phd policy evaluation

DPhil in Social Intervention and Policy Evaluation

• Entry requirements
• Funding and Costs

College preference

• How to Apply

About the course

The Department of Social Policy and Intervention offers an interdisciplinary DPhil in Social Intervention and Policy Evaluation and welcomes students from across the world. Research students are an important part of the department’s community and you will be fully involved and immersed in the life of the department.

The department welcomes DPhil candidates who are interested in a wide range of areas of social intervention and policy evaluation research, including evaluation methodology, and policy and intervention research in areas such as violence and injury prevention, neighbourhood and urban health, reduction of poverty and social inequality, alcohol and drug misuse, mental health and antisocial behaviour in children and youth, parenting and family interventions including those delivered across the perinatal period, school-based interventions, HIV prevention, AIDS-affected children, the Sustainable Development goals, violence against children and cross-cultural adaptation of interventions.

The department's approach to graduate study emphasises your ability to work independently to explore an original line of research under an academic supervisor. Each member of academic staff has expertise in a particular area of social intervention and policy evaluation and you should try to contact your potential supervisor prior to applying as you will only be accepted for a DPhil if there is an appropriate supervisor available. 

As a doctoral student you will be offered a unique graduate programme tailored to your individual needs. In addition to individual supervision, the department offers a large and diverse range of research groups, seminars, workshops and advanced training opportunities in order to further enhance graduate research experience.

Part-time course arrangements

The DPhil programme in Social Intervention and Policy Evaluation is also available on a part-time basis. The part-time version of the degree has the same high standards and requirements as the full-time degree, but spread over six-eight years. The degree is particularly well-suited for students who are seeking the flexibility of part-time study. Part-time study also provides an excellent opportunity for professionals to undertake rigorous long-term research that may be relevant to their working life.

As a part-time student you will be required to attend classes/seminars/research groups/supervision meetings and other obligations in Oxford for a minimum of 30 days each year. There will be limited flexibility in the dates and pattern of attendance, which will be determined by mutual agreement with your supervisor.

For more information, please contact [email protected] .

Supervision

The allocation of graduate supervision for this course is the responsibility of the Department of Social Policy and Intervention and it is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. Under exceptional circumstances a supervisor may be found outside the Department of Social Policy and Intervention.

Typically, students pursuing a DPhil in Social Intervention and Policy Evaluation are supervised by faculty who are affiliated with the department’s Evidence-Based Social Intervention and Policy Evaluation programmes. Information about supervisors can be found on the department's website under the supervisors tab.   

In the case of students who require specific help to adjust to an academic programme or to a new range of skills, the supervisor will work with them to ensure that they have additional support.

Students should normally expect to meet with their supervisor around three to four times a term.

The sequence of milestones for a DPhil student are as follows:

• Admission as a Probationer Research Student (PRS)
• Transfer to DPhil status (‘Transfer of Status’)
• Confirmation of DPhil status for DPhil students (‘Confirmation of Status’)
• Submission of thesis

All students will be initially admitted to the status of Probationer Research Student (PRS). Within a maximum of four terms as a full-time PRS student or eight as a part-time PRS student, you will be expected to apply for, and achieve, transfer of status from Probationer Research Student to DPhil status. This application is normally made by the third term for full-time students and by the sixth term for part-time students.

A successful transfer of status from PRS to DPhil status will require the student to show that their proposed thesis and treatment represents a viable topic and that their written work and interview show that they have a good knowledge and understanding of the subject. Students who are successful at transfer will also be expected to apply for and gain confirmation of DPhil status to show that your work continues to be on track. This will need to be achieved within nine terms of admission for full-time students and eighteen terms of admission for part-time students.

Both milestones normally involve an interview with two assessors (other than your supervisor) and therefore provide important experience for the final oral examination.

Full-time students will be expected to submit a substantial thesis after three or, at most, four years from the date of admission. If you are studying part-time, you be required to submit your thesis after six or, at most, eight years from the date of admission. To be successfully awarded a DPhil in Social Intervention and Policy Evaluation, you will need to defend your thesis orally (viva voce) in front of two appointed examiners.

Graduate destinations

Many graduates of the DPhil  go on to pursue academic careers in world-leading research universities, while others hold influential positions in government, non-governmental and international organisations, such as the World Bank, the World Health Organisation and the UN.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made in circumstances of a pandemic, epidemic or local health emergency. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2024-25

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a first-class or strong upper second-class undergraduate degree with honours.
• a relevant master's or honours degree with sufficient methods training.

For applicants with a degree from the USA, a bachelor’s degree with a minimum overall GPA of 3.5 out of 4.0, or 4.0 out of 5.0 is sought.

The qualification(s) above should be achieved in one of the following subject areas or disciplines:

• public health and epidemiology
• political science, public policy and public administration
• social policy
• social work
• sociology; or
• closely related fields.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

Publications are not expected.

Part-time applicants will also be expected to show evidence of the ability to commit time to study and, if applicable, an employer's commitment to make time available to study, to complete coursework, and attend course and University events and modules. Where appropriate, evidence should also be provided of permission to use employers’ data in the proposed research project.

Further guidance

To continue to a research degree after the MSc or MPhil, you would normally be expected to gain a mark of at least 65% for both the written exams and the thesis. The department's Graduate Studies Committee will also consider the clarity and viability of the research proposal and the availability of appropriate supervision.

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews may be held with shortlisted candidates. The criteria by which applicants are shortlisted are as follows:

• outstanding academic ability
• an excellent research proposal
• proven proficiency in English (in the case of non-native speakers).

The interviews are normally held online or by telephone and will be with two members of faculty; normally with the potential supervisor(s) involved.

You will be asked about your academic background, motivations and future career plans. The panel will also discuss your research proposals with you in detail, particularly the research questions and the proposed methodology

The duration of the interview is around 30 minutes. You are strongly recommended to indicate times during which you will not be available for an interview in your application form.

How your application is assessed

Your application will be assessed purely on your proven and potential academic excellence and other entry requirements described under that heading.

References  and  supporting documents  submitted as part of your application, and your performance at interview (if interviews are held) will be considered as part of the assessment process. Whether or not you have secured funding will not be taken into consideration when your application is assessed.

An overview of the shortlisting and selection process is provided below. Our ' After you apply ' pages provide  more information about how applications are assessed . 

Shortlisting and selection

Students are considered for shortlisting and selected for admission without regard to age, disability, gender reassignment, marital or civil partnership status, pregnancy and maternity, race (including colour, nationality and ethnic or national origins), religion or belief (including lack of belief), sex, sexual orientation, as well as other relevant circumstances including parental or caring responsibilities or social background. However, please note the following:

• socio-economic information may be taken into account in the selection of applicants and award of scholarships for courses that are part of  the University’s pilot selection procedure  and for  scholarships aimed at under-represented groups ;
• country of ordinary residence may be taken into account in the awarding of certain scholarships; and
• protected characteristics may be taken into account during shortlisting for interview or the award of scholarships where the University has approved a positive action case under the Equality Act 2010.

Processing your data for shortlisting and selection

Information about  processing special category data for the purposes of positive action  and  using your data to assess your eligibility for funding , can be found in our Postgraduate Applicant Privacy Policy.

Admissions panels and assessors

All recommendations to admit a student involve the judgement of at least two members of the academic staff with relevant experience and expertise, and must also be approved by the Director of Graduate Studies or Admissions Committee (or equivalent within the department).

Admissions panels or committees will always include at least one member of academic staff who has undertaken appropriate training.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the  About  section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

Students on the DPhil in Social Intervention and Policy Evaluation belong to the Centre of Evidence-Based Intervention (CEBI) research group, that gives an opportunity to explore topics around social intervention and policy evaluation in more depth. DPhil students will have the opportunity to present their ongoing project in the research group.

The department has a shared office space designated for graduate research students, for social intervention and policy evaluation students it is based in the Centre of Evidence-based Intervention (CEBI) area. The department aims to provide as much space as possible. You will also be able to book the department’s meeting rooms and lecture rooms if required.

The department runs several seminar series during the year providing the opportunity to hear external expert speakers. In addition, there is a fortnightly colloquium at which members of the department present and discuss their research, creating an excellent chance for staff and students to learn more about each others’ ideas or receive input on their own research.

The department’s research methods hub provides research students with specialist support on qualitative and quantitative research methods, as well as tailored training. Through the Oxford Social Sciences Division a range of methods-training seminars and summer schools are offered.

DPhil students have access to the world-leading Bodleian Social Science Library, in addition to other University libraries, and the centrally provided electronic resources (giving access to the majority of academic journals published). Some college libraries, such as the Nuffield College Library, are open to graduate research students on request. 

The department has its own IT provision and specialist IT support staff. Students have access to the University’s high-performance computing environment. Software training in a range of standard and specialist programmes is available through the University IT services. 

The department has a common room open to both staff and students. Barnett House Thursday coffee mornings are held fortnightly during term time and these occasions provide excellent opportunities for talking to academics and research staff, and fellow students.

Social Policy and Intervention

The Department of Social Policy and Intervention is a multidisciplinary centre of excellence for research and teaching in social policy, and in the development and systematic evaluation of social interventions and policies. It is home to a global community of academics and researchers from a range of disciplinary backgrounds.

Each year the department accepts a highly select group of graduate students from across the world to study on one of the master's courses: the MSc and MPhil in Comparative Social Policy, exploring welfare systems and policy developments across a range of different countries; or the MSc and MPhil in Evidence-Based Social Intervention and Policy Evaluation, learning about the development and evaluation of interventions and policies across many regions of the world to address social and public health problems.

The department's MSc courses are also part of the Oxford 1+1 MBA programme which allows high calibre students to spend one year studying the MSc and one year studying an MBA at the Saïd Business School.

The department has around 60 students on two DPhil programmes, the DPhil in Social Policy and DPhil in Social Intervention and Policy Evaluation. Research students are fully involved in the research life of the department and have the opportunity to work with experts in the field. Alumni go onto appointments at global research universities or influential jobs in government, non-governmental and international organisations.

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The University expects to be able to offer over 1,000 full or partial graduate scholarships across the collegiate University in 2024-25. You will be automatically considered for the majority of Oxford scholarships , if you fulfil the eligibility criteria and submit your graduate application by the relevant December or January deadline. Most scholarships are awarded on the basis of academic merit and/or potential. 

For further details about searching for funding as a graduate student visit our dedicated Funding pages, which contain information about how to apply for Oxford scholarships requiring an additional application, details of external funding, loan schemes and other funding sources.

Please ensure that you visit individual college websites for details of any college-specific funding opportunities using the links provided on our college pages or below:

Please note that not all the colleges listed above may accept students on this course. For details of those which do, please refer to the College preference section of this page.

Further information about funding opportunities for this course can be found on the department's website.

Annual fees for entry in 2024-25

Full-time study.

Further details about fee status eligibility can be found on the fee status webpage.

Part-time study

Information about course fees.

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Continuation charges

Following the period of fee liability , you may also be required to pay a University continuation charge and a college continuation charge. The University and college continuation charges are shown on the Continuation charges page.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

There are no compulsory elements of this course that entail additional costs beyond fees (or, after fee liability ends, continuation charges) and living costs. However, please note that, depending on your choice of research topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. Students may also wish to attend or present their work at academic conferences. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Please note that you are required to attend in Oxford for a minimum of 30 days each year, and you may incur additional travel and accommodation expenses for this. Also, depending on your choice of research topic and the research required to complete it, you may incur further additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Living costs

In addition to your course fees, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

For the 2024-25 academic year, the range of likely living costs for full-time study is between c. £1,345 and £1,955 for each month spent in Oxford. Full information, including a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs, is available on our living costs page. The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. When planning your finances for any future years of study in Oxford beyond 2024-25, it is suggested that you allow for potential increases in living expenses of around 5% each year – although this rate may vary depending on the national economic situation. UK inflationary increases will be kept under review and this page updated.

If you are studying part-time your living costs may vary depending on your personal circumstances but you must still ensure that you will have sufficient funding to meet these costs for the duration of your course.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . For some courses, the department may have provided some additional advice below to help you decide.

The following colleges accept students for full-time study on this course:

• Blackfriars
• Campion Hall
• Green Templeton College
• Harris Manchester College
• Hertford College
• Jesus College
• Kellogg College
• Lady Margaret Hall
• Linacre College
• Nuffield College
• Regent's Park College
• Reuben College
• St Antony's College
• St Catherine's College
• St Cross College
• St Hilda's College
• Wolfson College
• Wycliffe Hall

The following colleges accept students for part-time study on this course:

Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines  in our Application Guide.

Application fee waivers

An application fee of £75 is payable per course application. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Readmission for current Oxford graduate taught students

If you're currently studying for an Oxford graduate taught course and apply to this course with no break in your studies, you may be eligible to apply to this course as a readmission applicant. The application fee will be waived for an eligible application of this type. Check whether you're eligible to apply for readmission .

Do I need to contact anyone before I apply?

The department is interested in applicants with proposals in the areas of its research expertise and interest. Therefore, you are advised to learn more about the department's supervisory expertise by researching the profiles of academic staff on the DSPI website. You are strongly recommended to make contact with a potential supervisor before you apply.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Proposed field and title of research project

Under the 'Field and title of research project' please enter your proposed field or area of research if this is known. If the department has advertised a specific research project that you would like to be considered for, please enter the project title here instead.

You should not use this field to type out a full research proposal. You will be able to upload your research supporting materials separately if they are required (as described below).

Proposed supervisor

Under 'Proposed supervisor name' enter the name of the academic(s) who you would like to supervise your research. 

You can list up to four proposed supervisors and you should list them in order of preference, or indicate equal preference. 

Please note, the department offers two distinct DPhils (DPhil in Social Policy, and DPhil in Social Intervention and Policy Evaluation). Members of the faculty can only act as supervisors for one of these programmes.  Information about current students and their supervisors  can be found on the department's website under the supervisors tab.   

Referees: Three overall, all of which must be academic

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

Your references will support intellectual ability, academic achievement and motivation for the chosen area of study. Academic references are required and should be submitted on university/departmental letterhead. 

If you are currently studying on another graduate course, we strongly suggest that one of your references be from your current academic supervisor.

Please contact your referees well in advance of the application deadline to give sufficient time for references to be prepared and submitted.

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Personal statement and research proposal: Statement of a maximum of 1,000 words and proposal of a maximum of 2,000 words

Your statement of purpose/personal statement and research proposal should be submitted as a single, combined document with clear subheadings. Please ensure that the word counts for each section are clearly visible in the document.

Personal statement

Your personal statement should explain your motivation for applying for the course and its specific focus on evidence-based social intervention and policy evaluation at Oxford, your relevant experience and education, and the specific areas that interest you and/or you intend to specialise in. 

Your personal statement should be written in English and be a maximum of 1,000 words.

If possible, please ensure that the word count is clearly displayed on the document.

Your personal statement will be assessed for evidence of:

• commitment to graduate studies in evidence-based policy evaluation and intervention
• reasons for selecting the department.
• motivation for and understanding of the proposed area of study 
• fit of your research interest to research undertaken in the Department
• any relevant practical/applied experience (such as previous jobs).
• ability to present a reasoned case in English.

Research proposal

Your research proposal should comprise a detailed outline of your proposed research. The proposal needs to have a clear research question, a research design and methods section, and should discuss the background, existing literature and significance of the topic, as well as providing a brief timeline. We recommend you have section headings for each of these parts. You must also indicate a potential thesis supervisor in the proposal. 

Your research proposal should be written in English and be a maximum of 2,000 words. The word count does not need to include any bibliography or brief footnotes.

Your research proposal will be assessed for:

• the coherence of the proposal
• the academic interest of the project
• ability to present a reasoned case in English
• the feasibility of completing the project in the time available.

It will be normal for your ideas subsequently to change in some ways as you investigate the evidence and develop your project. You should nevertheless make the best effort you can to demonstrate the extent of your research question, sources and method at this moment.

Written work: Two essays, a maximum of 2,500 words each

Academic essays or other writing samples from your most recent qualification, written in English, are required. Extracts of the requisite length from longer work are also permissible. Please be advised that the department is unable to accept one essay of 5,000 words in substitution of two essays of 2,500 words. Please also note that internal checks are carried out on all submitted writing samples to ensure compliance with length requirements, and over-length submissions can cause errors or delays.

Sole-authored writing samples are strongly preferred; should you choose to submit co-authored materials, you must have been solely responsible for writing the material submitted to us as a sample. 

The topic of the work does not need to relate directly to the proposed subject of study but academic essays are preferred to reports. The word count does not need to include any bibliography or brief footnotes.

This will be assessed for:

• ability to construct and defend an argument
• ability to explain complex subject matter
• ability of analytical thinking
• clarity and accuracy of expression.

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice . You'll find the answers to most common queries in our FAQs.

Application Guide   Apply - Full time   Apply - Part time

ADMISSION STATUS

Closed to applications for entry in 2024-25

Register to be notified via email when the next application cycle opens (for entry in 2025-26)

12:00 midday UK time on:

Friday 19 January 2024 Latest deadline for most Oxford scholarships

Friday 1 March 2024 Final application deadline for entry in 2024-25

*Three-year average (applications for entry in 2021-22 to 2023-24)

This course was previously known as the DPhil in Social Intervention

Further information and enquiries

This course is offered by the Department of Social Policy and Intervention

• Course page on the department's website
• Funding information from the department
• Academic staff  and doctoral supervisors
• Departmental research
• Social Sciences Division
• Residence requirements for full-time courses
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉ [email protected] ☎ +44 (0)1865 280734

Application-process enquiries

See the application guide

Visa eligibility for part-time study

We are unable to sponsor student visas for part-time study on this course. Part-time students may be able to attend on a visitor visa for short blocks of time only (and leave after each visit) and will need to remain based outside the UK.

College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Evaluation studies PhD

Become an expert in program evaluation. This Evaluation Studies (ES) track program equips you with the knowledge, experience, and resourcefulness needed to be a professional evaluator, evaluation researcher, or educator in a variety of settings.

In this program, you will hone an interdisciplinary set of skills for designing and implementing effective evaluation strategies. Through advanced research techniques, you will be able to quickly and astutely discern issues in processes and systems, develop incisive solutions to bottlenecks and roadblocks, and manage organizational paradoxes with confidence.

You will gain experience in a full array of quantitative, qualitative, and mixed methods, and you will sharpen your skills in designing evaluation studies, data collection, data analysis, and how to effectively communicate results to improve policies and programs.. Through new and ongoing organizational partnerships, you will work in real-life evaluation cases and get hands-on experience.

We're sorry -- this program is not accepting applications at the current time.

Doctoral students in Evaluation Studies gain the capacity to:

• Teach evaluation and research methods courses.
• Serve as lead evaluators and consultants on evaluation and research methodology and program design.
• Measure both the economic and social impact of public policies and programs.
• Communicate the value, vision, possible strengths and potential flaws of a project with clarity and precision.
• Conduct original research on evaluation theory and practice in a range of contexts.

72 credits (48 credits of coursework + 24 thesis credits) completed in 3-5 years for full time students.

OLPD departmental core

• OLPD 8011—Doctoral Research Seminar I (1 cr) [Fall term of first year]
• OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
• Quantitative research course (3 cr) selected with approval of advisor
• Qualitative research course (3 cr) selected with approval of advisor
• Additional methods courses (6 cr) selected with approval of advisor

Evaluation studies program core

Students must take OLPD 8596 twice in two different semesters for 3 credits each time.

• OLPD 5501—Principles and Methods of Evaluation (3 cr)
• OLPD 8502—Program Evaluation Theory and Models: Qualitative and Quantitative Alternatives (3 cr)
• OLPD 8595—Evaluation Problems (3 cr)
• OLPD 8596—Evaluation Internship I (3 cr)
• OLPD 8596—Evaluation Internship II (3 cr)

Additional coursework

Minimum of 17 credits required. These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the ES track or for a minor. Courses not specifically listed should have advisor approval.

Thesis credits (24 credits)

All Ph.D. students are required to register for 24 semester thesis credits (OLPD 8888) after completing the preliminary oral exam. These must be taken over two or more terms.

We’re here to help. Simply complete this form and a member of our department will be in touch.

Connect with Pitt Education

PhD in Education Policy

Become a world-class researcher in equity-driven educational policy.

Our PhD in Education Policy provides you with a deep and nuanced understanding of the education policy process, including policy formulation, implementation, and evaluation, and the methodological approaches used to examine these processes and their effects. As a student, you will also explore how the (re)design of policies and systems create substantive improvements in learning opportunities for learners of all ages.

Through apprenticed research experiences and coursework, students will be prepared to engage in collaborative partnerships with a range of policy stakeholders including educators, leaders, policymakers, students, and communities across local, national, and international contexts

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Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

5 years on average

Enrollment Term

Application Deadline

Admissions Requirements

No GRE Exam required

Program Overview

The PhD in Educational Policy is a 90-credit doctoral program. Through apprenticed research experiences, students will gain expertise in policy analysis necessary to prepare them to do independent research and pursue careers in policy research.

Flexible Curriculum

Students have the flexibility to choose courses that match their interests. Many options for customization exist within the curriculum and through the choice between electives or the completion of an optional Area of Concentration (ARCO).

Specialization Option

In place of the elective requirement, students have the option of completing an Area of Concentration (ARCO) as part of the degree. An ARCO is a University of Pittsburgh credential that provides specialization within a specific discipline of education policy. The doctoral ARCO pathway is 18 credits and does not result in any added cost, time, or credit hours.

• Comparative and International Education ARCO

See details about the ARCO courses in the curriculum section below. 

For expanded class descriptions, visit the University of Pittsburgh Graduate and Professional Studies catalog .

Minimum of 90 credits required

Education Policy Core (6 credits)

Students are required to complete both courses:

• EFOP 3010 – Educational Systems, Macro Policy, and Politics  (3 credits)
• EFOP 3011 – Education Policy: Students, Families, Educators and Policymakers (3 credits)

Research Methods (21 credits)

A total of 21 credits is required.

Students take the following three schoolwide PhD core research courses (9 credits):  

• EDUC 3100: Intro to Quant Methods: Descriptive and Inferential Statistics (3 credits)
• EDUC 3103: Quantitative Methods 2 (3 credits)
• EDUC 3104: Introduction to Qualitative Methods (3 credits)

12 additional credits should be taken, based on interests. Recommended research methods courses include but are not limited to:

• EDUC 2201 Introduction to Research Methodology
• EDUC 2205 Field Methods
• EDUC 3000 Advanced Applied Statistical Analysis
• EDUC 3106 Advanced Applied Qualitative Analysis
• EDUC 3107 Ways of Knowing
• EDUC 3418 Causal Moderation and Mediation Analysis
• EDUC 3501 Critical Policy Analysis
• EDUC 3503 Historical Research Analysis & Archival Methods
• EDUC 3505 Research-Practice Partnerships
• EDUC 3506 Mixed Methods Research
• EFOP 2018 Statistics 1: Descriptive and Inferential Statistics
• EFOP 2019 Statistics 2: Analysis of Variance
• EFOP 2030 Experimental Design
• EFOP 2353 Applied Anthropology of Education
• EFOP 2410 Applied Regression Analysis
• EFOP 3012 Qualitative Data Management Analysis and Presentation
• EFOP 3201 Introduction to Educational Evaluation
• EFOP 3208 Case Study Methods in Education
• EFOP 3408 Hierarchical Linear Modeling
• EFOP 3471 Constructing Questionnaires and Conducting Surveys
• EFOP 3472 Causal Inference in Educational Research
• TLL 2405 Introduction to Action Research Methods
• TLL 3003 Research Interviewing

Program Electives (18 credits) or Optional Area of Concentration (18 credits)

Students can either take program electives or select from an approved list of courses in the Comparative and International Education ARCO.

Program Electives (18 credits)

Social context

• EFOP 2133 Gender and Education
• EFOP 2305 Sociology of Education
• EFOP 2306 History of Education
• EFOP 2307 Politics and History of Higher Education
• EFOP 2310 Contemporary Philosophy of Education
• EFOP 2343 Education and Culture
• EFOP 2352 Anthropology of Education
• EFOP 2398 Economics of Education
• EFOP 3003 Theories of Educational Inequality
• EFOP 3310 Philosophy of Education, Equity & Justice

Education Policy 

• EDUC 3505 Research-Practice Partnerships 
• EFOP 3141 Policy Studies in Higher Education 
• EFOP 3315 Education Politics: Power & Inequality in K-12 Education Systems
• TLL 3021 Learning Sciences and Educational Change
• TLL 3008 Educational Policy
• TLL 3095 Organizational Perspectives on Education Improvement
• TLL 3540 Design of Educational Systems

Higher Education

• EFOP 2129 Social Justice in Higher Education Settings
• EFOP 3015 Ethical Issues in Higher Education
• EFOP 3131 Student, Campus, & Society
• EFOP 3141 Policy Studies in Higher Education
• EFOP 3150 Foundations for the Study of Higher Education

Special Courses

• EFOP 2096 Internship in EFOP
• EFOP 2089 Special Topics
• EFOP 3089 Special Topics
• EFOP 3098 Directed Study

Area of Concentration (ARCO) Option (18 credits)

Instead of completing program electives, students can opt to add an ARCO in Comparative and International Education Policy.

To meet the criteria for the area of concentration in Comparative & International Education, students complete at least 18 credits from the courses listed below, including 3 required credits of EFOP 3085. 

• EFOP 3085 Comp & Int’l Ed Seminar
• EFOP 2106 International & Global Education
• EFOP 2359 Gender, Education, and International Development
• EFOP 3136 Comparative Higher Education
• EFOP 3301 Social Theories & Education in Global Context
• EFOP 3343 Comparative Education

General Electives (9 credits)

All students are required to take 9 credits of general electives. Students can select from any graduate-level courses relevant to their program of study, with advisor approval.

Supporting Field (9 credits)

As an interdisciplinary program of study, PhD students in the Education Policy program are required to take 9 credits outside of the School of Education representing a coherent disciplinary or thematic focus.

We encourage students to consult with their advisors about selecting courses that best align with their goals. Courses taken at a previous institution may be transferred to meet the Supporting Field requirement, if approved by the advisor.

No modifications to this requirement are permitted, unless approved by a majority of the program faculty.

Other Required Courses (27 credits)

• EDUC 3102: First-Year Seminar (1 credit)
• EDUC 3105: First-Year Seminar (2 credits)
• EFOP 3097: Supervised Research (6 credits)
• Dissertation Credits (18 credits)

Degree Requirements

• Completion of all coursework
• Dissertation defense
• Doctoral comprehensive examination

Prerequisites

• Bachelor’s degree in any subject
• Interest in a career related to education policy and in exploring how policy can contribute to more just and equitable education systems

Take the Next Step

Upcoming Info Sessions

General Info Session (Virtual)

April 29, 2024 | Noon-1 PM

May 13, 2024 | Noon-1 PM

June 3, 2024 | Noon-1 PM

"My classes, professors, and staff have been welcoming and engaged throughout my time in the program. It has inspired me to work for international education, social justice, and social change both in my hometown in Peru and around the world." Jennifer Ponce Cori - Pitt student

Career Pathways

Popular pathways include the following:

• Faculty position at a higher education institution
• Senior policy fellow
• Policy researcher for a government agency, non-governmental agency, or nonprofit institution

Program Faculty

Program Coordinator

Hayley R. Weddle

Eleanor Anderson

Josh Bleiberg

Michael Gunzenhauser

Sean Patrick Kelly

Maureen McClure

Maureen K. Porter

M. Najeeb Shafiq

Keith Trahan

Leigh Patel

Mariko Yoshisato Cavey

Program News

PhD Student David Smith Receives NAEd/Spencer Dissertation Fellowship

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

Prof. Maureen Porter Receives Outstanding International Educator Award

Prof. Maureen Porter Receives Outstanding International Educator Award - Read more

Two Faculty Members Named 2022 AERA Outstanding Reviewers

Two Faculty Members Named 2022 AERA Outstanding Reviewers - Read more

2022 Educational Leadership Series Will Explore Global Freedom Work

2022 Educational Leadership Series Will Explore Global Freedom Work - Read more

Five Questions with Alumna Yidan Wang of the World Bank Group

Five Questions with Alumna Yidan Wang of the World Bank Group - Read more

Evaluation & Applied Research Methods

Phd in psychology.

Request Info Visit Us Apply Now

• Claremont Evaluation Center
• The Evaluators’ Institute
• Institute for Research on Social Issues
• Social Identity Lab
• Health Psychology & Prevention Science Institute

The Evaluation & Applied Research Methods PhD program focuses on training you in the design and implementation of impactful evaluations that improve the lives of people across a range of settings, including federal health agencies, educational programs, philanthropic foundations, academia, and more.

Program Highlights

• All graduate students in Evaluation & Applied Research Methods are encouraged to gain practical experience through projects, internships, or jobs. These opportunities can be frequently accessed through our research centers and affiliates, such as the Claremont Evaluation Center or the Health Psychology and Prevention Science Institute
• The curriculum balances technical training in research methods, statistics, and evaluation approaches with your interests by allowing you to select multiple elective courses to develop an area of specialization that fits your career goals and objectives (e.g. health evaluation, educational evaluation, foundation evaluation, international development evaluation, etc.).
• We have a generous transfer-of-units policy if you have already earned a master’s degree with an empirical thesis from another institution. If applying for a PhD, you may transfer up to 24 units of relevant coursework and a master’s thesis.
• All Evaluation students who request financial aid receive fellowships. DBOS also regularly hires students for paid research positions and teaching assistantships.

Program at a Glance

UNITS 72 units

*Actual completion times will vary and may be higher, depending on full- or part-time course registration, units transferred, and time to complete other degree requirements.

COURSES BEGIN Fall | Spring

DIVISION Division of Behavioral & Organizational Sciences

DEGREE AWARDED PhD in Psychology

Featured Courses

Provides basic understanding of prevalent evaluation theories, systems for categorizing these theories, the process of theory development in evaluation, and more.

Studies descriptive techniques, probability theory, basic statistical distributions (binomial, t, z, X2, F), measures of central tendency and variability, sampling distributions, selected nonparametric methods, and hypothesis testing.

Explores the three facets of evaluation practice as well as the stages of and methods for conducting program evaluations that are theoretically grounded, practical, and useful.

Examines the prevalent ideas that underpin evaluation and its practice.

Requires a 10-hour-per-week commitment to developing and executing a research project with a faculty supervisor who is conducting an ongoing program of evaluation research.

Surveys contemporary research methods in psychology, focusing on research conceptualization, design, and measurement and the logic of minimizing the number of viable alternative explanations for a set of findings.

  Evaluation Core Courses (12 units) Theory-Driven Program Evaluation (4 units) Comparative Evaluation Theory (4 units) Evaluation Procedures (4 units)

Evaluation & Related Electives (32 units) Students are often encouraged to take elective courses that help meet their specific career goals. These courses can be selected from the home department of any of the other CGU schools, including the School of Educational Studies, the Drucker School of Management, the Division of Politics & Economics, the Center for Information Systems & Technology, the School of Arts & Humanities, and the Institute of Mathematical Sciences.

Statistics & Methodology (20 units) Research Methods (4 units) Directed Research Seminar: Evaluation (two 2-unit courses) Intermediate Statistics (2 units) Analysis of Variance (ANOVA) (2 units) Applied Multiple Regression (2 units) Categorical Data Analysis (2 units) PSYCH 315 Sequence: Four additional units of Advanced Methodology

Field/Teaching Experience (4 units) Supervised Teaching Seminar (4 units) or Field Placement (4 units)

Transdisciplinary Core Course (4 units) All PhD students are required to enroll in a transdisciplinary core course from the “TNDY” course sequence during their first three semesters at Claremont Graduate University.

PhD Completion

• PhD qualifying exam
• Dissertation proposal
• Dissertation and oral defense

In the Field Opportunities Under the supervision of professionals with expertise in your particular areas of interest, you can participate in fieldwork, research, and paid internships at a range of corporations and organizations, including:

• Southern California Edison Company
• Kaiser Permanente
• Orange County Rapid Transit District
• Riverside County Department of Mental Health

Faculty & Research

Core faculty.

Stewart I. Donaldson

Distinguished University Professor Executive Director, Claremont Evaluation Center Executive Director, The Evaluators' Institute (TEI)

Research Interests

Positive Organizational Psychology, Health/Well-Being & Positive Functioning Across Cultures, Program Design & Re-Design, Culturally Responsive Theory-Driven Measurement & Evaluation

Tiffany Berry

Dean, School of Social Science, Policy & Evaluation Full Research Professor

Educational Program Evaluation, K–12 Educational Curricula, Comprehensive School Reform

Extended Faculty

Eusebio Alvaro

Full Research Professor

Social Influence Processes, Health Promotion, Disease Prevention & Medicine

William Crano

Stuart Oskamp Chair of Psychology

Social Influence, Effects of persuasive information on drug addiction and HIV/AIDS, Minority and majority relationships to health information

Jason T. Siegel

Professor of Psychology

Social Psychology, Health Psychology, Persuasion, Survey Research

Michael Scriven

Distinguished Professor

Philosophy, Mathematics, Evaluation methodologies, Critical thinking, Technology studies, Computer studies

Anna Woodcock

Senior Research Fellow

Identity, Identity balance, Stereotypes, Diversity, STEM, Prejudice, Longitudinal Research, Quasi-Experimental Research, Intervention Evaluation, Theory-driven Interventions, Implicit Bias, Implicit identities

Where You Can Find Our Alumni

Missouri Foundation for Health

Director of Evaluation

Davidson Consulting Ltd.

Evaluation and Organizational Consultant

Foundation for Behavioral Health

U.S. Department of State

Foreign Affairs Officer

Lanterman Development Center

Chair of Psychology

National Institute of Justice

Senior Social Science Analyst

Delaware Division of Alcohol and Drug Services

Deputy Director

Brigham Young University

Loma Linda University

Associate Professor of Nursing and Psychology

Request information about the Evaluation & Applied Research Methods program

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Regina Burch

Assistant Director of Admissions T: 909-607-9421 E: [email protected]

• Introduction

Harvard Griffin GSAS strives to provide students with timely, accurate, and clear information. If you need help understanding a specific policy, please contact the office that administers that policy.

• Application for Degree
• Credit for Completed Graduate Work
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• Year of Graduate Study (G-Year)
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• Grade and Examination Requirements
• Conduct and Safety
• Financial Aid
• Non-Resident Students
• Registration

Questions about these requirements? See the contact info at the bottom of the page. 

The PhD in education is awarded by the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences.

Students will work with faculty in the Harvard Graduate School of Education and the Faculty of Arts and Sciences.

Candidates for the PhD in education will be affiliated with one of three concentrations: culture, institutions, and society (CIS); education policy and program evaluation (EPPE); or human development, learning, and teaching (HDLT).

All entering PhD students (“G1s”) are assigned an academic advisor based on interests and goals discussed in the admissions application. The advisor must be a  current  HGSE faculty member who is a member of the Faculty of the Whole. The relationship between the faculty advisor and student is integral for scholarly progress and professional development. Like any professional relationship, the advisor-student relationship takes time to develop and is unique in nature, matching the styles and needs of both individuals.

Academic Residence

Completion of a minimum of two years of full-time study in residence is required to receive the PhD from Harvard Griffin GSAS. The academic residence requirement can be reduced by as much as one term (four four-credit courses) if the candidate's department grants academic credit for prior work done at HGSE within three years of starting the PhD (see Credit for Completed Graduate Work ).

Satisfactory Progress

The PhD in Education Steering Committee monitors each student’s progress year by year. The PhD in education degree is governed by a series of benchmarks that define what is considered evidence that the student is making “satisfactory, adequate and timely progress.” During the period between admission and submission of the dissertation, the PhD Steering Committee conducts annual reviews to ensure each candidate is meeting relevant benchmarks and academic milestones.

Program of Study

The first two years.

PhD in education students must complete a minimum of 64 credits/16 courses toward the degree, along with other academic and research-related requirements including:

• PhD Proseminar in Education (Year 1 fall; 1 course)
• Concentration Core Seminar (Year 1 spring; 1 course)
• Foundational Quantitative Methods Courses (2 courses)
• Foundational Qualitative Methods Course (1 course)
• Additional Qualitative Methods Course (1 course)
• Concentration Electives (3 courses)
• General Electives (5 courses)
• Research apprenticeship (each year)
• Reading Time (written comprehensive exam preparation; Year 2 spring, 1 course)
• Written Comprehensive Examination (Year 2 spring)
• Research Colloquia (Years 1 and 2; 1 course per year)
• Any outstanding coursework
• Oral Comprehensive Examination
• Research apprenticeship
• Teaching Fellow appointment(s) (four “slots” required at HGSE, typically fulfilled in Years 3 and 4)
• Research Colloquium presentation (Year 3, 4, 5, or 6)

Years Four-Six

• Dissertation Proposal (to be completed by the end of Year 4)
• Dissertation Committee Meeting (Year 4 or 5)
• Dissertation and Dissertation Defense (Year 4, 5, or 6)

Master of Arts (AM)

Candidates for the PhD in education degree may apply eight courses/32 credits of their doctoral program toward an AM in passing from Harvard Griffin GSAS. PhD in education students may apply for a master’s only after they have completed at least 16 courses (64 credits) since enrolling in the PhD program.

Students who wish to receive the AM in passing must file with the Harvard Griffin GSAS Registrar’s Office. While the department does not admit candidates for a terminal AM degree, students who have met all the course requirements may petition to be awarded the AM in education. Students must have a B+ average to receive a master’s-in-passing.

To enhance students’ teaching skills and to promote consolidation of their own learning, all PhD in education students are required to complete four Teaching Fellowship (TF) “slots” at HGSE over the course of their time in the program. Most students will fulfill this requirement in Year 3 or Year 4, though students must fulfill the requirement before receiving Harvard Griffin GSAS dissertation completion funding .  

Please note that this requirement is applicable to all PhD in education students—regardless of amount/level of teaching experience—and MUST be met with HGSE courses. TF slots from the Faculty of Arts and Sciences (FAS), Harvard Griffin GSAS, and/or other Harvard schools do not count toward this requirement, though are certainly encouraged in terms of professional development.

TF “slots” at HGSE represent one and a half days per week (on average) of salaried academic work over the course of a term, or the equivalent amount of time when spread over a longer period (e.g., yearlong) or condensed into a shorter more intensive period (e.g., January Term). A TF “slot” can be fulfilled in the following ways:

• A single course “slot” for a traditional term-long class (equates to one “slot”)
• A single course “slot” spread across a year-long class (equates to one “slot”)
• A double “slot” for a course with a particularly heavy TF workload (equates to two “slots”)
• A January term “slot” (equates to one “slot”)

Other Requirements

Research colloquia.

The HGSE Research Colloquia Series brings together faculty and doctoral students in a community of learning to foster disciplinary, as well as interdisciplinary, dialogue. These meetings include presentations by Harvard faculty, faculty and researchers from outside of Harvard, and other Harvard doctoral students. They meet weekly, at the same day and time. Each colloquium addresses topics salient to its participants and includes presentations of work-in-progress in addition to completed work in topic areas in education, such as leadership in education, global contexts in education, early childhood education, education access and equity, civic learning and engagement, or teaching and instructional effectiveness. 

First- and second-year PhD in education students are required to register (and earn two credits per year) for the colloquium related to their academic concentration. Participation is strongly encouraged in later years as well. PhD in education students are required to present their work in the colloquium once during their program, typically between Year 3 and graduation.

Research Apprenticeship

All PhD in education students are expected to engage in research starting in their first year and continuing throughout their doctoral studies. The research apprenticeship provides students an opportunity to develop their research skills, and may take several forms, including:

• independent research work under the guidance of a faculty member, either as a paid research assistant (RA) or for independent study credit
• research work with a faculty member (and often other doctoral students) as part of a research project
• active participation in a research group or lab, often led by the primary academic advisor or by a small group of collaborating faculty.

Students are strongly encouraged, as part of their research apprenticeship work, to collaborate with faculty and other doctoral students in order to jointly author scholarly papers.

Grade Requirements

Students must maintain a cumulative grade average of B+ or better in each year of graduate work. At no time may a student register for a term if they have more than one Incomplete. Where the primary field requires either that all courses be passed at or above a certain grade or that the student’s average grade be higher than B+, the student will be required to meet that requirement for courses in the field.

No more than one Incomplete may be carried forward at any time by a PhD student in education. The work of the incomplete course must be made up before the end of the term following that in which the course was taken. In applying for an Incomplete, students must have signed permission from the instructor and, in some cases, the director of graduate studies, or the course in question may not count toward the program requirements. If students do not complete work by the deadline, the course will not count toward the program requirements, unless there are documented extenuating circumstances.

Comprehensive Examinations

All PhD in education students take the Written Comprehensive Exam at the end of Year 2. In Year 3, students take the Oral Comprehensive Exam with their faculty advisor and committee members. Once the student has passed the oral exam, they are approved to move forward to the dissertation proposal stage.

Dissertation Proposal

The Dissertation Proposal (DP) is a document generated prior to the dissertation to introduce and summarize a student’s research goals and proposed methods of investigation. It is a blueprint for the research to follow. The purpose of the dissertation proposal is to articulate for committee readers that there is a research question worth pursuing and that the study is well designed to address it. Every DP includes a literature review leading to an explicit research question and a detailed plan for investigating the question through original research. The DP should convince readers that the study is both likely to enrich the field in general and feasible in nature. As noted above, all PhD students are required to obtain DP approval by the end of their fourth year.

Dissertation Committee Meeting

The Dissertation Committee must hold at least one meeting (the Dissertation Committee Meeting, or DCM) to discuss and support the student’s progression toward completing the dissertation proposal as well as the dissertation. Each student should determine, in consultation with their advisor, when holding the DCM would be the most useful for advancing the dissertation work. For some students, the DCM will occur early in the dissertation process and involve discussion and/or approval of the DP. For other students, the DP can be approved by committee members without holding a committee meeting, allowing the DCM to be held after data collection has commenced (e.g., in order to talk about progress and potential challenges in the dissertation study). Regardless of timing, all DCMs should include the following elements:

• provide faculty readers the opportunity to question and offer suggestions about the dissertation proposal, data collection, analysis, and writing plans
• anticipate and/or discuss emergent issues in the early progress of the proposed work
• establish a framework and timetable for reading and submitting dissertation drafts to faculty readers.

At the DCM, members of the Dissertation Committee should come to an understanding about the future progress of the dissertation, resolve any emergent issues, and agree upon what will be included in the final dissertation in order for it to be considered complete.

Dissertation

The dissertation is the cornerstone of a PhD, presenting the student’s independent research and supporting their candidacy for earning the doctoral degree. For purposes of this program, a dissertation is a scholarly inquiry into some aspect of education based on original empirical research; it addresses a particular question and contributes significantly to knowledge and/or concepts in the field of education.

Dissertation Defense

The Dissertation Defense is, in many ways, a doctoral student’s crowning academic achievement––the presentation and defense of one’s own ideas and scholarship in a public forum. The Dissertation Defense promotes intellectual discourse and emphasizes the importance of disseminating educational research with the goal of having an impact on practice and/or policy. The Dissertation Defense is 75 to 90 minutes—beginning with a 20- to 30‐minute presentation by the student, followed by a 45‐minute question and answer session led by the dissertation committee. At the conclusion of these public aspects of the Dissertation Defense, the student’s Dissertation Committee will deliberate and vote in private before having the student return and learn the rating, along with suggestions for steps to finalize the dissertation. The dissertation committee must submit original signatures on the PhD in Education Dissertation cover sheet and the Dissertation and Defense rating sheet. In the event a committee member is participating remotely, please consult with the Doctoral Programs Office on how best to obtain all original signatures.

Contact Info

Education Website

Meg Anderson, Associate Director of Admissions Stanislav Rivkin, Associate Director of Admissions Harvard Graduate School of Education 13 Appian Way Cambridge, MA 02138

[email protected]

617-495-3414

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PhD in Public Policy

In this section.

• Economics Track
• Judgment and Decision Making Track
• Politics and Institutions Track
• Science, Technology and Policy Studies Track
• Current Students
• Doctoral Student Handbook
• Dissertations & Job Placements
• PhD Student Life
• Faculty & Research

As an exceptional scholar, you want an exceptional graduate program.

The PhD in Public Policy (PPOL) program provides the advanced graduate training you need to successfully launch yourself into a research or related position in academia, government, a nongovernmental organization, or the private sector. 

You will get the training you need to conduct analytical research, help shape and execute policy, and teach the next generation of educators, researchers, and practitioners. The program encourages scholarly research that empowers public policy practitioners like you to make informed decisions and be leaders in their fields. 

Finding firm grounding for research in environmental economics

PPOL PhD alumnus Todd Gerarden’s fascination with bike mechanics mingled with his love of cycling and the outdoors; what emerged was a budding interest in energy and environmental policy. An undergraduate professor suggested he read  Economics of the Environment,  a collection of selected readings edited by HKS professor  Robert N. Stavins . That suggestion changed the course of his career.

Todd Gerarden PPOL PhD 2018

The complete phd.

The PPOL admits students to one of four tracks: Economics ; Judgment and Decision Making ; Politics and Institutions ; and Science, Technology and Policy Studies .    

PPOL graduates enter the workplace prepared to teach, carry out research, and make a profound impact in academia, while for others the degree leads to productive careers in think tanks, multinational organizations, NGOs, or the private sector.

"I've joined two research labs at HKS: Jennifer Lerner's and Julia Minson's. The brainstorming, feedback, and mutual pursuit of important research that comes from working in the labs is truly fulfilling."

Brad dewees ppol phd 2019, doctoral program admissions, funding your doctoral education.

Educational Policy and Evaluation PhD

Back to previous page.

Educational Leadership, Research and Technology

Doctor of philosophy in evaluation, measurement and research, doctor of philosophy.

Apply Now Request info Download Flyer Courses

Admissions requirements

• Spring semester start deadline is October 15
• Fall semester start deadline is January 15
• A professional resume or CV.
• Three letters of recommendation.
• A written personal narrative describing your familiarity with EMR and how this has led you to apply.
• Official transcripts of all undergraduate and graduate coursework.
• English language proficiency scores (for international applicants only). 

Student TEstimonial

"The EMR program has been central to many of the opportunities I have had and the opportunities I am continually asked to be a part of...The EMR faculty are devoted to the success of each of their students and strive to assist each student in their own career goals." Alycia Sterenberg, 2022

Read more from Alycia and other students

Program overview

This program is offered in-person, online, and hybrid.

The Ph.D. program in Evaluation, Measurement, and Research in the Department of Educational Leadership, Research and Technology at Western Michigan University is designed for highly qualified students and seeks to prepare them as evaluators, assessment specialists, or researchers for leadership and teaching positions in schools, non-school organizations, institutions of higher education and government. This program is 93 credits.

Why evaluation, measurement and research at Western Michigan University?

• You will work with national and internationally recognized faculty.
• You can take advantage of opportunities to engage in grant-funded research.
• You will engage in cutting-edge coursework and be exposed to the latest advances in evaluation, measurement, and research.
• You will feel supported in a small program with faculty interested in individualizing and maximizing your experiences.
• You will have opportunities to present research and evaluation studies at the peer reviewed professional conferences.
• You will be encouraged and supported to prepare publications with faculty or on your own.
• We are the  only institution in the U.S.  that includes an optional co-curricular designation known as the  WMU Signature . Pathways include: Teaching & Student Success, Leadership, Diversity, Inclusion, Equity & Justice, and more! 

Application information

The admissions deadline for students hoping to start the program in the Spring semester is  October 15  and for the Fall semester start is  January 15 . The admissions application process is completely online . If you wish to be considered for department funding as a graduate assistant (GA or DGA), please complete that  application by February 15 deadline. Please note there are two different admission deadline dates for starting classes, but just one deadline for consideration of departmental funding, which is awarded will begin in the Fall semester. Please review the following web pages for information about graduate and doctoral assistantships: Fellowships and Grants  and Scholarships

Application deadlines (applications MUST be COMPLETE by the due date listed below in order to be considered for that semester)

• October 15 for Spring semester classes
• January 15 for Fall semester classes

Note: There are no "conditional admissions" for any EMR degree or certificate program.

EMR has permanently suspended the GRE requirement as an admission requirement.

Application requirements

• A professional resume or curriculum vita.
• Three letters of recommendation
• These must be obtained from three different individuals in a position to address the applicant’s ability to successfully complete doctoral level work.
• Applicants must request such recommendations from within the online system. The recommenders will respond via the online system as well.
• Please be aware that references will only be sent an electronic request with an online link for the reference AFTER a student has submitted their application.  Therefore, do not wait until the last day to submit your application.  It is a good idea to forewarn your references that a request for an electronic reference is forthcoming and needs to be submitted by the admissions deadline.
• Applicants must clearly describe their professional goals and how this doctoral program fits with those goals.
• This narrative should be no more than four double-spaced pages and will be considered as a writing sample.
• Applicants must submit an  official transcript  from the institution from which you received your Bachelor’s degree, as well as a transcript from institution(s) where any graduate level courses or degrees have been taken/completed.  Applicants are not required to submit an official transcript of courses taken/completed at Western Michigan University.
• English language proficiency scores (for international applicants only).
• As required by WMU, international applicants must provide proof of English competency, unless they have successfully completed either four years of upper secondary school or one year of full-time tertiary (university-level) education within specific countries ( view the list of such countries ).
• English proficiency scores may be reported within the online application system and official scores must be uploaded within the online by the application deadline to which you are applying.
• Desired minimum English language proficiency scores for this Ph.D. include: 7.0 on IELTS; 233 on TOEFL (CBT), 577 on TOEFL (PBT), or a 90 on TOEFL (iBt), with the following minimum sub-scores on the TOEFL (iBT): 22 in reading, 20 in listening, 24 in speaking, and 24 in writing. Students not meeting these desired minimums may still apply for the program; however, lower scores will be a factor in the admissions decision and discussed within your Personal Narrative.
• Students not meeting these minimum desired scores may apply after having met the requirements for advanced-level students within WMU’s Center for English Language and Culture for International Students program (to be considered, students must pass all advanced-level classes with a final grade of “B” or better in each class). No conditional admissions are granted for potential applicants who are enrolled in but have not yet successfully completed the CELCIS program.
• Copies of article reprints, white papers, evaluation reports, etc., or other artifacts that represent your scholarship if available.

Cost & Funding

• Tuition and fees
• Cost of attendance
• Scholarships
• Assistantships
• Employer-paid tuition

Helpful links

• College of Education and Human Development
• Academic Advising
• International Admissions and Services
• Graduate College
• Office of Military and Veterans Affairs
• Visit Campus

Dr. Brooks Applegate, Program Coordinator

Social Intervention and Policy Evaluation Doctoral study

Our DPhil in Social Intervention and Policy Evaluation attracts graduate students from across the world. As a doctoral research student, you will be a key member of our academic community, fully involved and immersed in the life of our department, one of the top-ranked in its field. 

We welcome DPhil candidates who are interested in a wide range of areas of social intervention and policy evaluation research. 

Topics related to the world-leading expertise of our supervisors may focus on: 

Social problems, such as poverty, violence, mental health, substance misuse, educational disadvantage, delinquency, health and economic inequality. 

Support for vulnerable groups, such as refugees, elderly people, troubled children, as well as those affected by HIV and AIDS.

Specific programmes and policies, such as parenting and family interventions and violence prevention.

Evaluation methodology, such as cross-cultural adaptation of interventions, research transparency and systematic reviewing.

Course structure

The DPhil programme is also available on a part-time basis. The part-time version of the degree has the same high standards and requirements as the full-time degree, but is spread over 6-8 years. If you are seeking the flexibility of part-time study, this degree is particularly well suited to you. Part-time study also provides an excellent opportunity if you are a professional looking to undertake rigorous long-term research that may be relevant to your working life. For more information, please contact [email protected] . 

Supervision

Our approach to graduate study focuses on your ability to work independently to explore and develop your research under an academic supervisor (or two co-supervisors).  

Each member of academic staff has expertise in particular areas of social policy and you will only be accepted for a DPhil if there is an appropriate supervisor available. Every effort is made to match your research interests with those of our supervisors. 

Supervisors

Research and methods training.

As a doctoral student, you will be offered a graduate programme for doctoral researchers, tailored to your individual needs as agreed with your supervisor. In addition to individual supervision, we offer a wide range of seminars, workshops and advanced training opportunities to enhance your graduate research experience. Further training and exchange opportunities are provided by colleges and the University.

DPhil students are also members of a college, providing opportunities for exchange with other students and fellows across disciplines. Oxford colleges offer a unique academic community. Student college membership ranges across the University as the DSPI has an association with many colleges.

Current research students

​​​​​​​graduate destinations.

Many graduates of the DPhil programme in Social Intervention and Policy Evaluation go on to pursue academic careers in world-leading research universities. Other alumni hold influential positions in government, non-governmental and international organisations such as the World Bank, the World Health Organisation and the UN.  

Scholarship opportunities

The DSPI, colleges and the University provide several scholarships for DPhil students. You can find out more  here . 

Application

You can find full details about how to apply on the  University Admissions pages .

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

Public Policy - PhD

The doctoral field in public policy offers students mastery of the interdisciplinary concepts that form the basis of public policy analysis. With a focus on the preparation of students for careers in academic institutions, non-university research settings, government, and other institutional settings where public policy is made and influenced, the policy field promotes an understanding of the empirical, methodological, and theoretical issues that have framed and continue to frame policy analysis and research. Although students may choose to focus on a core area, such as urban poverty or housing, the overall objective is comprehensive exposure to the analytical methods and social science theory and research that frames public policy discourse.

Students in the public policy field must complete the modules in microeconomic analysis and in applied statistics and econometrics. While economics and political science have traditionally anchored the conceptual foundations of the policy process and rational models of policy activity, the field of public policy has witnessed an intellectual revolution among the social sciences that form the basis of research and policy analysis. Sociological, historical and anthropological methods and theories, for example, have begun to expand our conceptual approaches to public policy in different ways, particularly as questions about the role of decision-making, politics, and identity have become important considerations in the evaluation of policy action. Students will become familiar with how analytical methods and theories from these various disciplines and intellectual communities offer competing and/or complementary approaches to the rational model.

PhD Programme QUANTITATIVE METHODS FOR POLICY EVALUATION

The evaluation of policies, plans, choices, at the institutional level – from micro/local to macro/ international - requires the mastering of quantitative methods, both ex-ante (building up scenarios of possible direct and indirect effects through calibrated general equilibrium models) and ex-post (through the use of counterfactuals on observational data). On the other hand the growing availability of new kind of information, to complement official statistics and survey data, requires the use of web data collection techniques, big data mining and machine learning also on complex data, such as the one used in social network analysis.

The Ph.D. programme on Quantitative Methods for Policy Evaluation (hereinafter: QMPE), at the University of Macerata, is an innovative, international and interdisciplinary course designed for social science students interested in acquiring the necessary   quantitative tools for policy evaluation , and for quantitative methods student who want to learn how to apply them in the context of social issues and policy evaluation. The applications range from the   analysis of economic growth and distribution , to   international trade   and   migration , from   macroeconomic   policies , to   environmental ,   health ,   education ,   development and gender   issues . Students’ research topics bridging disciplines, and focus on atypical data such as historical and archive data, textual data, web data or firms’ work flow data are particularly encouraged.

The candidates we are looking for are outstanding applicants whose aspiration is to undertake a higher education course inspired to the contamination of different fields of knowledge, to be educated and trained to become experts on data analysis end policy evaluation, capable of recommending decisions on scientific grounds by applying methods and models derived from an array of quantitative methods, including: dynamic systems, network analysis, discrete choice models, multivariate statistical analysis, impact evaluations, causal inference, computable general equilibrium, machine learning, multi-sectoral modelling,  and computational economics.

The Ph.D. program is developed over three years:

• a first year of courses, seminars and exams common to all curricula and aimed at teaching advanced topics in quantitative methods.
• a second year of international research and training, mainly spent in international institutions associated to the Program (with an increase of 50% for the research scholarship amount).
• a third year of research activity for completing the Ph.D. thesis.

The QMPE Ph.D. programme is organized around   three curricula . The first one,   Computable General Equilibrium Models and Multi-sectoral Analysis for Policy Evaluation (QMPE1)   focuses on ex-ante analysis of potential policies; the second,   Mathematical and Statistical Methods for Policy Evaluation (QMPE2) focused on dynamic systems, statistical methods and causal inference; the third,   Nowcasting, big data, networks and web scraping (QMPE3) , focuses on new data and new methods in policy evaluation. The three curricula are interconnected and students of one curriculum must attend some of the courses offered by the other curricula, and can attend all courses if they whish.

Being grounded on methodology but strongly insisting on applications, the QMPE Ph.D. programme offers, at the beginning of the academic year, introductory courses to the use and programming in Stata, R and Matlab. Follow-up and advanced courses are offered to second and third year PhD students. Students are trained in the production of scientific research, targeted at academic outcomes and at institutional analysis and reporting. The use of replication exercises is a constant throughout the courses and curricula. The acquisition of supplementary knowledge is promoted through the co-financing of Mooc coursed offered by internationally recognized scholars and Universities.

All courses are taught in English by highly qualified Professors, including outstanding guests lecturers from major international universities and research centres. Moreover, the Ph.D. students join an active research community of previous years students, junior and senior researchers and are asked to actively participate to regular seminars, organized by the Doctoral School or the University Departments involving academics of international reputation. Among the Institution and Universities recently involved in the activities of the QMPE Ph.D. programme we can mention the RECSM at the Universitat Pompeu Fabra; the University of   Groningen ; the Isaac Newton Institute for Mathematical Sciences in   Cambridge ; the Cepii in Paris; the   Sorbonne   University; the   FAO ; the Center for Nonlinear Dynamics in Economics and Finance in   Amsterdam .

 Candidates will be admitted to the interview when a very good evaluation according to these criteria is achieved: a) evaluation of the master’s degree’s consistency with the PhD programme; b) evaluation of the CV; c) evaluation of the project statement’s quality, creativity and impact; d) basic knowledge of calculus, statistics, programming and economic theory and policy; e) language proficiency Interview will be conducted and assessed according to these criteria: a) discussion with the candidate on the CV; b) discussion with the candidate on the project statement’s quality, creativity and impact; c) evaluation of knowledge of calculus, statistics, programming and economic theory and policy; d) English language proficiency as emerged during the interview; e) motivation

The QMPE Ph.D. is aimed at educating skilled researchers capable of applying their scholarly experience in professional environments where the scientific ability to address complex matters is needed. Although the natural destination of this programme is the academia, QMPE commits itself to train new generations of scholars whose analytical and critical skills are valuable also to local, national and international institutions, and NGOs. Our ultimate aspiration is to raise a class of researchers combining a top-notch scientific background with a strong engagement in dealing with present-day policy evaluations.

Florida State University

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Education Policy and Evaluation

Education policy graduate programs at florida state.

Students who complete the Education Policy and Evaluation graduate program go on to make an impact in local, state and national educational institutions and agencies. With a strong understanding of pressing educational policy issues, our graduates influence generations of future students.

Our Education Policy and Evaluation graduate program trains you to develop, implement, analyze and evaluate federal, state and local educational policies. Students investigate avenues such as charter schools, urban education reform, school finance, teacher quality, accountability, diversity, to name a few.

We offer both a master’s (M.S.) and doctoral (Ph.D.) program in Education Policy and Evaluation. In the master’s program, students gain an understanding of current issues facing the field. The doctoral program focuses on creating a unique research and advancing educational policy conversations. Regardless of which education policy graduate program you choose, you’ll be well equipped for a meaningful career.

APPLY ONLINE | CONTACT US

Admission Requirements

In order to meet minimum University admission requirements, an applicant must have:

• A bachelor’s degree with at least a 3.0 GPA  – An earned bachelor’s degree from a regionally accredited U.S. institution, or a comparable degree from an international institution, with a minimum 3.0 (on a 4.0 scale) grade point average (GPA) in all coursework attempted while registered as an upper-division undergraduate student working towards a bachelor’s degree
• A graduate degree with at least a 3 .5 GPA  – Applicants for doctoral programs must have an earned graduate degree from a regionally accredited U.S. institution, or a comparable degree from an international institution, with a minimum 3.5 (on a 4.0 scale) grade point average (GPA).
• Target Scores: Verbal – 149+, Quantitative – 147+, Analytical Writing – 3.5+
• GRE Waiver Allowance for Ph.D. Applicants
• *NOTE: The GRE requirements for master’s and specialist programs have been waived through Fall 2026.
• Language proficiency   test (international students only) – FSU accepts scores from TOEFL (minimum 80), IELTS (minimum 6.5), MELAB (minimum 77), Cambridge C1 Advanced Level (minimum 180), Michigan Language Assessment (minimum 55), and Duolingo (minimum 120)
• Florida State University Office of Graduate Admissions 314 Westcott Building P.O. Box 3061410 Tallahassee, FL 32306-1410
• Admission to graduate study is a two-fold evaluation process. The Office of Admissions determines eligibility for admission to the University, and the academic department, program, or college determines admissibility to the degree program. University graduate admissions requirements are found at  https://gradschool.fsu.edu/admissions/graduate-admissions . Academic programs have additional requirements. Florida State University requires a course-by-course credential evaluation for all applicants that have degrees from a non-U.S. institution. International and domestic applicants with degrees earned from international institutions must submit their official transcripts through a NACES approved evaluator for transcripts from a non-U.S. institution. SpanTran has created a custom application for Florida State University that will make sure you select the right kind of evaluation at a discounted rate. See the “Transcript Requirement” section on The Graduate School website,  https://gradschool.fsu.edu/admissions/graduate-admissions , for detailed information on University transcript requirements for graduate admission.

For this program, supporting documents must be uploaded to the  Admissions Application Portal:

• Statement of purpose  (1 required)  –   The purpose statement should describe your purpose for pursuing a degree, qualifications, and long-term career goals.
• Letters of recommendation  (3 required) – Letters should be written by persons who are in a position to comment on the likelihood of your success in the program, specifically professors, postsecondary instructors, or supervisors.  At least two letters must be from professors.  We do not accept letters from co-workers, relatives, or friends. 
• Resume/Curriculum Vitae  (1 required)
• Unofficial Transcripts  –   Include transcripts from all colleges attended. Uploading a copy will expedite the review process, though you must still send official copies to the Office of Admissions.

Please note: the program codes you will select in the  application  for this program are as follows:

M.S.: EDPOLICYMS Ph.D.: EDPOLICYPD

Florida Residency Form : If you are a Florida resident, you  must  complete the  Florida Residency Affidavit  even if you were previously designated a Florida Resident by the University. If you do not complete this form, you will be classified as a non-Florida resident for tuition purposes.

Application Deadlines

The application deadlines are as follows:

Master’s program:

• Fall admission: June 1
• Spring admission: October 1
• Summer admission: February 1

Doctoral program: December 1 (Fall admission only)

How to Apply

• Apply Now- International Students

Degree Requirements

• ​​​​​​Master's Handbook
• Doctoral Handbook
• Scholarly Engagement Requirement
• EDA PhD Handbook

Educational Leadership and Policy Faculty

Click here to learn more about our Educational Leadership and Policy faculty.

Tuition & Aid

Information about tuition and fees at Florida State is available  here . You can learn more about the scholarship and aid opportunities for College of Education, Health, and Human Sciences students  here .

Career Opportunities

Limitless opportunities to teach, conduct influential research, develop groundbreaking policy, and analyze existing or future policies at local, state, and national educational agencies await graduates of our Education Policy & Evaluation programs.

As of 2010, the median pay for policy analysts is $51,380 a year. For university or college professors, the Bureau predicts a 17% increase in jobs by 2020; totaling 305,700 jobs in the 2010-2020 time span. The median pay is $62,050 per year.

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tools4dev Practical tools for international development

10 PhDs for Monitoring and Evaluation

A doctorate will place you on a whole new trajectory when it comes to your field of specialisation. As the field of Monitoring and Evaluation grows, so are the opportunities for focused doctoral study expanding across fields, while also deepening in their technical specificity. Whether your strengths lie in the highly analytic, and technical aspects, or whether a specific development challenge or cause has captured your heart, mind, and career, there is a PhD opportunity out there for you to formalise your knowledge, and to take your contribution to developing real-world solutions to the next level. It takes many years to find your niche for doctoral study, but these suggestions may assist is guiding your decision making as you navigate.

DPhil in Social Intervention and Policy Evaluation – University of Oxford

Oxford’s Department of Social Policy and Intervention offers this world-class, interdisciplinary doctoral programme focusing on Social Intervention process, policy and practice across a range of subject areas. The programme equips students with the theory and skills for conducting sound evaluations of programmes in health, violence prevention, the reduction of poverty and inequality, and child mental health; indeed some of the most pressing challenges for governments, civil society and development practitioners. This advanced programme encourages independent work, and the programme is usually highly specific to each individual, although all candidates are well supervised. This is a research-based programme, with stringent access requirements, but will guarantee candidates with the skills to grapple with development issues from the level of international policy, right down to the grass-roots implementation of even the most complex problems.

PhD Programme in Social and Engineering Systems – MIT

This cutting-edge research programme speaks into the heart of current best practice in social and human science. This programme will equip participants with the analytic and statistical methods to be able to analyse and address leading social challenges, from a strong data and machine learning perspective. Combining aspects of Information Systems and Sciences, with Engineering, Social Science, and the study of research methodologies, this fascinating programme will pave the way for a new generation of development practitioners. This programme includes a focus on autonomous systems, financial systems, urban systems and how these systems can be used to strengthen policy making, and urban development. If you’re looking at not only grasping M&E, but how to use evaluation as a principle in creating reinforcing loops for ongoing development practice, then why not explore this option.

PhD in Development Studies – University of Cambridge

This is a structured programme which provides participants with comprehensive coverage of current development issues and challenges; an excellent place to situate skills in monitoring and evaluation for improvement of development practice. At the end of their third year, participants submit a research dissertation, and the second year usually involves international, on-the-ground participation and study. The first year equips participants with all the critical research theories and skills. This structure makes this a unique opportunity to properly experience and explore real-world development challenges, while seeking their solutions. This is a full time PhD course, with stringent entry requirements, and a demanding study regime, however a strong supervisory element ensures a high quality, and enriching study experience.

PhD in Environmental Science, Policy & Management – University of California Berkeley

If your passion for problem solving is related more to issues of the environment, and the climate crisis, and this is where you hope to focus your Monitoring and Evaluation specialisation, this this expanded Environmental Science PhD might be the thing you are looking for. With employment and career prospects in government, environmental policy making, and academia, this programme will equip you with the methods and skills to evaluate programmes and policies to improve the outlook of our environment, and to mitigate the negative effects of our industrialised world. This will provide you with the language and the evidence to sway key stakeholders toward creating a better world.

PhD in Biomedical Informatics – Columbia

If you’re looking to focus on Public Health, and Health information systems, with Monitoring and Evaluation to improve healthcare policies and programmes, the this PhD in Biomedical Informatics will equip you will the skills you require to evaluate and improve healthcare programmes, information flows and conduct studies around programme efficacy. With a growing focus on healthcare related issues, this programme with its strong theoretical and applied components will equip epidemiologists, looking to sharpen their M&E with a top notch qualification, to engage in solving health challenges at the global level.

PhD in Evaluation Studies – University of Stellenbosch

This is a two-year doctoral programme offered by one of Africa’s leading universities, situated outside Cape Town, Stellenbosch University, which has been generating some of the most rigorous research and evaluations on the continent and around the world. The programme equips upcoming evaluators with all the skills and methodologies to conduct rigorous evaluations and aims to build Monitoring and Evaluation capabilities on the African continent and to ensure that this field continues to grow in professionalisation and practice. This programme is an excellent opportunity for those seeking to specialise as evaluators, and who aim to make a sound contribution across a range of intervention subjects and areas by applying this critical skillset. Studying M&E within a developing country context is sure to provide additional context, and a real edge the study experience.

PhD in Measurement, Evaluation, Statistics and Assessment (MESA) – Boston College

If you are technically skilled in statistics and are fascinated by the interplay with these skills and social research, then this is the programme for you. The programme ‘integrates state-of-the-art research design, statistical methods and testing’ to ensure that candidates are equipped with the highest degree of technical excellence. This programme is collaborative, both within the school amongst colleagues, but also on an international level. The programme is technical, but also applied, providing participants with the opportunity to work with NGOs and other civils society organisations, focusing on real-world development challenges.

PhD’s by Research – Institute of Development Studies

The Institute of Development Studies (IDS) ranked 1 st place in the 2020 QS World University Rankings by subject. The Institute takes some 50 PhD students at a time, and the work is focused on Development Studies across a range of topics and geographies. PhD students work with two Research Fellows, and participate actively in the teaching and learning activities offered by the IDS. Whether you are interested in applying your M&E skills to Policy and Governance, Civil Society, or Dev Tech, you will find associates at the IDS to facilitate a comprehensive research-based PhD. If you have a research topic in mind, focusing on any of the Institute’s subject areas, applications are welcome. As this programme is research based, coupled with teaching and learning opportunities, this programme will provide some freedom for research, while allowing participants to gain critical work experience in academia.

PhD in Development Studies with Reference to Emerging Economics – King’s College London

If your interest is in solving development challenges, using an evidence approach, and focusing on developing economies, then this PhD programme may be the one for you. The degree focuses on developing systems for modernisation, development and progress, with focus areas of Poverty, Inequality and Inclusive Growth, Social Justice and Political Economy and Institutions. The Department also hosts the Africa Leadership Centre, which creates a unique network with young leaders in Africa. This PhD may be completed part-time, or full-time.

PhD in the Evidence-based Practice Unit – University College London

If you’re already a subject specialist, looking an analysing critical issues such as healthcare provision and when to stop treatment, resilience in schools, child and adolescent mental health, mental well-being, or a range of other specialist areas at the centre of some of the world’s most significant development challenges, then why not browse the research areas currently support at UCL’s Evidence-Based practice unit. UCL, a ‘diverse global community of world-class academics, students, industry and external partners’, is well recognised for research strength and is growing its reputation as a leading multidisciplinary University. With links to the Anna Freud National Centre for Children and Families in the UK, this is an excellent opportunity for those seeking to bring an evidence-based and evaluative focus to an existing development challenge.

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