graduate programs in education and policy

Education Policy and Analysis

The Master’s in Education (Ed.M.) prepares students with the skills needed to change the world through education. HGSE’s Ed.M. centers on three pillars of study: Foundations, which focus on core skills and knowledge; Programs, which focus on specific areas of practice; and Concentrations, which are opportunities to deepen contextual knowledge. Together, these pillars empower students to create transformative learning at every level and in every role. The Education Policy and Analysis (EPA) Program prepares students to lead policy development, analysis, and change in organizations and settings across the U.S. and around the world. Students learn how to scale effective practices and leverage policy in order to expand their reach.

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Master's programs.

Master's programs are full-time, intensive programs that integrate educational theory and practice. The small cohort sizes provide an intimate setting for academic inquiry and foster individual contact with faculty and fellow students.

Education Data Science (EDS)

Sep 15, 2023

Sep 23, 2024

The EDS program combines modern data science analyses and computational methods with a deep understanding of learning, schools, and education policy. With rigorous academics and real-world experience, the program prepares the first generation of education data science leaders.

Learn about EDS

Individually Designed MA (for current Stanford doctoral students)

The Individually Designed MA in Education is intended for doctoral students at Stanford who would like to earn a master's in education while studying for their PhD outside of the GSE. Students develop their individual program of study in consultation with a GSE advisor and must finish in three years. 

Learn about the Individually Designed MA

International Comparative Education / International Education Policy Analysis (ICE/IEPA)

ICE/IEPA addresses educational practice in a rapidly changing global context, in both less-developed and industrialized countries. Students examine such problems as the political economy of underdevelopment and educational planning in comparative perspective. The major research project requirement provides students the opportunity to develop excellent research skills.

Learn about ICE/IEPA

Learning Design and Technology (LDT)

Sep 15, 2023

LDT integrates powerful contemporary ideas about learning with emergent technologies to design and evaluate learning environments, products, and programs. LDT graduates bring their skills to bear in a variety of settings, including schools, museums, research institutions, and educational technology companies.

Learn about LDT

Policy, Organization, and Leadership Studies (POLS)

POLS emphasizes the knowledge, theory, and skills necessary for effective leadership in a variety of education-focused organizations. Students design their own programs of study focused on pre-K-12 education, non-profit leadership, policy analysis, higher education, or a combination of these broad areas.

Learn about POLS

Stanford Teacher Education Program (STEP)

June 24, 2024

MA + teaching credential

STEP offers both an elementary and secondary route. Both programs lead to teacher certification in the state of California, and both require intensive, supervised practice at school sites as well as academic course work that focuses on cutting-edge, school-based research.

Learn about STEP

Curriculum and Teacher Education (CTE)

CTE is an individualized, research-intensive program intended for students with prior professional experience in education. 

Learn about CTE

Joint MA programs

Joint ma/jd in law and education.

The joint MA/JD degree combines study for the JD degree in law with an individualized program in education.

Learn more about the joint MA/JD

Joint MA/MBA in education and business administration

The joint MA/MBA allows students to pursue an MA in education at the GSE and an MBA at the Graduate School of Business. Students complete both degrees in two years.

Learn more about the joint MA/MBA

Joint MA in public policy and education

The MA/MPP joint degree allows students in the POLS program to simultaneously pursue a master's in public policy from the School of Humanities and Sciences. Students complete both degrees in two years.

Learn more about the joint MA/MPP

"Many of the classes I've taken have helped me connect the dots on various educational issues and understand how institutions and education leaders have a role to play in improving the educational opportunities of all students, especially those from underserved populations."

Master’s graduates were employed (full time or part time)

STEP graduates hired as teachers

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You are here, education policy & analysis.

Education Policy has long been a strength at Penn GSE – since the mid 1990s, we have ranked in the top 10 education policy programs in  US News & World Report . Our award-winning faculty are nationally renowned for their expertise, research, and impact on education issues and policies.

Featured News

Penn gse faculty projects awarded grants by penn global.

Sharon Wolf and Amrit Thapa are honored with grants for their innovative research projects.

As teacher shortages rise, experts share tailored solutions

Jobs for the Future leader discusses education–workforce pathways with Penn GSE community

Penn GSE affordability expert offers takeaways on the new FAFSA

The Changing Face of the Teaching Force

Richard Ingersoll is an expert on teachers - how they work, where they work, and why they work. In a school reform climate that questions how much autonomy teachers should have in their work and their classrooms, Dr. Ingersoll looks to data for answers.

Dr. Ingersoll’s research sheds light on one of the largest and least understood professions in the United States. His work explores trends that have altered the face of the teaching force over the past three decades. Since the late 1980s, the teaching force has ballooned in size, significantly outpacing growth in student enrollment. Yet teaching has largely grown to meet new needs—from special education to language instruction to more math and science high school teachers. The research gives insights into recent trends in teacher turnover, mostly created by a churn of new and minority teachers into and out of the profession. Today, the most common (or modal) teacher has just one to three years of experience.

READ THE PRESS RELEASE HERE.

Seven Trends: The Transformation of the Teaching Force, Updated October 2018. A highly anticipated update of a 2014 report published by the Consortium for Policy Research in Education.

More publications by Richard Ingersoll

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Faculty experts.

Media Inquiries

Penn GSE Communications is here to help reporters connect with the education experts they need.

Kat Stein Executive Director of Penn GSE Communications (215) 898-9642 [email protected]  

Featured Research

Center on standards, alignment, instruction, and learning.

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-ready standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation.

Consortium For Policy Research In Education

The Consortium for Policy Research in Education (CPRE) is a joint effort of seven graduate schools of education. Its research focuses on school reform, governance, policy, and finance.

CPRE Mathematics Formative Assessment Project

The Ongoing Assessment Project (OGAP) is a large-scale field trial of a mathematics formative assessment program conducted by CPRE and funded by the National Science Foundation.

Penn Early Childhood and Family Research Center

The Penn Early Childhood and Family Research Center aims to advance the use of science in a context of public trust to address problems affecting the well-being of young children and families facing systemic injustice and disadvantage.

Responsive Math Teaching

Responsive Math Teaching (RMT) is an NSF-funded research project focused on improving mathematics instruction in a network of elementary schools through a research-practice partnership between Penn GSE and the School District of Philadelphia.

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Education Policy (M.P.P.)

Dive deep into policy decision-making and how those decisions influence today’s educational systems in a nationally recognized, top-ranked program that fosters knowledge of the social, economic, political, and historical contexts for education policy and practice.

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Master's in Education Policy Program Overview

Peabody's M.P.P. degree program follows a cohort-based model that enables you to share a common interest in education policy and form strong connections with fellow students. It is unique in its policy focus specifically on education, but the degree (compared to the M.Ed. degree) signals analytical and policy-analysis skills that are in high demand on the job market. An M.P.P. carries a high value within organizations that are thinking about large-scale changes.

Choose among three tracks that allow you to tailor your classes to meet your specific interests. These tracks provide an in-depth look at K-12 education policy, higher education policy, or quantitative analysis in education.

Joint degree programs are also available with both Vanderbilt Law School and the Owen Graduate School of Management .

Careers in Education Policy

Of job-seeking graduates, 92% were employed or attending graduate school within four months of graduation. Recent education policy career placements:

• Associate Legislative Research Analyst, Tennessee Comptroller of the Treasury, Nashville, Tennessee
• Director of Policy, Texas Aspires, Austin, Texas
• Director of School Partnerships, OneGoal, New York, New York
• K-12 Data and Policy Analyst, Education Trust, Washington, D.C.
• National Policy Associate, Centerstone, Nashville, Tennessee
• School Governance Liaison, Atlanta Public Schools, Atlanta, Georgia
• Vice President of Policy, Nashville Chamber of Commerce, Nashville, Tennessee

"My Peabody degree prepared me to be a critical consumer of research and data to inform the initiatives that we lead."

Laura Moore M.P.P, Chief of Staff, Office of the CEO at Obama Foundation

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

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M.P.P. Program Facts

Program Director: Emily House , Ph.D. Program Coordinator: Rosie Moody Admission Term: Fall Credit Hours: 36

Application Dates

Application deadline 1.

Jan 3, 2024

Application Deadline 2

Feb 3, 2024 

Rolling Admissions

After Feb 3, 2024*

*Applications received after the Feb 3rd second deadline are reviewed on a rolling basis and accepted as space and funds allow.

M.P.P. Program Program Curriculum

The master's in Education Policy includes a sequence of core requirements and a suite of courses in research and data analysis. You will take specialized courses, based on your interests, plus a field-based practicum in which you'll address a meaningful policy problem.

The M.P.P. is a two-year program of study with a policy core, broad foundations, policy making, research methods and data analysis, and elective courses to build a concentration that aligns with your chosen career path. You can accelerate and complete the program within one year by enrolling in online and summer course offerings. 

Concentrations in Education Policy

• K-12 Policy
• Higher Education Policy
• Quantitative Methods in Education Policy

K-12 POLICY OR HIGHER EDUCATION POLICY CONCENTRATION

Education Policy Core:  12 hours

• EDP 6110 Politics and Policymaking
• EDP 6120 Education Policy and School Reform*
• EDP 6130 American Educational History and Policy*
• EDP 6140 Economics of Education

* Students specializing in Higher Education Policy may substitute a Higher Education Policy course with advisor approval .

Required Methods and Data Analysis:   9 hours

• LPO 7860 Research Design and Data Analysis I
• LPO 7870 Research Design and Data Analysis II
• EDP 7880 Education Policy and Program Evaluation

Practicum and Policy Writing:  3 hours

• EDP 7950 Practicum in Education Policy

Policy Electives:  12 hours

The following represents a sample list of elective courses. You'll work with your advisor to identify courses that best align with your intellectual and professional goals. Transfer hours can be applied only toward elective credit.

• EDP 6210 Teacher Policy
• EDP 6220 Urban Education and Social Policy
• EDP 7500 Education Law
• LPO 7200 Grants Policy and Administration
• HEA 6010 College and University Management
• HEA 6300 Postsecondary Access and Opportunity
• HEA 6310 College and University Finance
• IEPM 6120 International Issues in K-12 Policy Reform
• IEPM 6130 Comparative Issues in Higher Ed. Policy**
• ELP 8210 Resource Allocation and Deployment (Ed.D.)**
• ELP 8220 Ed. Accountability and Assessment (Ed.D.)**
• HLP 8220 Public Policy and Higher Education (Ed.D.)

**  Ed.D.-level weekend courses. Students must secure advisor and instructor approval before enrolling in Ed.D. courses .

QUANTITATIVE METHODS IN EDUCATION POLICY CONCENTRATION

• EDP 6120 Education Policy and School Reform
• EDP 6130 American Educational History and Policy

Required Methods and Data Analysis:  15 hours

• LPO 8810 Research Design/Methods of Education Policy
• PSY GS 8861 Statistical Inference
• LPO 8851 Regression I
• LPO 7810 Causal Inference
• LPO 8852 Regression II

Practicum:  0 hours

Policy Electives:  9 hours

** Ed.D.-level weekend courses. Students must secure adviser and instructor approval before enrolling in Ed.D. courses.

Our Commitment to Equity, Diversity, and Inclusion

The M.P.P. program addresses questions of justice, equity, and inclusion as key elements of its core courses.

Selected Faculty Research

Joanne golann.

Associate Professor of Public Policy and Eduction, Associate Professor of Sociology, Department of Leadership, Policy, and Organizations

Trained as a sociologist and an ethnographer, Professor Golann seeks to understand how culture shapes educational policy and practice. Based on 18 months of fieldwork inside a high-performing "no-excuses" charter school, her book, Scripting the Moves: Class, Control, and Urban School Reform (Princeton University Press, 2021), considers what it takes-and what it costs-to equalize opportunities for low-income students of color.

Matthew Shaw

Assistant Professor of Public Policy and Education

Professor Shaw is a sociologist of law whose research focuses on educational institutions and the students, educators, and communities who engage with them. His current projects are on laws which shape the experiences of undocumented youth as they transition from high school to college, Title IX as directive on educational institutions, and funding challenges experienced by Historically Black Colleges and Universities (HBCUs).

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Teaching and Teacher Leadership

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Connect with program staff.

If you have program-specific questions, please contact the TTL Program Staff .

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

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A groundbreaking approach to teacher education — for people seeking to learn to teach, for experienced teachers building their leadership, and for all educators seeking to enhance their practice and create transformative learning opportunities.

Teachers change lives — and at the Harvard Graduate School of Education, you can be part of the change. The Teaching and Teacher Leadership (TTL) Program at HGSE will prepare you with the skills, knowledge, support, and professional network you need to design and lead transformative learning experiences, advance equity and social justice, and generate the best outcomes for students in U.S. schools.

The program’s innovative approach is intentionally designed to serve both individuals seeking to learn to teach and experienced teachers who are deepening their craft as teachers or developing their leadership to advance teaching and learning in classrooms, schools, and districts. 

And through the Harvard Fellowship for Teaching , HGSE offers significant financial support to qualified candidates to reduce the burden of loan debt for teachers.

Applicants will choose between two strands:

• Do you want to become a licensed teacher? The Teaching Licensure strand lets novice and early-career teachers pursue Massachusetts initial licensure in secondary education, which is transferrable to all 50 states and Washington, D.C. Licensure candidates have two possible pathways — you can select a preference for either the residency fieldwork model or the internship fieldwork model . The residency model is for people ready to make an immediate impact as a teacher; the internship model offers a more gradual path.
• Do you want to focus on the art of teaching, without licensure? The Teaching and Leading strand will enable you to enhance your own teaching practice or to lead others in transforming learning in classrooms, schools, and other settings. Candidates can pursue a curriculum tailored toward an exploration of teaching practice or toward teacher leadership.

Note: Ideal candidates will come with the intention to work in U.S. schools.

“At the heart of TTL is helping teachers reach all students. Whether you are preparing for the classroom yourself or are an experienced teacher preparing to improve teaching and learning on a wider scale, our goal is to provide you with the knowledge and skills to lead others in learning.” Heather Hill  Faculty Co-Chair

After completing the Teaching and Teacher Leadership Program, you will be able to:

• Leverage your knowledge and skills to lead others in joyful, equitable, rigorous, and transformative learning.
• Analyze instruction for the purpose of improving it.
• Foster productive inquiry and discussion.
• Identify, understand, and counteract systemic inequities within educational institutions.

The Harvard Fellowship for Teaching

HGSE is committed to investing in the future of the teaching profession — and minimizing the student debt that teachers carry. We offer a signature fellowship — the Harvard Fellowship for Teaching — to qualified candidates. The fellowship package covers 80 percent of tuition and provides for a $10,000 living stipend.

This prestigious fellowship is prioritized for admitted students pursuing the Teaching Licensure Residency model. Additional fellowships may be awarded to qualified candidates admitted to the Teaching Licensure Internship model and the Teaching and Leading strand. Fellowship decisions are determined during the admissions process. Fellowship recipients must be enrolled as full-time students.       HGSE offers a range of other  financial aid and fellowship opportunities to provide greater access and affordability to our students.

Curriculum Information

The TTL Program is designed to help you gain the knowledge and practice the skills essential to leading others in learning — and will create pathways to success that will allow you to thrive as an expert practitioner and mentor in your community. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the curriculum are:

• Commence your Foundations studies with How People Learn, an immersive online course that runs June–July and requires a time commitment of 10–15 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 TTL.

• The TTL Program Core Experience (4 credits), is a full year course where all students come together to observe, analyze, and practice high-quality teaching.
• Teaching methods courses (10 credits) in the chosen content area, which begin in June. 
• A Summer Field-Based Experience (4 credits), held on site in Cambridge in July, allows you to begin to hone your teaching practice. 
• Two courses focused on inclusivity and diversity in the classroom (6 credits). 
• Field experiences , where students in the Teacher Licensure strand will intern or teach directly in Boston-area schools.
• Individuals interested in enhancing their own teaching practice can engage in coursework focused on new pedagogies, how to best serve diverse student populations, and special topics related to classrooms and teaching.  
• Experienced teachers may wish to enroll in HGSE’s Teacher Leadership Methods course, designed to provide cohort-based experience with skills and techniques used to drive adult learning and improve teaching.
• Candidates can take elective coursework based on interests or career goals, which includes the opportunity to specialize in an HGSE Concentration .

Advancing Research on Effective Teacher Preparation 

As a student in the TTL Program, you will have the opportunity to contribute to HGSE’s research on what makes effective teacher preparation. This research seeks to build an evidence base that contributes to the field’s understanding of effective approaches to teacher training, including how to support high-quality instruction, successful models of coaching and mentorship, and effective approaches to addressing the range of challenges facing our students.

TTL students will be able to participate in research studies as part of their courses, and some will also serve as research assistants, gaining knowledge of what works, as well as a doctoral-type experience at a major research university.

Explore our  course catalog . (All information and courses are subject to change.)

Note: The TTL Program trains educators to work in U.S. classrooms. Required coursework focuses on U.S. examples and contexts.

Teaching Licensure Strand

Students who want to earn certification to teach at the middle school and high school levels in U.S. schools should select the Teaching Licensure strand. TTL provides coursework and fieldwork that can lead to licensure in grades 5–8 in English, general science, history, and mathematics, as well as grades 8–12 in biology, chemistry, English, history, mathematics, and physics. In the Teaching Licensure strand, you will apply to one of two fieldwork models:

• The residency model – our innovative classroom immersion model, with significant funding available, in which students assume teaching responsibilities in the September following acceptance to the program. 
• The internship model – which ramps up teaching responsibility more gradually.

In both models, you will be supported by Harvard faculty and school-based mentors — as well as by peers in the TTL Program, with additional opportunities for network-building with HGSE alumni. Both models require applicants to have an existing familiarity with U.S. schools to be successful.  Learn more about the differences between the residency and internship models.

Summer Experience for Teaching Licensure Candidates

All students in the Teaching Licensure strand will participate in the Summer Experience supporting the Cambridge-Harvard Summer Academy (CHSA), which takes place in Cambridge in July 2023. Through your work at CHSA, you will help middle and high school students in the Cambridge Public Schools with credit recovery, academic enrichment, and preparation for high school. Students in the Teaching Licensure strand will teach students directly as part of the teaching team. This is an opportunity for you to immediately immerse yourself in a school environment and begin to practice the skills necessary to advance your career.

Teaching and Leading Strand

The Teaching and Leading strand is designed for applicants who want to enhance their knowledge of the craft of teaching or assume roles as teacher leaders. Candidates for the Teaching and Leading strand will share a common interest in exploring and advancing the practice of effective teaching, with the goal of understanding how to improve learning experiences for all students. The program will be valuable for three types of applicant:

• Individuals interested in teaching, but who do not require formal licensure to teach. This includes applicants who might seek employment in independent schools or in informal educational sectors such as arts education, after-school programs, tutoring, and youth organizations. 
• Experienced teachers who wish to deepen their practice by learning new pedagogies and developing new capacities to help students thrive.
• Experienced teachers who seek leadership roles — from organizing school-based initiatives to more formal roles like coaching and professional development.

As a candidate in the Teaching and Leading strand, your own interests will guide your journey. If you are seeking a teacher leader role, TTL faculty will guide you to courses that focus on growing your skills as a reflective leader, preparing you to facilitate adult learning, helping you understand how to disrupt inequity, and teaching you how to engage in best practices around coaching, mentoring, and data analysis. If you are seeking to learn about the craft of teaching, our faculty will similarly direct you to recommended courses and opportunities that will meet your goals.

Students in this strand can also take on internships within the TTL Program (e.g., program supervisor, early career coach) or the HGSE community, and at surrounding schools or organizations. And you can customize your learning experience by pursuing one of HGSE's six Concentrations .

Note: Applicants in the Teaching and Leading strand should expect a focus on leadership within U.S. schools.

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

Heather C. Hill

Heather Hill studies policies and programs to improve teaching quality. Research interests include teacher professional development and instructional coaching.

Victor Pereira, Jr.

Victor Pereira's focus is on teacher preparation, developing new teachers, and improving science teaching and learning in middle and high school classrooms. 

Rosette Cirillo

Sarah Edith Fiarman

Noah Heller

Eric Soto-Shed

Career Pathways

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

Teaching Licensure Strand:

• Licensed middle or high school teacher in English, science, math, and history

Teaching and Leading Strand: 

• Classroom teachers
• Curriculum designers 
• Department heads and grade-level team leaders 
• District-based instructional leadership team members 
• Instructional and curriculum leadership team members 
• Out-of-school educators; teachers in youth organizations or after-school programs
• Professional developers and content specialists 
• School improvement facilitators 
• School-based instructional coaches and mentor teachers
• Teachers of English as a second language
• International educators seeking to understand and advance a career in U.S. education

Cohort & Community

The TTL Program prioritizes the development of ongoing teacher communities that provide continued support, learning, and collaboration. Our cohort-based approach is designed to encourage and allow aspiring teachers and leaders to build relationships with one another, as well as with instructors and mentors — ultimately building a strong, dynamic network. 

As a TTL student, you will build a community around a shared commitment to teaching and teacher development. You will learn from and with colleagues from diverse backgrounds, levels of expertise, and instructional settings. To further connections with the field, you are invited to attend “meet the researcher” chats, engage in learning through affinity groups, and interact with teaching-focused colleagues across the larger university, by taking courses and participating in activities both at HGSE and at other Harvard schools. 

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Program Highlights

Explore examples of the Teaching and Teacher Leadership experience and the impact its community is making on the field:

Donors Invest in Teachers, Reaching Key Milestone

The $10 million Challenge Match for Teachers, now complete, will expand scholarships for students in Teaching and Teacher Leadership

HGSE Honors Master's Students with Intellectual Contribution Award

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The curricular and pedagogical tools used in our nation’s schools are the foundation for educational and societal transformation. We offer the highest level of training for individuals preparing for a career in K-12 teaching, as well as for professionals aiming to become specialists in curriculum design.

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Being a part of GSEHD has been one of the best decisions I have made. I now feel well prepared to serve the community while providing services to families and children in the DC area. Completing my education here has taught me to be independent, confident, and resilient. Thank you to GSEHD, my professors, peers, and family for your guidance and support!

Tatyana Suares (MA '20) Clinical Mental Health Counseling

GSEHD in the News

Alumnus Patrick Martin Selected as Chief of Staff for Department of Defense Education Activity Europe East District

April 25, 2024

Alumna Mary Fisk Named Principal of Yokosuka Primary School (Japan)

April 22, 2024

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Northwestern's dual-degree program, jointly designed by SESP and the Department of Economics at The Chinese University of Hong Kong (CUHK), studies applied economics and its application to real world policies in China and the US.

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Master in Public Administration

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Key Program Information

Program Length: Two years (varies for students pursuing concurrent degrees)

Degree Awarded: Master in Public Administration

Admission Application Deadline: December 2024

Financial Aid Application Deadline: January 2025

Contact the MPA Program

79 John F. Kennedy Street Littauer Building, Room 126 Cambridge, Massachusetts 02138

Elevate your impact as a public leader

The Master in Public Administration Program is for aspiring leaders with real-world experience and graduate-level coursework in economics, public policy, or management.

The Master in Public Administration (MPA) curriculum is flexible. You create a study plan that reflects your academic interests, focuses on your personal and professional aspirations, and integrates across disciplines.

You may also decide to pursue a concurrent degree in business, law, medicine, or other professional fields. You’ll earn two degrees in less time and acquire even more skills you can use to make a difference in the world.

“HKS provided opportunities for me to expand the narrative of what diversity looks like in foreign policy and foreign service.” —Korde Innis MPA 2023

About the MPA Program

The MPA curriculum is flexible. You’ll create your own 64-credit study plan that reflects your academic interests and professional aspirations.

As an MPA student, you’ll take eight credits in a Policy Area of Concentration as well as four credits in each of these key areas:

• Economics and Quantitative Analysis
• Management, Leadership, and Decision Sciences
• Public Ethics and Political Institutions

You’ll select your remaining credits to support your unique intellectual and professional objectives. You can take classes across academic disciplines at HKS and cross-register into courses at other Harvard graduate schools as well as at MIT Sloan School of Management and The Fletcher School at Tufts University. 

Sample Courses

• MLD-223: Negotiating Across Differences
• API-135: Economics of Climate Change and Environmental Policy
• DPI-640: Technology and the Public Interest: From Democracy to Technocracy and Back

Concurrent Degrees

You might consider  pursuing a second degree concurrently  if you’re interested in how the world’s public challenges can be addressed at the intersection of business, law, medicine, design, or other fields.

Pursuing a concurrent degree reduces coursework and residency requirements and makes it possible to earn two degrees in a shorter amount of time.

Concurrent degree students complete 48 credits at HKS, including four credits in each of the key areas:

Concurrent degree students are not required to fulfill the Policy Area of Concentration requirement.

Degree Requirements

The MPA Program consists of four semesters of full-time coursework in residence at HKS.

To graduate, you must:

• Earn at least 64 credits
• Finish with a GPA of B or better
• Earn a B- or higher in all courses counting towards the distribution requirements
• Matriculate as a full-time, in-residence student and take between 12-20 credits per semester
• Fulfill a Policy Area of Concentration requirement by taking eight credits in one of the policy areas at HKS
• Economics and Quantitative Analysis

HKS  faculty members  are among the most influential leaders and thinkers in their fields. They have contributed vital research and scholarship to their fields. Served in U.S. administrations. Founded learning labs to assist local communities. Led negotiations to reduce nuclear stockpiles. Reported on human rights abuses. Led efforts to address climate change. Advised governments and companies on gender equality.

They are doers as well as thinkers, shaping public policy and devising entrepreneurial approaches to public problems at the local, national, and international levels.  

MPA Faculty Chair

Kessely Hong

Mpa at a glance.

*Statistics are based on a five-year average.

Employment Snapshot:  MPA Class of 2023 Employment Sectors

* The number of private sector jobs secured by MPA graduates is, in large part, a reflection of the program’s many concurrent degree graduates.

Featured MPA stories

Elevating the stories of diverse, unsung women.

Jamie Mittleman MPA 2022 launched her COVID-adapted dream job: a platform for women Olympians and Paralympians.

A long military heritage shapes a desire for peace

Clark Yuan MPA 2022 wants unique perspectives to have a seat at the table when critical decisions are being made.

From Santiago to Cambridge to Paris

For Ingrid Olea MPA 2020, a journey that started with a career change has led to remarkable achievements in education policymaking.

Applying to the MPA Program

Prerequisites.

There are specific academic and professional prerequisites required to apply to the MPA Program. You must have:

• A bachelor’s degree with a strong academic record 
• Three years of professional work experience by September 1 of the year you would enroll in the program
• Master of Business Administration
• Master of International Business
• Master of International Development
• Master of International Economics
• Master of Science in Engineering

How to Apply

A complete application to the MPA Program includes the following: 

• Online application
• Three letters of recommendation
• GRE or GMAT required
• Non-native English speakers who did not earn an undergraduate degree conducted in English must submit results of the TOEFL, IELTS, or Cambridge English exam
• Academic transcripts
• $100 application fee or waiver

Read more about how to apply . 

The application for the 2025-2026 academic year will be available in September 2024. There is one admission application deadline and one start date for each degree program per year. You may apply to only one master's degree program per admissions cycle. 

Tuition & Fees

The cost of attendance for the 2024-2025 academic year is outlined in  Funding Your Master ’ s Education  to help you plan financially for our master’s degree programs. Living expense costs are based on residence in Cambridge. The 2025-2026 academic year rates will be published in March 2025. HKS tuition and fees are subject to change without notice. 

At HKS, we consider financing your education to be a partnership and are here to help guide you. We encourage you to explore all opportunities for funding .

Learn more about the HKS community

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Students who possess a master’s degree in School Counseling from Loyola or another accredited institution may take the specific courses required by the Maryland Board of Professional Counselors to become a Licensed Clinical Professional Counselor (LCPC). Students may take up to six (6) courses under the Master’s Plus; however, no more than six (6) credits may be taken outside of the school counseling program.

Degree Requirements

Professional Counselor Licensure (LCPC) is issued by The Board of Professional Counselors and Therapist through The Maryland Department of Health and Mental Hygiene (DHMH).  We strongly encourage that individuals interested in becoming licensed as a professional counselor visit the Board of Professional Counselors and Therapist website to review licensure requirements.  Students are responsible to make sure they meet all educational requirements with the Board. Additionally, individuals should request a transcript review from the Board of Professional Counselors to determine the additional courses he or she needs to satisfy the educational requirements.  Individuals are assigned a Loyola academic advisor to assist them in course planning.

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Students will apply to the Board of Professional Counselors and Therapists for Professional Counselor Licensure (LCPC).

Students in the Master's Plus program are not eligible for financial aid.

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Request information

Explore the following links or contact us at [email protected] or 410-617-5095. For admission-related questions, contact Mechelle Palmer at [email protected] .

College of Education

Brown honored with the Michael J. Brody Award for Faculty Excellence in Service

Kenneth G. Brown , the Tippie Child re n Professor of Management and  interim DEO of Educational Policy and Leadership Studies in the College of Education , is one of three UI faculty being recognized with the 2024 Michael J. Brody Award for Faculty Excellence in Service.  

Brown will be among more than 60 other faculty and staff recognized at the inaugural UI Faculty and Staff Awards ceremony Tuesday, April 30, at 4:30 p.m. at Hancher Auditorium.

Established in memory of Professor Michael J. Brody, president of the Faculty Senate from 1986 to 1987, this award recognizes outstanding faculty who have made exceptional contributions to the university and the community. This year’s recipients were announced at the March 2024 UI Faculty Senate meeting, and each will receive $1,000 and a commemorative piece of artwork designed by a graduate art student. 

Brown served as program coordinator for the Tippie International Visiting Scholar Program and co-chair of the Faculty Teaching Evaluation Task Force. In addition to his departmental and collegiate leadership roles, Brown’s service to the community is equally impactful.

He is a member of the Board of Trustees for the Herbert Hoover Presidential Foundation, a past president of the Board of Directors of the Iowa City Community School District Foundation, and he was co-lead for the Campaign Advancement Team for Leadership Givers for the United Way of Johnson and Washington counties. 

Brown has also been a visiting professor at Monash and Deakin Universities in Melbourne, Australia, and a Fulbright Specialist to Seoul National University in South Ko re a. He has travelled extensively and lectu re d at several universities in Asia and Europe. 

Brown has served the university, community, and academic community in leadership roles. He has been an Associate Dean, Provost Administrative Fellow, and Obermann Fellow at the University; Board P re sident of Good Shepherd Early Childhood Education Center and the Iowa City Community School District Foundation; and editor-in-chief   for   the   Academy of Management Learning & Education .  

He conducts   re search on learning, motivation, and change management in organizations. Brown’s published work has appea re d in top academic journals and edited books. He has   re ceived numerous   re search, teaching, and service awards including the P re sident and Provost’s Award   for   Teaching Excellence. 

Read about Brown and the other recipients in this story on the Office of the Executive Vice President and Provost website .

College of Education graduate programs receive high marks in latest national rankings

Watt earns American College Personnel Association Contribution to Knowledge Award

Lauren Irwin wins dissertation of the year award from the College Student Educators International

SPP Top Ranked in Public Affairs among Massachusetts Public Universities, Third Overall in New England

Post date: 

 The School of Public Policy at the University of Massachusetts Amherst is again in the top 20% of public affairs programs in the United States, according to the newly released U.S. News & World Report Public Affairs Graduate School rankings . SPP ranks No. 1 among public affairs programs at public universities in Massachusetts, No. 2 overall in the Commonwealth, and is No. 3 among all programs in New England.

"We are delighted at this recognition by our peer institutions of SPP's achievements and graduate programs," said Jane Fountain, director of the School of Public Policy. "SPP’s diverse and outstanding faculty combine world class research and engagement with a deep commitment to education for public service, democracy and equity."

SPP’s stellar interdisciplinary research and teaching faculty currently hold joint appointments in Economics, Communications, Computer and Information Science, Education, Sociology, Anthropology, and Environmental Conservation. SPP alumni hold positions in critical fields, including clean energy, diversity and inclusion, analytics, public interest technology, and a range of social policy areas including housing, immigration, and education.

For more information on the School of Public Policy, our programs, or any other inquiry, please contact Michael Marr at [email protected] . 

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Master’s in Human Resource Development Graduate Pursues Further Education for Her Love of Teaching

April 29, 2024

Chloe Gibb is a master’s student in the human resource development (HRD) program at the Idaho State University College of Education. Gibb is set to graduate in May 2024 and hopes to have a fruitful career teaching students at the collegiate level.

Growing up in a household that promoted learning and personal growth, Gibb noted that her parents deeply shaped who she is today. One of her most recurrent memories was being quizzed by her father on the drive to school on her spelling, and celebrating with her mother when she got good grades. It was through their continuous support that Gibb understood the impact of education, chose to pursue higher education, and become a teacher.

Gibb graduated from Renaissance High School with a dual enrollment associate’s degree in general arts from Idaho State in 2015, which allowed her to go on to pursue a secondary associate’s degree in culinary arts. After relocating to Oregon and working on her culinary diploma, Gibb moved back to Meridian, Idaho to work in a restaurant and gain real-world service experience.

“At the time, my goal was to own or manage a restaurant,” Gibb shared. “After experiencing multiple restaurants not being run properly, and observing certain attitudes toward those who did not perform well, I wanted to make a change.”

Making a change for Gibb meant teaching—which is exactly what she began doing. While simultaneously working toward her bachelor’s degree in workplace training and leadership, Gibb taught culinary arts to students at Renaissance High School. She also sought out support from her current program advisor and professor, Dr. Robin Lindbeck, who helped Gibb on the path toward a master’s program in HRD, which she is now set to complete this spring.

The HRD program prepares students for rewarding careers in a variety of industries, including corporations, nonprofit organizations, K-16 educational institutions, and so on. Students grow into leaders in this program and can complete their courses at their own pace, thus allowing them to graduate at a time that is right for them.

Coming into the HRD program allowed Gibb to grow and learn despite challenging assignments and classes. Gibb noted that her teachers have all been a great support system for her during her time in her program. “I have enjoyed every teacher I have worked with,” Gibb said. “Every teacher and course provided a different perspective for me and helped me grow and become well-rounded.”

Gibb noted that she plans to utilize her master’s degree to give different perspectives to organizations she works in. She is currently pending approval to begin a doctorate program in higher education and hopes to teach courses in HRD, as teaching is what she loves.

When it comes to both her program and advisors and how they prepared her for her future career, Gibb said, “Both did a great job in preparing me. Dr. Lindbeck was the best advisor I could have ever had, and she really went above and beyond to help me find the program that would fit my future goals and create a plan to achieve them. I cannot thank her enough.”

To learn more about the HRD program at the College of Education, please visit isu.edu/olp .

Categories:

University News

RIT and UR partner to create accelerated graduate degree pathways for education and counseling students

Boris Sapozhnikov

Eligible students can begin their journey in these new accelerated degree pathways starting fall 2024.

Rochester Institute of Technology’s College of Liberal Arts and University of Rochester’s Warner School of Education have established new 3+2 and 4+1 admissions agreements , providing RIT undergraduate students with expedited pathways to launch their careers in teaching, higher education, or counseling. These agreements streamline the process for eligible students to earn both their bachelor’s and master’s degrees within a five-year timeframe.

In the 3+2 program, RIT students admitted and enrolled through this pathway will complete all required coursework for undergraduate majors in three years. This paves the way for a smooth transition to the Warner School’s mental health counseling and school counseling master’s programs. The first year at the Warner School concurrently fulfills the final year of their bachelor’s degree.

Similarly, the 4+1 program offers RIT undergraduate students the opportunity to finish all coursework for their undergraduate major within four years as planned. However, students in qualifying bachelor’s degree programs at RIT can also begin graduate-level coursework in their fourth year, earning six credits toward their master’s degree in either higher education or a teacher preparation program at the Warner School.

“This partnership represents an exciting opportunity to enrich the student experience at RIT,” said John Smithgall , assistant dean of the College of Liberal Arts. “These programs play a crucial role in expanding students’ perspectives about what they can achieve in terms of their educational and career aspirations. This is particularly significant in dismantling barriers and stereotypes about certain professions, empowering students to pursue their passions and make significant contributions to their chosen fields.”

Under the terms of the agreement, RIT students who meet the Warner School’s admissions requirements and maintain a cumulative GPA of 3.25 in their third year for the 3+2 program and fourth year for the 4+1 program can obtain both degrees in five years. Moreover, students will benefit from tuition scholarships toward their qualifying graduate degree programs at the Warner School.

“We are thrilled to partner with RIT in offering these innovative admissions pathways,” says Sarah Peyre, dean of the Warner School. “This collaboration underscores our commitment to providing students with accessible and accelerated pathways to pursue their passions for teaching, higher education, and counseling. By combining our expertise and resources, we aim to empower students to excel in their academic journey and make meaningful contributions to their communities.”

RIT’s College of Liberal Arts Interim Dean Kelly Norris Martin adds, “We have an incredibly diverse community of students in the College of Liberal Arts who all have unique visions for their futures. Through this new partnership, we’re able to expand the opportunities available to our students so they can follow their passions. Additionally, these new educational pathways can better prepare our students to fill the increased need for teachers and counselors in our communities.”

According to the Bureau of Labor Statistics, job opportunities for counselors and teachers are expected to increase through 2031. Whether individuals aspire to work in a K-12 school or clinical setting, or at the higher education level, RIT can provide students with a head start in becoming specialized educators or counselors. RIT’s culture of innovation and forward-thinking use of technology equips students to be adept at navigating and applying technological learning resources and tools to help their future students and clients excel.

From regional K-12 schools to top higher education and healthcare institutions, the Warner School’s graduate programs further prepare students to apply their comprehensive insights in classrooms, clinics, postsecondary institutions and communities worldwide to lead change for all. For more than 65 years, the Warner School has advanced the fields of education and counseling through innovative theories, experiences and leadership.

For more information about the accelerated pathways to careers in teaching, counseling and higher education, go to the Warner School’s partnerships program page or RIT’s College of Liberal Arts website.

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Independent research projects can help cultivate critical thinking, collaboration, and problem-solving skills. Whether it’s late nights spent in a RIT lab or a field study in the mountains, research experiences can be a cutting-edge way for students to prepare for the future.

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April 29, 2024 8:46 AM

Nancy Tuchman

Dean, School of Environmental Sustainability

Loyola University Chicago

Scope of work: As founding dean of Loyola's School of Environmental Sustainability, Nancy Tuchman has provided vision and leadership since its inception as an institute in fall 2013. The school includes a biodiesel lab and an urban agriculture program, both student-run.

Biggest professional win: In 2020, the Institute of Environmental Sustainability was promoted to Loyola's 13th school, becoming the School of Environmental Sustainability. The school has grown to offer eight undergraduate degree programs, a Master's in Environmental Science and Sustainability and three graduate certificate programs, and serves over 500 students.

Other contributions: Tuchman's awards include the Society for Freshwater Science Fellows Award and the Leadership in Science & Education Award from the Peggy Notebaert Nature Museum.

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  Over the last two decades, aquatic ecologist Nancy C. Tuchman, PhD , has spearheaded the vision for sustainability at Loyola University Chicago. Since founding and directing the Center for Urban Environmental Research and Policy in 2005 and the Institute of Environmental Sustainability in 2013, Tuchman has led Loyola’s transformation to become one of the greenest colleges in the nation — shrinking the university’s environmental impact and preparing the next generation of eco-conscious leaders.

  How did your sustainability efforts at Loyola begin, and how has the work progressed?

 As someone who works in conservation, I was concerned about the university’s environmental footprint. So, in the early 2000s, I raised this issue with Loyola’s president. In 2004, the university’s capital improvement plan included a pledge to make our campuses more environmentally sustainable.

 Since then, we’ve cut our water use per square foot by 34%, and we now divert 44% of campus waste from landfills through recycling or composting. Perhaps most importantly, we’ve reduced greenhouse gas emissions from the Lake Shore Campus by nearly 80% and will be carbon neutral by 2025.

How did the School of Environmental Sustainability get started at Loyola?

 We continued to build momentum with our environmental initiatives. In 2013, Loyola established the Institute of Environmental Sustainability (IES) and began to offer undergraduate degree programs. By 2019, IES had around 400 students and a graduate program. In 2020, the university expanded IES to launch the School of Environmental Sustainability.

 Our focus on sustainability differentiates Loyola from our peer universities. When we surveyed incoming students this year, 57% said that commitment to the environment was important in their college decision.

How has SES grown and developed?

We now have more than 500 students, including over 60 graduate students, and undergraduates can choose from seven majors. To support this growth, we’ve nearly tripled our faculty and staff and continue building an interdisciplinary team of outstanding educators and researchers.

Our Urban Agriculture Program is one example of our impact and the engaged learning opportunities we offer. The program gives students hands-on experience with sustainable food production. Since the program started 10 years ago, students have produced more than 20,000 pounds of healthy, sustainably grown food that they donate and sell locally.

How does your work align with business trends in the corporate world?

We’re seeing growing interest in sustainability among corporate leaders and consumers. At SES, we’re equipping students with the expertise to adapt business practices for environmental sustainability.

Last year, we launched a new bachelor’s degree program in environmental economics and sustainability. This program connects environmental problems to business theories and economic analysis, preparing students to become leaders in the new green economy.

What is your vision for the future of sustainability at Loyola?

We’re currently working on our next Carbon Action Plan and intend to go beyond carbon neutrality. We aim to completely decarbonize our campuses, which means eliminating our dependence on fossil fuels and investing in new technologies. We’re already installing new geothermal systems and investigating cutting-edge heat exchange systems.

Another goal is to make Loyola a zero-waste campus. Our athletic events are already zero-waste, and we look forward to expanding on what we’ve learned to reduce and divert waste from all campus operations.

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Doctoral graduate combines economics with health policy to advance health equity

April 29, 2024  | Erin Bluvas,  [email protected]

“My journey in public health began with a deep-rooted interest in health equity,” says Dakshu Jindal , who graduates in May with a Ph.D. in Health Services Policy and Management (HSPM). “This was driven by my upbringing in India, where I witnessed stark disparities in health care access.”

Jindal studied economics at the University of Delhi (bachelor’s) and Indira Gandhi National Open University (master’s). During her graduate program, she began consulting for India’s National Health Systems Resource Center at the Ministry of Health and Family Welfare.

Her three years at the center exposed Jindal to health policy, including the nuances of financing health in a complex nation like India. She also began to realize how improvements in policy can positively impact health systems and communities. An internship in the Philippines through the World Health Organization (WHO) introduced her to financing and policy in a global setting. Together, these experiences cemented Jindal’s commitment to completing a doctoral degree in the field.

“USC offered an incredibly unique program in health services policy and management ,” she says. “The department had diverse faculty and an inclination toward use of economics to conduct health services research. I strongly felt that I could leverage my academic background in economics and interest in public health to succeed in the program.”

At the Arnold School, Jindal gained research experience as a graduate assistant on projects within her department and at the Center for Community Health Alignment (CCHA). She found mentors in her dissertation co-chairs, Brian Chen and John Brooks , as well as CCHA executive director Julie Smithwick .

“Dr. Chen always motivated me to perform my best and expect more from my work, and Dr. Brooks always stressed the importance of the implications of my study results, which pushed me to be a better health services researcher,” says the Norman J. Arnold Fellow, who received guidance and support from Nicole Hair and Adam Lutz as well. “I have worked with Ms. Smithwick for five years, conducting research on the implementation and effectiveness of community health workers programs, and she has been a great mentor.”   

The department had diverse faculty and an inclination toward use of economics to conduct health services research. I strongly felt that I could leverage my academic background in economics and interest in public health to succeed in the program.

Outside of the Arnold School, Jindal was selected into USC’s Preparing Future Faculty Program and received a SPARC grant from the Office of the Vice President for Research to support her dissertation research into how state laws influence access to physical therapy among Medicare patients. Her dozen or so publications cover various topics, but the theme of her research is how different laws, policies or programs impact health outcomes.

“I aim to leverage my expertise in health economics to explore research studies that improve health care outcomes and access,” Jindal says of her next steps. “By collaborating with stakeholders across sectors, I want to contribute meaningfully to the field of public health and advance health equity for all.”

Find Out More

Health Services Policy and Management (HSPM) is an interdisciplinary field concerned with the promotion of personal and public health through planning, organizing, directing, controlling, coordinating and evaluating health services.

Meet Our Class of 2024

The Arnold School is proud of our 2024 graduates, who will go on to change the world locally and globally. Learn about some of the other outstanding individuals who completed one of our 34 programs this year.

Challenge the conventional. Create the exceptional. No Limits.