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In the Department of Education Policy & Social Analysis
Welcome to the Education Policy Program
The degree programs in Education Policy examine both formal and informal institutions of schooling and the political, legal, bureaucratic, organizational, economic, and social factors that affect both schools and the broader educational enterprise. Students address critical problems affecting education, develop a broad and inclusive view of the kinds of issues facing policymakers, and are encouraged to study and reflect on the processes by which research becomes linked to policy and practice.
M.A. in Education Policy
The 33-point degree aims to build a cadre of education policy experts whose deep grounding in a range of educational policy issues is matched by their understanding of the policy process and the tools of policy analysis. The Masters of Arts (M.A.) degree offered by the Education Policy Program is focused on the preparation of policy analysts, policy advocates, and education researchers.
Ed.M. in Education Policy
The 60-point degree is intended for educators and non-educators seeking careers in education policy in either the private or the public sector. The program of study builds on the required Ed.M. course sequence with additional work in a policy area relevant to the student’s interests.
Ed.D. in Leadership, Policy & Politics*
The 90-point degree in Leadership, Policy, and Politics, is intended for aspiring experts in the political, economic, or legal analysis of educational issues, emphasizing the practice of education leadership as policy analysts, researchers, or advisors. The program anticipates strong commitments to education from applicants and prepares candidates to excel in the integration of theory and practice.
*Not accepting applications 2016-2017
Ph.D. in Education Policy
The school-year Ph.D. degree in Education Policy responds to these knowledge demands by focusing on the scholarly study of education policy. This degree program provides the opportunity to develop expertise in many interconnected subject areas, as preparation for careers in academic research and teaching or in applied policy development and research.
School Law Institute
For over 20 years, this five-day program has offered public- and charter-school educators (administrators, teachers, guidance counselors, etc.), policy analysts, policymakers, union reps, advocates and others the tools they need to address important current issues of law, policy, research, and practice.
Concurrent Programs in Education & Law
The Education Policy and Social Analysis Department and Columbia Law School offer courses that prepare students for positions that require knowledge and expertise in education law. There are at present no formal joint-degree programs between Teachers College and Columbia Law School, but students admitted to both schools may be eligible (through ad hoc arrangements) to pursue education and law degrees concurrently.
Connect With Education Policy
Our Students' Voices
If you could return to the job you had before coming to TC, what is one thing you would do differently based on what you have learned here at TC so far?
Steven (Ph.D.): "If I were to return to the job I had prior to TC the one thing I would do differently is exercise more patience when dealing with minor setbacks and inconveniences encountered with teaching. My first semester at TC has made me aware of the multitude of factors that come into play which affect a child's success, and sometimes as pedagogues we lose sight of the big picture and let small frustrations get the better of us and diminish our morale. I think it's valuable to remember that the path of a child's development is a long one, and that the bumps along the road shouldn't distract us from the longer journey and the larger goals at hand."
Denise (M.A.): "As I briefly reflect on my teaching experience prior to matriculating at Teachers College, I recognize that I was limited in what I could provide to my students, without parental support. As a middle school teacher who was responsible for four subjects, I experienced numerous challenges. Despite my mentorship and support from Teach for America, and despite my students’ successes, I was without the resources to provide my students with the most quality educational experience. I learned quite harshly that my 18 hour work days, my late evening and early morning lesson planning sessions making learning accessible and innovative for all students, and my tutorial and Saturday school sessions were not enough to move my students to meet the pre-established standards of learning. Looking back, I acknowledge, more so than before, the vital role parents play in their child’s academic success. If I had the opportunity to return to the classroom, I would shift my energy to establishing more concrete ways to engage parents, as they are the key element in their child’s personal development and academic success. My course work at TC continues to reinforce this idea, that the partnerships between parents, students, and teachers is essentially the foundation for high academic achievement, even in the most difficult socioeconomic environments."
Coordinator: Professor Luis Huerta
Box: Box 11
Teachers College, Columbia University
Phone: (212) 678-3751 Fax: (212) 678-3589