Research associate or director of research  
• Senior research portfolio manager  
• Institutional research analyst  
• Data analyst  
• Program/project coordinator
• Program/project manager
• Community organizer
• Policy consultant  

Cohort & Community

As an EPA student, you will be joining a community bound by a shared passion for improving education outcomes, opportunities, and systems through policy. The EPA cohort is comprised of learners from diverse professional backgrounds and levels of experience; from P–16 educators and leaders to policymakers and business executives; from the U.S. and diverse countries abroad; and from early childhood through postsecondary and adult education. Our community engages in shared learning inside and outside the classroom, including informal policy debates with faculty during brown bag lunches, panels with senior policy analysts who share advice on career pathways, and cohort-wide opportunities to learn about and from your peers.

Introduce Yourself

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

Program Highlights

Explore examples of the Education Policy and Analysis experience and the impact its community is making on the field:

HGSE Honors Master's Students with Intellectual Contribution Award

HGSE Students Tackle Pandemic-Related Issues in Education

• Service to the State

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BRIDGING RESEARCH TO PRACTICE

Leading the Future of Education

The Department of Educational Leadership and Policy consists of two program areas that offer master’s and doctoral degree concentrations in specific fields: the Program in Higher Education Leadership and Policy and the Public School Executive Leadership Program.

Our department has a legacy of excellence in training scholars, practitioners and educational leaders for PK-12 public schools, higher education and the P-16 policy arena. Our change-making graduates go on to serve as superintendents, school principals, professors, researchers and student affairs professionals. Our award-winning faculty, nationally recognized graduate programs, and highly regarded research centers focus on educational leadership and policy through an equity and social justice lens.

The Department of Educational Leadership and Policy is a community of students, faculty, staff and policy influencers that share a common goal of improving educational opportunities for all.

The Department of Educational Leadership and Policy offers graduate programs that develop thought leaders and administrators for public school, college and university settings.

Our department’s research has a direct effect on policies and practices that support students, administrators and leaders in P-16 educational settings. Our masters and doctoral students engage in research that is responsive to the ongoing challenges faced across educational sectors.

College News

• May 3, 2024 COE Media Mentions: April 26 – May 3
• April 26, 2024 COE Media Mentions: April 19 – 26
• April 19, 2024 COE Media Mentions: April 12 – 19

More News »

College Events

More Events »

Department Announcements

Sarah Woulfin’s New Book Reflects on How Equity-Centered Coaching Leads to Improvement in Schools

New book by Sarah Woulfin provides insightful guide for making coaching matter in schools.

Linda García Receives National Prize for Her Commitment to and Excellence in Teaching and Learning

Linda García, executive director of the Center for Community College Student Engagement, was named the 2023 recipient of the Terry O’Banion Prize for Inspiring Significant Change to Teaching and Learning.

Pedro Reyes Named Member of the Inaugural Research Advisory Council for The Education Trust

Dr. Reyes will work with other members to advise Ed Trust’s research agenda on teaching and curriculum, and provide insight on the educational landscape to help identify specific equity-based research projects.

Educational Leadership and Policy Analysis

Shaping the future of education

Home to some of the top-ranked education programs in the nation

#1 School of Education in the United States

#2 Educational Administration program in the nation

#5 Online Master’s program in Educational Administration and Supervision in the nation

#13 Higher Education Administration program in the nation

• Read About our Graduate Program Rankings
• Read About our Online Program Rankings

The Department

Who we are and what we do.

Welcome to the UW–Madison Department of Educational Leadership and Policy Analysis (ELPA), where our courses and research give students a deep understanding of educational organizations, educational policy, and policy systems. We offer PhD programs which specialize in one of three areas: K-12 leadership, higher education, and educational policy analysis and evaluation. Our Master's programs offer degrees in K-12 leadership, higher education, educational policy analysis and evaluation, global higher education and sports leadership.  

No matter which unique strand you choose, when you graduate, you will be an effective leader, prepared to pave the way to better education for all students.

Department Chair

Anjalé (AJ) Welton Rupple-Bascom Professor of Education

Top-Ranked Programs

UW–Madison’s School of Education and several of its programs are ranked among the very best in the nation. Its Educational Administration program is ranked No. 2 and the Higher Education Administration program is rated No. 13 by U.S. News & World Reports 2024. ELPA contributes to the high rating through world-renowned faculty and research.

Wisconsin’s Equity and Inclusion Laboratory (Wei LAB)

The mission of Wisconsin’s Equity and Inclusion Laboratory (Wei LAB) is to design, conduct, and disseminate research that informs policymakers, practitioners, and concerned citizens on how to best promote equitable and inclusive learning and work environments in education in general, and higher education in particular.

Dr. Brian A. Burt, Director

A Supportive Community

“I was drawn to ELPA because of the quality of the curriculum, the faculty, and the staff. My gratitude toward my ELPA family is immeasurable for making the department feel like home from the first day, and for cultivating and unleashing the Super Genius in me and each and every one of us.” --(Walter Parrish III, PhD Spring 2023)

Professor Xueli Wang with PhD graduates.

Save the Date!

Join us on Thursday, May 30, and Friday, May 31 for a forum on education policy, civil rights, and the law! The 2-day forum will include research presentations, presentations on new research ideas, and collaboration time with top education legal scholars.

Please contact Professor Suzanne Eckes at [email protected] to RSVP for the forum or to ask questions.

ELPA Student Organizations

LEADS is directed by graduate students. Activities and events are chosen, designed, and executed by our graduate students.  LEADS serves an important and needed function in fostering community and building skills within ELPA. Contact LEADS at [email protected] .

The purpose of the  Higher Education Student Advisory Board   is to provide professional development opportunities and social networking for students in the Educational Leadership and Policy Analysis (ELPA) Masters of Higher Education track in the School of Education. This group will focus on providing opportunities for professional growth and connections in higher education at the University of Wisconsin-Madison (UW) and across other institutions.

• Ladson-Billings talks to ‘60 Minutes’ about the power of great teachers and schools May 6, 2024
• Three graduate students from School of Education win 2024 Bucky Awards May 2, 2024
• UW–Madison alum receives Dissertation of the Year Award April 26, 2024
• Multiple media outlets, and White House, utilize expertise of UW–Madison’s Hillman April 19, 2024

No events returned.

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Doctoral Degrees

Educational policy studies & practice, educational leadership & policy ph.d..

The Educational Leadership & Policy Ph.D. program is designed to expand the boundaries of the educational leadership and policy field with an explicit foci on inclusivity, social justice, and anti-racism. The program prepares leaders to achieve results in the nation's schools by translating theory and knowledge into practice, applying skills in interpersonal relations and political diplomacy, applying research and data-based, decision-making skills, and following ethical principles. This doctoral program is designed for practicing and aspiring administrators who wish to expand their skills as researchers.

Emphasis is placed on the practical application of theory and knowledge to school and district leadership at the elementary and secondary levels. Instruction recognizes and incorporates the principles of adult learning with courses, seminars, and other educational experiences featuring reflection, group, discussion, simulations, problem solving, quantitative and qualitative research methods, and theory from a variety of disciplines (e.g. anthropology, sociology) as well as leadership and policy studies.

Study and address complex issues of social justice for the educational equity and opportunities of all students

Gain experience analyzing and conducting rigorous research on educational policy

Learn about educational leadership concentrations in policy, critical theory, and community relations

Sample courses.

EDL 606: Policy Analysis EDL 621: Organizational, Operational and Resource Leadership EDL 625: Leadership in Diverse Communities EDL 626: Leadership for Social Justice

See Coursework  for more details.

The program prepares students for administrative positions in educational institutions, policymaking positions at the district, state, and national levels, and faculty positions in higher education settings.

For more information about the program, contact Associate Professor  Melanie Bertrand .

School of Graduate Studies

Educational leadership and policy, program overview.

The Educational Leadership & Policy (ELP) program is devoted to the study and development of policy, leadership, change, and social diversity in elementary and secondary schools and other educational settings for children and youth. A combination of theory and real-world practice will enable students to tackle the complex challenges of current education policy, leadership and reform. Program strengths include:

• A focus on equity, anti-oppression and educational justice;
• Deep expertise in both the Ontario educational context and in comparative, international and global contexts; and
• Training in advanced qualitative and quantitative research methods.

The ELP program is designed to develop critical and highly skilled educational leaders, policy analysts, and researchers who will make positive change in schools, school boards (districts), government ministries, foundations, nongovernmental agencies and international organizations in Canada and around the world. Within the program, students are able to explore the field more broadly or focus on one of four thematic areas: Policy, Leadership, Change and Social Diversity. Students have four degree program options within ELP: MEd, MA, EdD and PhD.

Quick Facts

Master of arts, program description.

The MA program in Educational Leadership and Policy fosters the study of problems in leadership and policy with respect to educational programs, with an emphasis on elementary and secondary schools. It will best serve students who have a commitment to scholarship and research as a means of deepening their understanding of leadership action in schools or in other educational and service institutions.

The MA is available through both full-time and part-time studies. While experience in teaching and administration is not an essential prerequisite for admission, such experience provides a desirable background. The department welcomes applicants with diverse but relevant backgrounds.

Minimum Admission Requirements

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education’s additional admission requirements stated below.

An appropriate bachelor’s degree from a recognized university in a relevant discipline or professional program, with a grade equivalent to a University of Toronto B+ or better in the final year.

Two letters of reference: one academic, the other either academic or professional.

Program Requirements

Coursework. Students must complete 4.0 full-course equivalents (FCEs) as follows:

LHA1003H Designing Master's Research Proposals (0.5 FCE).

LHA1004H Research Literacy in Educational Leadership and Policy (0.5 FCE).

LHA1040H Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity (0.5 FCE).

0.5 FCE in research methods, to be selected in consultation with the thesis supervisor.

2.0 elective FCEs, of which 0.5 must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Additional courses may be required of some students.

Thesis , to be developed under the guidance of a faculty member.

Program Length

6 sessions full-time (typical registration sequence: F/W/S/F/W/S); 10 sessions part-time

3 years full-time; 6 years part-time

Master of Education

The MEd program in Educational Leadership and Policy is designed primarily for students who are interested in learning the nature and practice of leadership and policy, especially with respect to social diversity and change in elementary and secondary schools. The MEd degree can be pursued on a part-time or full-time basis. The department welcomes applicants with diverse but relevant backgrounds.

There are two MEd options available:

Coursework Only Option and

Coursework Plus Major Research Paper Option.

Students initially apply to and register in the Coursework Only Option. For registration in the Coursework Plus Major Research Paper Option, department permission is required.

The Coursework Only Option is available in two delivery models:

Regular MEd stream: students are accepted every year and can register on a full-time or part-time basis.

Online/Hybrid (part-time) Cohort-based stream: available in select years. Students move through the program as a cohort and register part-time. Applicants who are interested in the Online/Hybrid Cohort must specify their interest in this cohort in their responses to the Faculty questions in the online admissions application. However, due to limited space, admission to the MEd degree program does not guarantee membership in this cohort.

MEd Program (Coursework Only Option [Regular Delivery])

An appropriate bachelor’s degree from a recognized university in a relevant discipline with a grade equivalent to a University of Toronto mid-B or better in the final year.

Two letters of reference. Whenever possible, one should be written by an educational professional for whom the applicant has worked. The second should be by a referee who can attest to the applicant's academic ability.

Applicants must have the equivalent of 12 months of successful, relevant, professional experience.

Coursework. Students must complete 5.0 full-course equivalents (FCEs) as follows:

LHA1004H Research Literacy in Educational Leadership and Policy (0.5 FCE), to be taken at the beginning of the program.

LHA1040H Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity (0.5 FCE), to be taken at the beginning of the program.

4.0 other FCEs, of which at least 2.0 FCEs must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Students may choose to focus on one of the four research areas: Policy, Leadership, Change, or Social Diversity.

4 sessions full-time (typical registration sequence: F/W/S/F); 10 sessions part-time

MEd Program (Coursework Only Option [Online/Hybrid Delivery, Part-Time Only])

10 sessions part-time

6 years part-time

MEd Program (Coursework Plus Major Research Paper Option)

LHA1003H Designing Master's Research Proposals (0.5 FCE). Part-time students are recommended to take this course towards the end of their program; full-time students are recommended to take it in Year 1.

3.0 other FCEs, of which at least 1.5 FCEs must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Students may choose to focus on one of the four program strands: Policy, Leadership, Change, or Social Diversity. LHA1004H Research Literacy in Educational Leadership and Policy is strongly recommended, as is an appropriate research methods (RM) course selected in consultation with the Faculty MRP supervisor.

Major Research Paper (MRP) : LHA2001Y 0 Major Research Paper to be carried out under the guidance of a faculty member.

5 sessions full-time (typical registration sequence: F/W/S/F/W); 10 sessions part-time

Doctor of Education

Admissions have been administratively suspended. (See amendment made on September 19, 2023.) The next intake for this program will be Fall 2025. Applications for the EdD in Educational Leadership and Policy for the 2025-26 admissions cycle are set to open in early October 2024.

The EdD program in Educational Leadership and Policy is intended to shape highly competent leadership positions in school systems and other educational institutions. The program is specifically designed for working professional educators who want to develop the intellectual and research skills that will help them refine their practice as leaders in educational systems.

The EdD program is offered full-time in a cohort format. The department welcomes applicants with diverse but relevant backgrounds.

EdD Program

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

Master's degree in the area of Educational Leadership and Policy or an equivalent degree with high academic standing from a recognized university.

• In addition to responses to the Faculty questions in the online admissions application, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the EdD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. Examples include a master’s-level course paper, a policy document, and a professional publication.
• The applicant must be in a leadership position in education, or must have held a leadership position, or must demonstrate potential for leadership.
• LHA3003H Designing Research Proposals in Educational Leadership and Policy (Credit/No Credit; 0.5 FCE).
• LHA3004H Research and Literacy for the EdD Program (0.5 FCE).
• LHA3005H Introduction to Research Methods for the EdD (RM) (0.5 FCE) or another research methods course.
• LHA3006H Data Analysis for the Education Doctorate (RM) (0.5 FCE) or another research methods course.
• LHA3007H Literature Reviews for the EdD Program (0.5 FCE).

LHA3040H People and Power in Organizations (0.5 FCE).

• LHA3041H Doctoral Seminar on Policy Issues in Education (0.5 FCE).
• 0.5 elective FCE.
• Comprehensive examination. Successful oral defence of a written paper that critically reviews and synthesizes the literature related to the problem of practice to be addressed in the student’s dissertation in practice, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

Thesis (dissertation in practice) proposal hearing.

• Thesis (dissertation in practice) : The thesis (dissertation in practice) is the culminating component of the Doctor of Education degree in Educational Leadership and Policy that shall include an identification and investigation of a problem of practice, the application of theory and research to the problem of practice, and a design for action to address the problem of practice. Specifically, the thesis (dissertation in practice) consists of original research in the form of a written proposal or plan for innovative and impactful educational policy, guideline, advocacy, development project, or activism within or beyond a traditional educational setting, aimed at improving practice at local, regional, national, or international levels.

Students are full-time and must maintain continuous registration full-time and pay full-time fees until all degree requirements, including the thesis (dissertation in practice), are completed.

Students cannot transfer between the EdD and PhD programs.

Doctor of Education (Field: International Education Leadership and Policy)

Within the Educational Leadership and Policy EdD program, the field in International Education Leadership and Policy offers a robust, world-class program of study structured for professionals working within international settings in positions of leadership and policymaking who want to create impact in their field and mobilize new solutions to real-world problems.

The EdD program is offered full-time in a cohort format and will be delivered in a hybrid modality with short on-campus Institutes. The majority of courses will be offered online. The department welcomes applicants with diverse but relevant backgrounds.

Responses to the Faculty questions in the online admissions application: applicants will demonstrate experience and interest in studying international issues in education policy and leadership. In addition, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the EdD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. Examples include a master’s-level course paper, a policy document, and a professional publication.

The applicant must be in a leadership position in education in an international setting, or must have held a leadership position, or must demonstrate the relevance of the program to their position or professional development in international education policy.

Coursework. Students must complete 4.0 core full-course equivalents (FCEs) as follows:

LHA3003H Designing Research Proposals in Educational Leadership and Policy (0.5 FCE; Credit/No Credit)

LHA3005H Introduction to Research Methods for the EdD (RM) (0.5 FCE)

LHA3006H Data Analysis for the Education Doctorate-RM (0.5 FCE)

LHA3007H Literature Reviews for the EdD Program (0.5 FCE)

LHA3040H People and Power in Organizations (0.5 FCE)

LHA3041H Doctoral Seminar on Policy Issues in Education (0.5 FCE)

0.5 elective FCE chosen from 1000, 3000, or 6000-level courses as available online or

individual reading course (LHA3052H) or

practicum course (CIE1002H) (0.5 FCE)

LHA3008H + Professional Seminar and Dissertation Workshop in International Educational Leadership and Policy (0.5 FCE)

Courses will be offered in specialized sections for the International Educational Leadership and Policy field cohort with course syllabi adapted to reflect the international educational policy focus.

Attendance in an on-campus Institute will be required to allow face-to-face delivery of one course in each of Years 1, 2, and 3. The Institute will foster cohort engagement and exchange; orientation to the OISE professors, the University of Toronto, and the program.

All other courses will be offered online using synchronous and asynchronous modalities.

Comprehensive examination. Successful oral (using video conferencing) defence of a written paper that critically reviews and synthesizes the literature related to the problem of practice to be addressed in the student’s dissertation in practice, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

Thesis (dissertation in practice): The thesis (dissertation in practice) is the culminating component of the Doctor of Education degree in International Educational Leadership and Policy that shall include an identification and investigation of a problem of practice, the application of theory and research to the problem of practice, and a design for action to address the problem of practice. Specifically, the thesis (dissertation in practice) consists of original research in the form of a written proposal or plan for innovative and impactful educational policy, guideline, advocacy, development project, or activism within or beyond a traditional educational setting, aimed at improving practice at local, regional, national, or international levels.

+ Extended course. For academic reasons, coursework is extended into session following academic session in which course is offered.

Doctor of Philosophy

The PhD program in Educational Leadership and Policy fosters the study of problems in the administration and leadership of educational programs. It best serves students who are committed to scholarship and research as a means for deepening their understanding of leadership in schools or in other educational and service institutions.

The program offers both full-time and flexible-time options. While experience in teaching and leadership is not an essential prerequisite for admission, such experience provides a desirable background. The department welcomes applicants with diverse but relevant backgrounds.

PhD Program

An appropriate master's degree, from a recognized university in a relevant discipline or professional program, with a minimum standing equivalent to a University of Toronto A–.

In addition to responses to the Faculty questions in the online admissions application, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the PhD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. The admissions committee will look for evidence that applicants understand how to, or have the potential to, craft an academic document, display an ability to define a research problem, devise an appropriate focus for an inquiry, assemble and analyze evidence, and develop conclusions in a rigorous manner. Examples include a master’s-level course paper, a policy document, and a professional publication.

Coursework. Students must complete a minimum of 3.0 full-course equivalents (FCEs) as follows:

1.0 FCE in research methods, to be chosen in consultation with the faculty advisor (excluding LHA1003H and LHA1004H, which may not be counted towards this requirement). Students who have already attained an acceptable level of competence in research methodology may be authorized to choose a course in a different area of study.

At least 0.5 FCE at the 3000 level or the 6000 Special Topics level from the Educational Leadership and Policy program. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA30XX" and "LHA60XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H.

Comprehensive examination. Successful oral defence of a written paper that critically reviews and synthesizes the literature in the student’s proposed thesis area, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

Thesis proposal hearing.

Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

Students cannot transfer between the full-time and flexible-time PhD options.

PhD Program (Flexible-Time)

Two letters of reference: one academic, one professional.

Applicants must demonstrate that they are active professionals engaged in activities related to their proposed program of study. Capacity to secure blocks of time to enable concentrated study is required.

Students must register continuously until all degree requirements have been fulfilled. They register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

Search NYU Steinhardt

Phd, educational leadership and policy studies.

The Educational Leadership and Policy Studies EdD program is  designed for individuals who intend to pursue leadership positions in the practicing profession.

The Educational Leadership and Policy Studies PhD program is  designed for those who wish to pursue careers as professors or researchers.

The EdD and PhD programs require a minimum of 42 points beyond the  Certificate of Advanced Study .

Administrative Core (15 points):

• Educational Reform and Leadership AMLT-GE 3301
• Organizational Theory II AMLT-GE 2054
• Professional Seminar in Administration I EDLED-GE 3097
• Information Strategies for Educational Policy and Practice EDLED-GE 3015
• Educational Policy Analysis EDLED-GE 3005.

Research in the EdD Program (15 points):

• Dissertation Proposal Seminar EDLED-GE 3013 or AMLT-GE 3400
• Research in Educational Leadership EDLED-GE 3001
• 9 points of research electives.

Research in the PhD Program (21 points):

• Dissertation Proposal Seminar EDLED-GE 3013,
• Research in Educational Leadership EDLED-GE 3001,
• 15 points of research electives in qualitative and quantitative studies.

See more about doctoral studies , funding , and dissertation requirements .  

• Enroll & Pay
• Prospective Students
• Current Students
• Current Faculty

Ph.D. in Educational Leadership & Policy Studies at KU

Program Overview

The Ph.D. in educational leadership and policy at the University of Kansas is a research degree that prepares individuals for roles as researchers, policy analysts, educational leaders, and faculty members for policy, K-12, and higher education settings. This degree distinguishes itself by its focus on preparing graduates to be researchers who are making original scholarly contributions to the knowledge base in the field. Students typically take some courses in graduate programs in related fields such as sociology, public administration, and economics.

Career Outcomes in Educational Leadership & Policy

Students pursue the Ph.D. in educational leadership and policy at KU with varying career goals in mind. Ph.D. students should expect to engage in “co-curricular” activities above and beyond the specific degree requirements appropriate to their career aspirations. These include conducting and presenting research at conferences, engaging in internships with policy organizations, etc. It prepares graduates who are qualified to conduct theoretically grounded, original research on crucial issues in education policy and scholarship. Potential position titles after graduation could include:

• Policy maker,
• Policy analyst,
• Political activist,
• Researcher.

The Ph.D. program does not lead to initial or advanced educator licensure in the state of Kansas.

Related Programs

• Ed.D. in higher education administration
• Ed.D. in educational administration
• Program faculty
• School scholarships
• Office of Graduate Studies

Concentration Areas

All doctoral students must complete a program that provides a broad understanding of educational leadership and policy as well as a concentration in one of the following areas:

Concentrations

Educational administration, higher education, policy studies, social and cultural studies in education, thinking about educational leadership and policy studies, ed.d. or ph.d..

The Ed.D. and Ph.D. programs are typically distinguished by the outcome goals of each program. Both degrees are considered terminal degrees, meaning the highest degree one can achieve in the field of education.

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Students can participate in KU’s active Higher Education Student Association, a unique student-led organization dedicated to professional development in higher education.

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Graduate students at KU support faculty and research staff in adding new information to the body of knowledge in a variety of fields.

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In the heart of the United States, the city of Lawrence revolves around the University and its students.

Graduate Student Funding

The Office of Graduate Studies at KU provides both internal and external funding resources to support master’s and doctoral students.

Professional Development

Graduate students will leave KU with a professional and academic network of faculty and staff.

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PhD in Educational Leadership and Policy Analysis

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Degree Requirements

The PhD Program in ELPA requires a minimum of 60 hours beyond the master’s degree. The PhD in Educational Leadership and Policy Analysis has several emphasis areas for degree choices.  For detailed information on degree requirements, please refer to the emphasis area pages .  Each emphasis area has slightly different requirements and areas of focus.  However, all three emphasis areas require a department-wide core, emphasis area coursework, electives, a research core, and the completion of a minimum of 6 hours for the dissertation.

Contact Information

Educational Leadership and Policy Analysis 303 Townsend 573-882-8221 ELPA email:  [email protected]   ELPA program website:  https://education.missouri.edu/educational-leadership-policy-analysis/degrees-programs/

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Educational leadership and policy studies - doctorate (phd).

DEGREE OVERVIEW

The Ph.D. in educational leadership challenges the conventional wisdom that K-12 and postsecondary education are different worlds by bringing together scholars and students from all levels of education to work and study together with the goal of addressing systemic barriers that prevent so many individuals from achieving their fullest potential.

ABOUT THE PROGRAM

• Students receive a broad foundation in K-16 leadership and policy.
• Candidates are part of a cohort throughout their required coursework, leading to the dissertation.
• Because most of the students in the program work full-time, they are required to take only six graduate credit hours per semester.
• Required courses are offered Monday and Thursday evenings.
• There are 10 required core courses offered in five consecutive semesters (Including the first summer).
• Students also take six elective courses prior to beginning their dissertation.
• Most students complete the program in four to five years.
• The B.A - Ph.D track provides a way for master’s students to start doctoral studies earlier.
• Admissions requirements
• Degree curriculum
• Degree information in the University Catalog
• Program accreditation

CAREER OPPORTUNITIES

The program is designed for candidates seeking careers in institutional assessment, policy analysis, K-12 leadership, higher education administration, student affairs, or the professoriate.

WHY CHOOSE US?

• Only program in the area with a K-16 focus
• Strong cohort support
• Students assigned supervising professor upon admission
• Students assigned a peer mentor upon admission

GET STARTED

Take the next step toward investing in yourself by learning more about our Educational Leadership and Policy Studies - DOCTORATE (PHD) program.

Apply Today

If you're ready, so are we. The next step is to apply. Applying for admission is easy, and we're here to work with you every step of the way.

PROGRAM CONTACT

Name: Dr. Leaf Zhang

Phone: 817-272-2956

Email: [email protected]

Learn more about this program on the Department or College website.

Department of Educational Leadership and Policy Studies

College of Education

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UNIVERSITY CATALOG

Check out the University Catalog for more information.

If you wish to apply follow this link.

WANT MORE INFORMATION?

We are here to help with any questions you may have.

Doctor of Education in

• Educational Leadership and Policy

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• School of Education

TAKE A LEADERSHIP ROLE IN SHAPING THE FUTURE OF EDUCATION

Through our doctoral program in Educational Leadership and Policy, students can develop the conceptual understanding and advanced leadership skills needed to create organizational learning environments. 

The program in Educational Leadership and Policy, EdD offers two strands: one is designed for educators in pre-K-12 settings and the other is designed for leaders in higher education settings. The program is designed for candidates who wish to develop the conceptual understanding and advanced leadership skills needed to create organizational learning environments to address inequities, optimize teacher performance, and maximize student learning. Candidates will work in learning communities with faculty and administrators to gain a deeper understanding of themselves as educational leaders and to develop the knowledge, skills, and dispositions necessary for visionary, collaborative, strategic, and ethical leadership in schools, districts and institutions of higher education.

Program Objectives:

• Prepare students develop habits of critical questioning and the reflective means for evaluating individual and organizational effectiveness
• Help develop the ability to examine educational issues through multiple perspectives
• Understanding how to manipulate organizational structures for improving higher education
• Develop the ability to practice deliberate, informed leadership.

Choose your Degree

• K-12 Educational Leadership
• Higher Education Leadership

The Educational Leadership and Policy EdD offers a concentration in K-12 Leadership to those who have formal backgrounds as NYS certified educators and school leaders, or hold roles in Pupil Personnel services.

The majority of students in the K-12 strand will have completed requirements for administrative/leadership certification. K-12 students who enter the Ed.D. program and have not yet earned certification may complete these course requirements as part of the advanced certificate in educational leadership or school district business leadership. K-12 students who have already earned certification may transfer up to 30 s.h. from an accredited institution toward the course requirements in Phase I.

Learn More about the Educational Leadership Advanced Certificate Learn More about Educational Leadership EdD

The Educational Leadership and Policy EdD offers a concentration in Higher Education to those who hold positions or have backgrounds in Higher Education Leadership & Administration. Typically, higher education students who enter the Ed.D. program will have an earned master’s degree in higher education leadership/administration from an accredited institution, of which up to 30 s.h. can be applied to the course requirements in Phase I. For those who do not have a prior master’s, a master’s in higher education can be earned at Hofstra, fully-online and asynchronously.

Learn More about the Higher Education Leadership & Policy Studies MSEd

Getting Started

Admissions requirements, student financial services.

Visit the Hofstra campus or connect with the graduate admission team. We will answer your questions and put you in touch with program faculty or degree candidates to learn more. Contact us at  [email protected] , or call 516-463-4723.

To be considered for the doctoral study, you must have a bachelor's degree from an accredited institution.

Start your application online  where you can upload the following documents:

• A detailed resume of professional and related experiences.
• A statement of purpose for advanced study in context of personal and professional goals.
• Official transcripts of undergraduate and graduate study.
• Three professional recommendations.
• An interview with the doctoral program director.

In addition, applicants to the K-12 strand must provide:

• Proof of New York state certification in teaching or pupil personnel, and administration (if completed).

Interview with faculty members will be required.

International students : Please review additional  admission requirements .

In addition to financial aid and payment plan options offered by Hofstra University, the EPL program offers a variety of financial aid options for candidates applying to the Advanced Certificate in Educational Leadership or the doctoral program in Educational Leadership and Policy (Ed.D.)

For more information, please visit the  Office of Student Financial Services.

Doctoral Fellowships

Doctoral Fellowships for Educational Leaders are designed for exceptionally qualified candidates who are currently employed in educational leadership positions, or those who will complete administrative certification requirements as part of the doctoral program - or “in Phase I” of the doctoral program. These awards offer tuition remission for qualified candidates of the doctoral program.

Doctoral Fellowship financial aid decisions are made by May 1.

Research Assistantships

Applicants to the doctoral program may apply for a position as a research assistant. These positions are only available to full-time students in the doctoral program; duties typically require a minimum of 15 hours/week. For details, contact the department.

Doctoral students who receive financial support are expected to provide service to the learning community through participation on one of several committees, organizing social events, participating in student recruitment activities, or developing the department newsletter.

Students are also encouraged to apply for fellowships and financial incentives awarded by professional organizations, such as the American Association of School Administrators (AASA) and 100 Black Women of Long Island.

Program Requirements

Exam requirements.

Program Outline  -  79 Semester Hours Minimum

• Phase I: Professional Studies - Semester Hours: 30 Prior to earning the EdD, the majority of students in the k-12 strand will have completed requirements for administrative/leadership certification. K-12 students who enter the EdD program and have not yet earned certification may complete these course requirements as part of the Advanced Certificate in educational leadership or school district business leadership. K-12 students who have already earned certification may transfer up to 30 s.h. from an accredited institution toward the course requirements in Phase I. Typically, higher education students who enter the EdD program will have an earned master’s degree in higher education leadership/administration from an accredited institution, of which up to 30 s.h. can be applied to the course requirements in Phase I. For those who do not have a prior master’s, a master’s in higher education can be earned at Hofstra, either in face-to-face or online mode.
• Phase II: Advanced Professional Studies - Semester Hours: 40 Requirements consist of the doctoral core, advanced educational leadership courses and other electives. Candidates complete core requirements as a learning community. In addition to course work, candidates must satisfy residency requirements and complete written competency requirements in two areas: critical analysis and synthesis of scholarly work, and research design and analysis and also satisfy residency requirements. Prior to beginning Phase III, candidates meet with faculty for Doctoral Oral Examination A: A Self-Assessment of Personal Learning.
• Phase III: Doctoral Dissertation - Semester Hours: 9 minimum Following completion of the Doctoral Oral Exam A: A Self-Assessment of Personal Learning, candidates begin the final phase of the program, involving a minimum of nine semester hours.  Students may work with faculty and peers to develop a dissertation study or project or, depending on their readiness, they may develop the proposal through individual consultation with the dissertation adviser. The effort culminates in a presentation of the proposal (Doctoral Exam B) and, upon its completion, presentation of the dissertation, (Doctoral Exam C). Once the proposal is accepted, students may apply up to six semester hours toward dissertation requirements.
• Competency in Critical Analysis and Synthesis of Scholarly Work
• Competency in Research Design and Analysis
• Doctoral Oral Examination A: A Self-Assessment of Personal Learning
• Doctoral Examination B: Proposal Hearing
• Doctoral Examination C: Dissertation Oral

Critical Literature Synthesis Competency: The Critical Analysis and Synthesis is a literature review on a topic relevant to educational leadership. While students normally complete requirements for the synthesis as part of EADM 320-321,  Introduction to Doctoral Studies , evaluation of the document as the written comprehensive examination is separate from evaluation for the course grade.  Students who fail to meet the competency requirement by the completion of the second semester of the course have the opportunity to resubmit the synthesis by the end of August of that year. If a student fails to meet this deadline, or fails to produce an acceptable product, the second and final deadline for submission will be  one academic year  from the first due date. Failure to complete a satisfactory document within the given time period will constitute grounds for dismissal from the program. The student may not register for additional coursework until this requirement is satisfied.

• Research Competency: Students complete requirements for the competency as part of their work in either of the research courses. As part of either research course, students design and complete (data collection and analysis) a research study.  The requirement involves completion of the research project and preparation of a final report at the end of the research courses. Students must meet the competency in one of the two research courses. Failure to complete a satisfactory document in either of the research courses will constitute grounds for dismissal from the program
• Oral Exam/Self-Assessment of Personal Learning (Doctoral Exam A): On satisfactory completion of all the requirements of Phase I and the majority of the requirements in Phase II, including all distributed electives, the student may schedule the oral exam. The Oral Exam is usually scheduled at the end of August. The Oral Qualifying Exam (Doctoral Exam A) is a pre‑requisite for registration in any of the courses in Phase III. After successful completion of the oral examination, candidates begin the final phase of the doctoral program.
• Dissertation Proposal Examination (Doctoral Exam B)
• Dissertation Defense (Doctoral Exam C)
• Mission Statement
• US Bureau of Labor Statistics – Higher Education

Faculty Profiles

Sean fanelli.

Dr. Sean Fanelli, Adjunct Professor, is highly regarded for his expertise in higher education administration and brings to Hofstra University an exceptional breadth of leadership experience. Prior to joining the faculty of the School of Education, Dr. Fanelli served as the president of Nassau Community College for more than 28 years.

Meet Dr. Fanelli

Eustace G. Thompson

Dr. Eustace Thompson, Professor in the EdD Educational Leadership and Policy Program, earned his PhD from New York University in educational administration. Prior to his faculty appointment, he had 37 years of experience in urban and suburban public schools settings and held the positions of deputy superintendent, assistant superintendent for curriculum and instruction, and middle and high school principal. He is a certified curriculum auditor and walk-through supervision trainer.

Meet Dr. Thompson

Rebecca S. Natow

Dr. Rebecca Natow, Professor and Director of the EdD Educational Leadership and Policy Program, is an expert in higher education, educational policy, and qualitative research methods. She has conducted research relating to performance-based funding policies for higher education, developmental education, and postsecondary program implementation. She has also conducted extensive research into the higher education rulemaking process, which involves the creation of regulations that implement and administer federal higher education policy. She is the author of  Higher Education Rulemaking: The Politics of Creating Regulatory Policy , published by Johns Hopkins University Press. Her dissertation, entitled  Making Policy in the United States Department of Education: The Political Process of Federal Rulemaking for Higher Education , received the Outstanding Dissertation Award from the Politics of Education Association, and was a finalist for the American Educational Research Association Division J Outstanding Dissertation Award. Dr. Natow received her Ed.D., Ed.M., and M.A. in higher and postsecondary education from Teachers College, Columbia University, and her J.D. from Georgetown University Law Center.

Meet Dr. Natow

Holly Seirup

Dr. Holly Seirup, holds a joint appointment as a Professor in the Departments of Counseling & Mental Health Professions and Educational Leadership. Prior to joining the faculty, Dr. Seirup held various positions in university administration including serving as Vice President of Campus Life for over a decade, and as the Dean of the School of Health Professions and Human Services. She continues to be active in the community and in her research, where she has presented at numerous regional, national, and international conferences and has authored/coauthored articles on topics ranging from the impact of Hope, Grit, and Resiliency on academic success, behavioral health issues on the college campus, college persistence, and online pedagogy.

Meet Dr. Seirup

Clifford Pincus

Dr. Clifford Pincus, Adjunct Associate Professor, is currently a member of the sales management team for United Airlines. Over the years Dr. Pincus has presented at numerous training sessions, and conferences focusing on research in the relationship between key employee behaviors and organizational outcomes, organizational cultures impact on organizational success, and the effects of work life balance on employee engagement. He also instructs Quantitative Analysis for the EdD Educational Leadership and Policy program at Hofstra University along with Classes in Management and Entrepreneurship for the Zarb School of Business.

Meet Dr. Pincus

Office of Graduate Admission Contact Graduate Admission

Student Resources

• UCEA website

PhD in Educational Leadership & Policy

Are you looking to further advance your knowledge of educational leadership, policy, social diversity and change, particularly relating to PK-12 education? This program helps develop your capacity as a scholar who can understand, critique, and advance educational leadership and policy theories and who can successfully conduct advanced research to inform PK-12 education policy and practice.

Designed for practicing professionals, the flexible-time PhD option enables students to continue working while pursuing their studies. Flexible-time students are self-funded. Learn more .

OISE offers a OISE Graduate Funding Package to students in their first four years of a PhD program, excluding the flexible-time PhD.

OISE's Graduate Funding Package covers the cost of tuition, and helps offset other living expenses. Last year, awards averaged around $25,000 per eligible student.

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UM to launch doctorate in educational leadership degree

Published 3:42 pm Tuesday, April 30, 2024

By Staff Reports

FROM STAFF REPORTS

MONTEVALLO ­- The University of Montevallo’s College of Education and Human Development will offer a doctorate in educational leadership degree starting in the 2024-2025 academic year. This will mark the university’s first doctoral program.

This online program targets seasoned professionals who aim to elevate their careers. It melds theory with practical inquiry, preparing graduates to tackle intricate problems, influence organizational culture, foster sustainable solutions and enhance leadership for transformative change. The curriculum is delivered via collaborative online sessions led by expert educators and researchers.

Jennifer Alexiou-Ray, director of graduate studies, said the university is excited to open this new chapter in graduate education, which began on campus in 1955 with a master’s degree in elementary education.

“It makes sense that our first doctoral degree will also be held in the College of Education and Human Development,” Alexiou-Ray said. “Alumni and community partners have asked about a doctoral degree for a long time and we are elated that the time is now.”

The general admission criteria for the program are:

• A completed application submitted to UM Graduate Studies
• Three professional recommendations (including one from a current supervisor)
• A statement of purpose and goals of no more than 1,000 words that addresses the applicant’s rationale for applying for the Ed.D. in educational leadership, an explanation of how the program aligns with their purpose and a statement regarding career and professional goals.
• A résumé/curriculum vitae
• A master’s degree in education or a related field from an accredited institution
• A 3.0 grade point average in all master’s-level credentials
• Official transcripts from all previously attended colleges/universities

The university is now accepting applications for the spring 2025 academic term. The deadline to apply is Oct. 1. Other applications may be accepted and considered on a space-available basis. For more information about UM’s Ed.D. program and to see why to attend Montevallo, please visit Montevallo.edu/edd.

More Montevallo

Montevallo recognizes Montevallo Dance Crew success, hears student projects, passes new regulations

UM to host multiple youth summer camps

Montevallo native, former Giants lineman Korey Cunningham dies at 28

Students from Alabaster, Pelham, Hoover recognized during Character in Action Awards

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