Education Policy & Social Analysis

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The Department of Education Policy & Social Analysis

Our Mission

The mission of The Department of Education Policy and Social Analysis is to engage in cutting-edge research and teaching to address critical problems affecting education and to contribute to informed analysis and action to promote educational achievement and equity.

EPSA starts out with a broad and inclusive view of the kinds of issues that its faculty and students might consider important to address. Explicitly, we are interested in both formal institutions of schooling and the political, bureaucratic, organizational, economic, and social factors that profoundly affect both schools and the broader educational enterprise.  We are interested in the role that families, communities, and civil society can play in promoting education outside the school building walls. We have a special interest and capability in addressing issues from pre-K through higher education, in identifying ways in which laws and institutions affect education, and in understanding the growing role of private for-profit and nonprofit organizations in delivering education technologies and services. Issues relating to racial and socioeconomic equity are central to the research and teaching interests of many of our faculty members and students.
Students in this department will develop general skills of policy research and analysis, along with general perspectives on policy development and implementation that are widely applicable to other domains of public policy.  We do hope to link education policy with other social issues and domains such as health policy.  Social analysis grounded in disciplinary studies in sociology, political science, and economics should inform applied policy studies and vice versa.



  • Faculty

    • John P Allegrante Professor of Health Education
    • Thomas R Bailey President; George and Abby O'Neill Professor of Economics and Education
    • Thomas Wayne Brock Director, Community College Research Center
    • Madhabi Chatterji Professor of Measurement, Evaluation & Education and Director of Assessment and Evaluation Research Initiative
    • Sarah R. Cohodes Associate Professor of Economics & Education
    • Kevin J. Dougherty Professor of Higher Education and Education Policy
    • Alexander James Eble Assistant Professor of Economics and Education
    • Ansley T. Erickson Associate Professor of History and Education Policy
    • Thomas Hatch Professor of Education
    • Jeffrey Henig Professor of Political Science and Education
    • Luis A Huerta Associate Professor of Education and Public Policy
    • Davis D. Jenkins Research Professor
    • Sharon L Kagan Virginia and Leonard Marx Professor of Early Childhood and Family Policy and Co-Director of the National Center for Children and Families
    • Jordan Dmitri Matsudaira Associate Professor of Economics and Education
    • Aaron M Pallas Arthur I. Gates Professor of Sociology and Education
    • Douglas David Ready Professor of Education and Public Policy
    • Michael A. Rebell Professor of Law and Educational Practice
    • Carolyn J. Riehl Associate Professor of Sociology & Education Policy
    • Amra Sabic-El-Rayess Associate Professor of Practice
    • Judith E. Scott-Clayton Professor of Economics and Education
    • Gita Steiner-Khamsi Professor of Education
    • Amy Stuart Wells Professor of Sociology and Education
    • Priscilla Wohlstetter Distinguished Research Professor
  • Emeriti

    • Susan H. Fuhrman President Emerita and Professor Emerita of Politics and Education
    • Henry M. Levin William Heard Kilpatrick Professor Emeritus of Economics and Education
    • Francisco Rivera-Batiz Professor Emeritus of Economics and Education
    • Mun Tsang Professor Emeritus of Economics and Education Policy
  • Lecturers

    • Aparna Anand Lecturer, Economics & Education
  • Adjunct Faculty

    • Samuel Eli Abrams Adjunct Assistant Professor
    • Clare Buckley Flack Adjunct Assistant Professor
    • Catherine Guerriero Adjunct Associate Professor
    • Eleni Demos Natsiopoulou Adjunct Assistant Professor
    • Joseph Derrick Nelson Adjunct Assistant Professor
    • Dennis David Parker Adjunct Professor
    • Viviana Rodriguez Andrade PT Instructor
    • Joydeep Roy Adjunct Professor
    • Elana W. Sigall Adjunct Associate Professor of Education
    • Basil Anthony Smikle Adjunct Assistant Professor
    • Joan Kass Stamler Adjunct Assistant Professor
  • Instructors

    • Peter Leopold S Bergman
    • Jessica R Brathwaite Senior Research Associate I
    • Amy Elizabeth Jones Minority Postdoctoral Fellow
    • Abbey Elizabeth Keener Interim Research Assistant
    • Brittany Jean Kenyon
    • Jeannie Kim EPSA Post Doctoral Fellow
    • Michael Stephens Kofoed
    • James S. Liebman
    • Taylor Moore Myers Senior Research Assistant (interim)
    • Wenimo Chaunne Okoya
    • Siettah Parks Part Time Instructor: SOCL EDPS 6021
    • Theo Cordero Pippins Part Time Instructor
    • Julio Rodriguez Graduate Research Assistant
    • Jennifer Sallman CPRE Deputy Director
    • Phillip Anthony Smith Research Scientist (Postdoctoral Research Fellow)


  • EDP 4023 - No Title Found in Banner
    This course is designed to enable EPSA students to take a 3-unit class while participating in Teachers College’s new Summer Institute, Reimagining Education: Teaching and Learning in Racially Diverse Schools. The 4-day Institute will assist and support educators from across New York City and the surrounding suburbs in the process of rethinking policy, pedagogy and practice for a more racially, ethnically and socioeconomically diverse student body. This course, therefore, will give EPSA students a unique opportunity to listen to and engage with major speakers, performers and facilitators committed to addressing issues of inequality within our public schools. In addition to participating in the Institute, the EPSA students will meet once before and twice after the Institute to discuss their class-specific readings and assignments related to the central themes of the Institute but tailored to a graduate course in the multidisciplinary field of education policy.
  • EDP 4026 - Understanding Race Education: From Racial Hierarchy to Racial Literacy
    This course is designed to enable students to take a 3-course credit class after participating in TC’s Summer Institute, Reimagining Education: Teaching and Learning in Racially Diverse Schools. The curriculum for this course integrates the knowledge of the fields of education, psychology, sociology and leadership to provide students with an understanding of how the racial history of our society affects day-to-day interactions and can cause tension in schools and work environments. The course will examine historical perspectives related to race and segregation, racial literacy, culturally responsive pedagogy, social justice education, asset-based education, and allyship.
  • EDP 4027 - Education and social transformations: Elites and inequalities in transitional economies
    Drawing from several bodies of literature, this course explores critical bridges between education, on one hand, and the complex dynamics of the elite formation, corruption, and economic development, on the other hand. Students will examine the elite dynamics in crises or developing contexts; what role economics and education play in those contexts; and how education systems work to validate or delegitimize the old or new elite. Current events will be incorporated into discussions and presentations. Offered annually.
  • EDP 4036 - Anti-Racist Curriculum, Pedagogy, Leadership and Policy
    This interactive course is the second 3-course credit online course in the Advanced Certificate Program designed in conjunction with Teachers College’s Summer Institute, Reimagining Education: Teaching and Learning in Racially Diverse Schools. This course builds on the groundwork created by the Summer Institute in July and the first online course in the fall.
  • EDP 4046 - Capstone: Sustaining Inclusive Curriculum, Pedagogy, and Leadership
    This course is designed to enable students to take a 1-course credit class completing the Advanced Certificate Program tied to TC’s Summer Institute, Reimagining Education: Teaching and Learning in Racially Diverse Schools. This Capstone class is to be taken in the Summer A session (mid-May to end of June; 6-week intensive) following two online courses – EDP 4026 Understanding Race and Education (Fall) and EDP 4036 Anti-Racist Curriculum, Pedagogy, Leadership and Policy (Spring) – that enable students delve more deeply into the issues presented at the Institute. This capstone course is designed to support students as they create a plan of action to address issues of race, equity, and schooling in their school or community. Students enrolled will gather evidence – action research -- related to the problem they hope to address through their Action Plan. Students enrolled in this course will collect as much evidence as they can – e.g. rates of racial disproportionality related to access to high-track classes, discipline, special education designation, graduation, college-going rates – in the sites where they work and/or hope to affect change.
  • EDP 4050 - Education, Islam and Radicalization
    This course provides a current and thorough review of the most recent and growing literature on Islam and education with a particular focus on the emerging research exploring the role of education in Islam, radicalization, and de-radicalization here in the US and abroad. Often perceived as a tool for long-term interventions, education is typically dismissed as having only a limited potential in producing immediate effects. It is frequently sidelined as irrelevant in responding to the fast growing radicalization movements. This course will demonstrate that the power of education - informal and formal - in radicalization and de-radicalization efforts is vastly underestimated. We will consider how education initiatives are often underfunded, overlooked or ignored given the political need for immediacy in our current and collective response to extremism. As we travel through the course, we will explore various links and tensions between Islam, education, diversity, gender, identity, and radicalization in specific contexts, but those cases will not be studied in isolation. Instead, we will contextualize them into the broader and globally emerging trend towards religiously and/or racially seeded radicalization movements not solely observed within Islam or the contexts studied in this course.
  • EDP 5001 - Systemic Improvement in Public Education: Seminar
    To participate in Systemic Improvement in Public Education, students must be enrolled in both the seminar (EDP 5001) and the skills and practicum (EDP 5301) components of the course. Hosted at Columbia University Law School's Center for Public Research and Leadership (CPRL), this offering is a rigorous academic course in the design, governance, transformation, and democratic accountability of public- and allied non-profit organizations. Drawing on domestic and foreign case studies from the private, public, and non-profit sectors in domains reaching well beyond K-12 education but with a particular focus on that sector, students evaluate and apply a number of models for how institutions define objectives and measure success, produce and deploy knowledge, govern internal operations, supervise dispersed staffs, and make themselves accountable to key stakeholders and the public at large. Students explore a variety of tools modern organizations use for these purposes, including design and systems thinking, quantitative analysis, qualitative evaluation, balanced scorecards, structured team-based problem-solving, and cooperative “regimes” of public and private sector organizations. This course is by application only. Prospective students should consult with their academic advisors before interviewing for the course. Application at: or by emailing
  • EDP 5301 - Systemic Improvement in Public Education: Skills & Practicum
    To participate in System Improvement in Public Educatino, students must be enrolled in both the seminar (EDP 5001) and the skills and practicum (EDP 5301) components of the course. Hosted at Columbia University Law School's Center for Public Research and Leadership (CPRL), this course consists of experiential training through a professional research or consulting experience. Students, working in cross-functional teams with business, law and/or policy graduate student, support education organizations in studying and thinking through some of their most challenging strategic, operational, design, governance, and legal issues and developing actionable solutions. A small team of experienced education policy researchers and central managers, employed by the program, guide the consulting projects. The projects provide organizations with important short-term support and long-term access to exceptional professional talent. They offer students rich opportunities to test concepts encountered in the co-requisite course, unique insight into what a career in education leadership looks like, important career-entry opportunities, and a valuable network in the education sector. This course is by application only. Prospective students should consult with their academic advisors before interviewing for the course. Application at or by emailing Accepted students are strongly encouraged, but not required, to select the maximum allowable 6 credits for EDP 5301.
  • EDP 7500 - No Title Found in Banner
    This is a year-long course for design and preparation of the doctoral dissertation. Open to doctoral students in SOCL, ELOL, POLC, and ECON majors. Students must register for 3 credits total between fall and spring semesters.
  • EDPA 4002 - Data Analysis for Policy and Decision Making I
    This is an introductory course in quantitative research methods that focus on non-experimental designs and the analysis of large-scale longitudinal datasets, especially those related to education policy. Students become familiar with the logic of inferential statistics and the application of basic analytic techniques. No prior knowledge of statistics or quantitative methods is required.
  • EDPA 4013 - Education Policy and the Management of Instruction
    This course uses a backward-mapping approach to examine how federal, state, and local education policies affect the learning environments of schools and classrooms, teacher quality and pedagogy, and ultimately student learning in schools. We review important milestones in instructional policy in the United States and consider their impact on educational equity. The course is intended to help students develop and articulate ambitious theories of action for school improvement and the management of instruction that can be useful in their work as education policy makers or analysts, academic researchers, and practitioners in schools and districts.
  • EDPA 4017 - Higher Education and the Law
    This multidisciplinary survey course explores significant recent developments in public and private higher-education law, policy, and practice. Designed for practicing and aspiring higher-education administrators, policy analysts, advocates, and researchers, it covers many issues that are now the subject of spirited, polarized national debates in the U.S., including access to higher education; student and faculty free speech and academic freedom; DACA, immigration and English learners; using race, ethnicity and gender to promote diversity; HBCUs and single-sex education; and harassment, cyber-bullying, and discrimination based on race, national origin, religion, gender, sexual orientation, gender identity, and disability. Other topics include aspects of safety and order: institutional authority to regulate on- and off-campus student and staff misconduct; tort liability (for suicide, hazing, drug and alcohol abuse); search and seizure; and due process. Current administrators at Columbia and other universities are welcome.
  • EDPA 4025 - Higher Education Policy
    This course provides an introduction to major policy enactments in higher education both in the United States and abroad. The policies reviewed include provision of different types of colleges including community colleges and private higher education, tuition and student financial aid, affirmative action, higher education finance, and quality assurance and performance accountability. The course examines the forms, political origins, implementation, and impacts of these policies. The aim is to help students develop a broad and deep understanding of the main directions of – but also limitations to – higher educational policymaking in the United States and abroad.
  • EDPA 4033 - Comprehensive Educational Opportunity
    The course will provide students an overview of the concept of comprehensive educational opportunity, which seeks to provide meaningful educational opportunities for children from poverty backgrounds and will analyze the feasibility of its implementation. Topics will include the impact of poverty on children's opportunities to succeed in school, the role of early childhood learning, out-of-school time, health factors, and family and community support on school success; the history of past attempts to overcome socioeconomic disadvantages; the current attempts of large-scale "collective impact" initiatives to deal with these issues, and the economic, political, administrative, educational, and legal issues that must be considered to advance this concept on a large scale.
  • EDPA 4046 - School Finance: Policy and Practice
    Examination of the judicial and legislative involvement in school finance reform, taxation, and the equity and efficiency of local, state, and federal finance policies and systems.
  • EDPA 4047 - Politics and Public Policy
    What are the various stages of the policy process, from the recognition of certain problems as public issues to the adoption of policies to address those problems and the implementation and evaluation of those policies? This course touches on all these stages but focuses on policy origins: problem recognition and agenda setting, consideration of possible policy solutions, and policy adoption. The course examines policy origins through the lenses of various theoretical perspectives drawn from political science, sociology, economics, and law, including policy entrepreneurship theory, the advocacy coalition framework, punctuated equilibrium theory, diffusion theory, institutional theory, and the theory of the state. These perspectives are grounded by looking at the origins of particular policies concerning early childhood, K-12, and higher education.
  • EDPA 4048 - Education Policy Analysis and Implementation
    Explores the issues of policy (or reform) implementation in schools and districts by focusing on the political reactions and organizational buffers to policy change and the ways that policies become adapted and changed to fit locally defined problems. Distinctions between implementation issues in bottom-up and top-down policy change are explored.
  • EDPA 4050 - Logic & Design of Research
    This course is an introduction to understanding, designing, and writing about empirical research in education. We will explore the philosophical foundations of the positivist, interpretive, and critical knowledge paradigms for research and the relationship between theory and evidence in research. Students will learn about different genres of research and will explore strategies for sampling, data collection, and analysis in quantitative, qualitative, and mixed methods research. The final project will be a literature review of research on a topic of interest to the student. The course will help students make choices for the kind of research they want to pursue and be able to synthesize and write about published bodies of research.
  • EDPA 4086 - Education & the Law: Speech, Religion, Regulation
    This multidisciplinary survey course explores significant recent developments in K-12 public and private education law, policy, and practice. It covers many issues that are now the focus of polarized national debates. The class will include students from Teachers College, Columbia Law School, and other Columbia University graduate schools. public- and private-school practitioners, current and aspiring, are welcome, as are policy analysts, researchers, and policy makers. Topics include limits on public regulation and funding of private schools; charter schools and voucher programs; religious conflicts in public schools over public funding, prayer, and curriculum; and free-speech rights of students and teachers. The course will also focus on school safety: bullying and cyberbullying; child abuse; the schools’ authority to make and enforce rules governing on- and off-campus student and staff misconduct, including drug/alcohol abuse, hazing, and sexual misconduct; tort liability; and educational malpractice; search & seizure/drug testing; racially disproportionate school discipline; the school-to-prison pipeline; and due process rights of students and staff. The course will be multidisciplinary, drawing on sources in law, social science, policy, and education practice. We will consider how to avoid unnecessary litigation and, equally important, how to use the law to advance important educational values and objectives.
  • EDPA 4503 - Schools, Courts, and Civic Participation
    Although historically, America’s public school system was established primarily to prepare young people to become citizens capable of maintaining a democratic society, in recent decades, most schools have done a poor job of preparing students for effective civic participation. This course will consider the reasons for the decline in the schools’ traditional civic preparation role, and how schools can prepare students to be effective civic participants in the 21st century. Based on the instructor’s belief that civic preparation will not actually become a priority of American schools unless the courts declare that students have a constitutional right to an adequate education for capable citizenship, the course will also will examine the legal and policy justifications for the courts' role in reforming public education institutions, briefly consider the history of judicial intervention in other areas of educational policy like desegregation, bilingual education and fiscal equity reform and then closely analyze Cook v. Raimondo, a pending federal case that seeks to establish such a federal right, and in which the instructor is lead counsel for the plaintiffs.
  • EDPA 4899 - Federal Policy Institute
    The purpose of the Federal Policy Institute is to examine three themes: the enduring values of American education, contemporary issues in national school reform efforts, and the role of the federal government. During a week-long program in Washington, students will have the opportunity to identify a policy issue of personal interest and to explore that issue with the nation's senior policymakers. Introductory and concluding sessions meet at the College.
  • EDPA 4900 - EDPA 4900: Research and Independent Study in Education Policy
    For students wishing to pursue independent study and/or research on topics not covered in regular courses. Requires faculty member's approval of a study plan, reading list, and final paper or other products or projects. Permission required from individual faculty.
  • EDPA 5002 - Data Analysis for Policy and Decision Making II
    This is an intermediate‑level course in non‑experimental quantitative research methods, especially those related to education policy. The class examines such topics as residual analysis, modeling non‑linear relationships and interactions using regression, logistic regression, missing data analyses, multilevel models, and principal components analysis. Prerequisite: Students should have completed at least one graduate‑level course in applied statistics or data analysis (e.g., EDPA 4002) and have experience with Stata software.
  • EDPA 5016 - Education & the Law: Equity Issues
    This course will explore the role of the courts in dealing with issues of equity and education beginning with Brown v. Board of Education. Topics will include school desegregation, gender equity, fiscal equity and educational adequacy, rights of English Learners and of students with disabilities, testing, and school discipline. The course will consider the role of the courts in educational policy-making and the impact of judicial intervention on school culture and educational practices. We will also analyze the meaning of “equal educational opportunity,” and "equity" in the contemporary context and confront such questions as: how deeply rooted are racism and inequity in school systems, to what extent can racism and inequities be eliminated or ameliorated in school systems if they persist in society at large, and to what extent can anti-racist curricula make a difference within systems that are structurally inequitable??
  • EDPA 5023 - Policymaking for Effective High School to College Transition
    The course examines policymaking efforts by the federal and state governments to facilitate the movement of students from high school to college and their effective preparation to meet college requirements. The policies reviewed include student financial aid, student outreach programs such as GEAR UP, state Common Core curriculum standards, and guided student pathways through college. The course examines the content of these policies, their political origins and implementation, and their impacts. The aim is to help students develop a broad and deep understanding of the main directions of – but also limitations to – national and state policymaking with respect to high school to college transition.
  • EDPA 5030 - Social Science, Education Policy, and the Courts
    For the past century there have been debates over the proper role of social-science evidence in judicial proceedings, especially in the context of education reform litigation. This interdisciplinary course will start with Brown v. Board of Education and trace the evolution of the use of social science by courts, focusing on decisions in such vital areas of education policy as school desegregation, student testing, special education, language services for English-language learners, education finance, and affirmative action. It explores how social science evidence has influenced judicial decision making; how judicial decision making has influenced the directions of social science research; how courts have influenced the development of educational policy in statutes and regulations; how courts, legislatures, and administrative agencies engage in social science fact finding; and how courts use presumptions, burdens of proof, and other legal mechanisms that may reduce their need to consider social science evidence.
  • EDPA 5086 - The Role of Courts in Education Reform
    Beginning with the school desegregation decrees issued by the federal courts in the wake of Brown v. Board of Education, the federal and state courts have been called upon to consider a range of asserted educational rights and to oversee far-reaching institutional reforms that bear little relationship to traditional judicial remedies. This course will examine the legal and political justifications for the courts' role in making educational policy and reforming public institutions, as well as the courts' capacity to undertake these functions. The course will give particular attention to school desegregation, bi-lingual education and special education cases in the federal courts, education adequacy litigations in the state courts, and whether and how courts might induce schools to act more effectively in fulfilling their constitutional obligations to prepare all students to become capable voters and to function productively as civic participants.
  • EDPA 5515 - Fieldwork in Education Policy
    (Restricted for Education Policy program students.) Policy analysis requires its practitioners to evaluate available information; to weigh the possible impacts of alternative policies; to understand political, legal, and/or economic ramifications; and to produce plans for action that are organizationally feasible and publicly valuable. This seminar is designed to give students the opportunity to demonstrate a theoretical and analytical understanding of the practical problems inherent in conducting policy research by engaging a guided fieldwork research project.
  • EDPA 5645 - Craft of Policy Analysis
    The purpose of this course is to help students learn more about the techniques of policy analysis --identifying a public problem, researching solutions to the problem, weighing costs and benefits of various alternatives, and developing a policy recommendation aimed at addressing the problem. The emphasis is on how policy analysts think and do, rather than the study of the policy process in general. The course is organized to help students understand and become more informed about the nature of education policy in the United States.
  • EDPA 5880 - School Law Institute
    Explore important, timely issues of education law, including issues of race and poverty in education; serving English-language learners; the legal rights of students with disabilities; the right to an adequate education; and issues of safety and order (harassment, child abuse, tort liability, search and seizure, and cyber-bullying). For more information, visit SLI website at, and/or contact Professor Jay Heubert at
  • EDPA 6002 - Quantitative Methods for Evaluating Education Policies and Programs
    This advanced master's course addresses a key issue in evaluating education programs and policies: determining whether a policy causes an impact on student trajectories that would not have occurred in absence of the policy. The course will cover experimental and quasi-experimental techniques used to attribute causal relationships between educational programs and student outcomes. Students will become sophisticated consumers of quantitative educational research and will practice statistical techniques in problems sets. There will be an exam and a final project. Prerequisites: Successful completion of 4002 and 5002 or equivalent and familiarity with the Stata statistical software package. No prior exposure to causal inference methods is expected.
  • EDPA 6013 - Early Childhood Development and Education: Integrating Research and Policy Perspectives
    First section of a two-semester course with students participating in both semesters. Focuses on diverse perspectives framing the field and in so doing will present the most critical issues that require policy attention. Building on this background, the second semester will address steps that have been taken to ameliorate these issues, focusing heavily on research. By design, then, the first semester will present an array of issues and perspectives in order to provide the conceptual foundation for an exploration of salient strategies to address them in the second semester. By looking at early childhood development and learning from this stance, students will not only be exposed to diverse ideas about the content but will also be armed to address pressing challenges the field faces with them all in mind. (The second semester course is HUDK 6013, taught by Professor Jeanne Brooks-Gunn in the Department of Human Development.)
  • EDPA 6027 - International Perspectives on Early Childhood Policy
    This course looks at early childhood education policy through an international lens, addressing often neglected—but highly salient—policy questions, including: What have been the real effects of the Millennium Development Goals and the Education for All goals on education systems in general and on early childhood education in particular? How have poverty, gender, and the needs of marginalized populations/cultures shaped early childhood policy in diverse countries? What are the unique policy properties that must be considered when developing policies for young children and their families? To what extent do the policy contexts of nations differ, and how do these differences impact early childhood policies directly? To what extent can lessons learned in one context be faithfully transported across national boundaries? Based on readings and discussions of these issues, students will demonstrate their understanding of the role of policy in shaping early childhood education in a given country though the final paper, a situation analysis. Building on sequenced assignments, this paper will provide the platform for students to use policy tools and make recommendations for concrete early childhood policy improvements.
  • EDPA 6030 - Institutional Theory: Sociological Perspectives on Institutional Change in Education
    An introduction to organizational theory as it applies to a variety of institutions with particular attention to the potential of educational activities as a force in formal organizations.
  • EDPA 6542 - Education Policy Foundations Seminar
    (Required for all Education Policy program students and restricted to Education Policy students) This course is the introductory seminar for all students enrolled in degree programs in Education Policy. It provides an overview of the history and organization of the education policy system and landmark policy activity in the United States, an introduction to the tools and approaches of policy research and analysis, an introduction to the intellectual disciplines that contribute foundational perspectives for policy research (especially sociology, economics, politics, and legal studies, and also including history, cultural studies, and critical theory), and exploration of selected current topics in education policy, especially those pertaining to opportunity and equity. It is a cohort-building experience as well, and students will have the opportunity to meet many of the policy faculty at TC.
  • EDPA 6641 - Advanced Topics in Research Methods and Design
    This course provides students the opportunity to explore advanced topics in research design and analytic methods, especially as they relate to studies of educational contexts and policies.
  • EDPA 6900 - Directed Research and Study in Education Policy
    For students wishing to pursue independent study or original research as they prepare for their doctoral certification examination and/or dissertation proposal. Permission required from individual faculty.
  • EDPA 7500 - Dissertation seminar in education policy
    This course provides students the opportunity to discuss topics related to the preparation of their dissertation proposal in a seminar format. Students present their ideas and writing for feedback from the instructor and other students. Students may enroll in this seminar once. Permission of the instructor is required.
  • EDPA 8900 - Dissertation Advisement in Education Policy
    Individual advisement on the doctoral dissertation, via ongoing consultation between the student and dissertation sponsor. Ph.D. students who have passed the certification exam and are not enrolled in other courses must register for dissertation advisement each term until they finish their dissertation. The fee equals three points at the current tuition rate for each term. Permission required from individual faculty.
  • EDPE 4050 - Economics of Education
    Teaches the basic economic concepts and methods to be used for further study and analysis of educational finance, education and inequality, education and economic growth, the impact of educational policies on education; and outcomes, school reform, and school choice. Offered annually in the fall.
  • EDPE 4051 - Education and Economic Development
    This course teaches students key perspectives on development and economic growth; the theoretical and empirical arguments linking education to economic growth; the main economic issues behind persistently low education levels in the developing world; the progress in raising these education levels being made through deliberate intervention and market responses; how students can become professionally involved in this progress; and a core set of empirical and theoretical skills useful in parsing these topics. Offered annually in the spring.
  • EDPE 4055 - Resource Allocation in Education
    This course reviews the literature on school effectiveness with respect to the allocation of resources. It addresses and analyzes education production functions and cost-effectiveness analysis in educational decision-making. Offered occasionally.
  • EDPE 4056 - Microeconomic Theory Applications to Education
    The purpose of the course is to provide students with the main theoretical tools and concepts for microeconomic analysis in the field of education and elsewhere, and to make students conversant in their application to real world issues and in the debates surrounding their strengths and weaknesses. These are powerful, yet controversial, tools, and are at the heart of much of today’s education and social policy debate. Topics covered include supply, demand, consumer optimization, expected value, uncertainty, insurance, producer optimization, equilibrium, perfect competition, monopoly, imperfect competition, externalities, and public goods.
  • EDPE 4057 - Economics of urban and minority education
    Policy-oriented approach to the connections between education and the economy in an urban context. Topics include urban industrial restructuring and socioeconomic trends, equity in school finance, teacher salaries, public versus private roles in education, linkages between schools and the business sector, the economics of discrimination, and immigration policy issues.
  • EDPE 4058 - Economics of Higher Education
    This course uses theoretical and empirical economic analysis to analyze the behavior of higher education students and institutions and to study private and public policy related to post-secondary education. Offered regularly, typically in the fall.
  • EDPE 4097 - International and Comparative Studies in Educational Finance
    Educational finance in international settings. Financing role of international development agencies. International and comparative studies in educational finance. Offered occasionally.
  • EDPE 4155 - Evaluating Educational Privatization and School Choice
    Educational privatization and school choice raise fundamental questions about the purposes of education, the nature of community, and the boundaries of the market. Through close reading of court decisions and legislative acts as well as works in economics, sociology, history, political science, pedagogy, and investigative journalism, students in this course address these questions. Requirements include four essays and one research paper. Offered regularly, typically in the spring.
  • EDPE 4500 - Research, Writing and Professional Seminar in Economics of Education
    This seminar is intended to develop students’ research and writing skills as applied to an in-depth independent project in the Economics of Education, to develop professional skills, and to promote a supportive scholarly and professional community among Econ & Ed students. The course will examine the stages of research development and provide structured guidance to students as they develop an independent project and prepare for their careers after graduation. Since the course will be run as a seminar, students are expected to contribute to class discussions as well as to provide critical and thoughtful feedback on their classmates’ work in progress. Priority will be given to master’s students in Economics & Education, but the course is open to EPSA students as well.
  • EDPE 4900 - Research Independent Study: Economics & Education
  • EDPE 5430 - Internship in Economics and Education
    Permission of advisor required. Supervised training in diverse settings designed to gain work experience and/or research skills related to economics of education.
  • EDPE 5550 - Workshop in Economics and Education
    For doctoral students and others with research projects or potential research projects in the field. Participation required for doctoral students writing their dissertation. Students who are beginning to think about their dissertation topic or working on proposals are also encouraged to participate. Faculty members may also be invited from within or outside the department to present their work.
  • EDPE 6000 - Advanced Analysis in Economics of Education
    The course focuses on the evaluation of state-of-the art research papers in the economics of education. The purpose is to provide critical readings and reviews of articles and papers across many different methods.
  • EDPE 6022 - No Title Found in Banner
    This course is essentially one in applied econometrics, but is well suited to anyone in policy, sociology, political science, etc. looking to do empirical research about the causal effects of some X on some Y. The goal of this class is for students to learn a set of statistical tools and research designs that are useful in conducting good empirical research on public policy topics. The course will emphasize the importance of research design (relative to statistical technique) for the identification of causal effects, as well as the limitations in the applicability of many commonly used techniques. The pedagogical philosophy behind the class is guided by the maxim “show, don't tell." While we will learn the statistical properties of a variety of common estimators using some black/white-board math, the formal requirements of the class will consist primarily of problem sets requiring students to analyze real data and replicate results from published papers in the hope that doing applied work will help you to learn the theory behind it. Learning Objectives Students who successfully complete this course will: • Be familiar with the most common econometric research designs, and have a firm grasp on the conditions under which each can produce valid causal inferences. • Have a grounded understanding of the theoretical properties of common econometric estimators. • Understand how to critique the empirical methodologies of papers that use the most popular research designs.
  • EDPE 6023 - Advanced Causal Methods: Use and Interpretation
    This doctoral course covers the design, implementation, and interpretation of econometric methods used for evaluating causal relationships in education research, reading and discussing applied methodological texts as well as journal articles using advanced causal methods. The course covers randomized experiments, natural experiments, differences-in-differences, instrumental variables, regression discontinuity, and propensity score matching.
  • EDPE 6025 - Conducting Field Experiments: Design and Implementation
    The purpose of this course is to introduce students familiar with causal methods to the design and implementation of field experiments in economics and education. In the first part of the course, students will study experimental design. In the second part of the course, students will focus on the practical aspects of running an experiment. The course assignments will lead up to a completed proposal outlining the theory, design, and implementation of a field experiment. In addition, students will complete an IRB application for human-subjects approval and present their proposals.
  • EDPE 6050 - Education and Economic Development: Advanced Topics
    This course provides an advanced discussion of the links between education and economic development, including both theoretical frameworks and a review of frontier empirical research, with a focus on how such studies are conceived and executed. Offered occasionally.
  • EDPE 6052 - Labor Economics
    This course covers important concepts in labor economics, with a focus on how those concepts can be applied and tested in practice. The course will provide an overview of labor market topics such as the returns to education and training, non-monetary forms of compensation, models of labor migration, and models of imperfect or asymmetric information about skills. For each topic, we will examine influential papers and the empirical methods they use. The course is intended for doctoral students and will count towards the Labor Economics requirement for the Economics of Education Ph.D. program. Typically offered every other year in the spring.
  • EDPE 6151 - Advanced Microeconomics with Applications to Education
    A doctoral-level survey of microeconomic theory with applications of relevance to the economics of education. Includes the theory of the firm and its implications regarding factor demands, educational production functions, and the demand for education. Consumer theory and the theory of labor supply, human capital externalities, inter-temporal decision-making, public finance and local public goods will also be covered. Offered annually in the fall.
  • EDPE 6590 - Doctoral Research Seminar on Economics of Education
    Through presentation and discussion of their research studies, students learn research skills and improve their understanding of various issues in the research process from the initial stage to dissemination.
  • EDPE 6900 - Studies in economics and education
    In each of the areas within the department, advanced students may register for intensive individual study of some aspect of their specialization. Registration is only by permission of the instructor under whose guidance the work will be undertaken. Times for individual conferences will be arranged. Enrollment may be for 1 or more points each term, and registration is not limited to one or two terms.
  • EDPE 7500 - Dissertation seminar in economics and education
    Faculty. Permission required. Proposal writing. Required of doctoral students in the semester following successful completion of certification examinations.
  • EDPE 8900 - Dissertation Advisement in Economics and Education
    Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./ Ph.D. degrees.
  • EDPP 4040 - American Politics and Education
    Introduction to the basic analytical categories of political science as they apply to the politics of education, including the influence of federal, state, and local governments in school policy-making, decentralization, school finance, and desegregation.
  • EDPP 4042 - Comparative Politics and Education
    The politics of education in settings outside the U.S. topics, including the role of education in political development, political socialization, and student politics.
  • EDPP 5041 - Politics of Centralization and Decentralization
    Analyzes the political underpinnings and consequences of centralization versus decentralization at various levels of governance with special but not exclusive attention to educational decision-making.
  • EDPP 5042 - Urban Politics and Education
    Politics in the nation's largest cities with a particular focus on educational politics and policy.
  • EDPP 5045 - Race, Ethnicity, and U.S. Educational Policy
    Examination of the impact of race and ethnicity on the formation and implementation of policies such as desegregation, affirmative action, bilingual education, and choice.
  • EDPP 5640 - Colloquium on the Politics of Education
    Continuous participation required of doctoral students until their dissertation proposals are accepted. A critical review of important works in politics and education, discussions with invited guests, presentations of work in progress.
  • EDPP 5642 - Colloquium in Political Economy and Education
    Political and economic perspectives on contemporary problems of public policy and education.
  • EDPP 6540 - Seminar in Politics of Education
    Selected topics in the politics of education.
  • EDPP 6900 - Research and Independent Study in Politics and Education
    Permission required.
  • EDPP 6940 - Studies in Politics and Education
    Permission required. Independent study.
  • EDPP 7503 - Dissertation seminar
    Permission required. Development of doctoral dissertation proposals.
  • EDPP 8900 - Dissertation Advisement in Politics and Education
    Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.
  • EDPS 4000 - Education and public policy
    Examination of the federal role in K-12 education policy over the course of the 20th century and its impact on states and districts.
  • EDPS 4021 - Sociology of education
    A broad analysis of education using basic sociological concepts, including schools as organizations, socialization, stratification, and ethnic relations.
  • EDPS 4022 - Sociology of urban education
    This course encourages students to think critically about the social, economic and political context of urban education. Topics include housing policies, gentrification, racial and socio-economic segregation, school closures, privatization and school choice
  • EDPS 4024 - Social stratification and education
    An examination of the link between education and social inequality in Western societies, questioning whether schools are a mechanism of social mobility, enabling poor and disadvantaged children to get ahead in life, or whether schools perpetuate the hardships faced by poor and minority populations. Topics include the importance of quantity and quality of schooling for adult success; the ways in which race/ethnicity, sex, and social class background structure students educational experiences; the role of tracking and ability grouping within schools; and the link between schooling and the economy.
  • EDPS 4027 - Sociology of classrooms
    An examination of sociological research on the structure and operation of classrooms. Particular attention to the processes of stratification, socialization, legitimation, and social organization.
  • EDPS 4028 - Sociology of the life course
    Sociologists define the life course of individuals by when, and in what order, people assume key social roles, such as becoming an adult or moving from the workforce to retirement. This course looks at the sociology of the life course. Focusing on how historical and societal factors combine with the personal characteristics of individuals to produce unique life course patterns.
  • EDPS 4029 - Sociology of schools
    An examination of sociological research on the structure and operation of schools. Particular attention to the processes of socialization, stratification, and legitimation as well as social organization and the sociology of school curriculum.
  • EDPS 4030 - Sociology of organizations
    Introduction to concepts, theories, and research in the sociology of organizations and the related interdisciplinary field of organization studies, as they apply to schools and other organizational settings in education. Topics covered will include internal organizational dynamics, organizations and their environments, organizations as contexts for human identity and agency, and organizational learning and improvement.
  • EDPS 4032 - Gender, difference and curriculum
    A study of the extent and causes of gender inequality in society and the ways in which schools work both to reduce and exacerbate inequality.
  • EDPS 4034 - Organizing Schools for Diversity
    This course provides a basic introduction to the sociology of organizations and then places organization theory in conversation with the sociological literature on race, diversity, and equity to address the question of how schools can be organized to be humane, effective, equitable, and just contexts for adults (teachers, administrators, etc.) and students who are diverse, and often marginalized, along characteristics such as race/ethnicity, social class, gender identity and sexual orientation, culture and religion, language, indigenous or immigration status, residential mobility and homelessness, and dis/ability.
  • EDPS 4199 - No Title Found in Banner
    This course is a graduate level seminar designed to provide students with a broad overview of the most important arguments, debates and solutions to the incorporation of African Americans into higher education in the United States. African Americans have been engaged in a struggle for equal rights in terms of education for centuries and it can be argued that struggle continues despite initiatives and public policies aimed at “leveling the playing field.” The focus of this course will primarily be on the years 1960-2020, with a specific look at affirmative action and diversity initiatives of the early twenty first century. Core readings will be from the sociology of race, judicial opinions and amicus briefs, and sociology of education.
  • EDPS 4620 - Introductory colloquium in sociology of education
    Permission required. Intensive readings and discussions of basic literature in sociology of education, with attention to common issues and research strategies.
  • EDPS 4903 - Research and independent study
    Permission required.
  • EDPS 5005 - Sociology of teaching and leadership in education
    This course covers four broad topics of interest to sociologists of education, as well as to other education practitioners, researchers, and policy makers: (1) how the occupations of teaching and leadership are socially organized within schools and school systems; (2) how the work of teaching and leadership in schools and school systems is affected by, and in turn affects, social forces in the larger social environment; (3) the social dynamics of diversity in teaching and leadership; and (4) the impact of teachers and leaders on school outcomes. The course will explore how the knowledge base about the sociology of teaching and leadership has evolved – how the research questions have changed over time, what the body of theory and empirical evidence looks like, including the methods used to study teaching and leadership, and what the cutting-edge knowledge frontiers are.
  • EDPS 5020 - Survey research methods
    Relationship between research problem and study design, choice of population, sampling methods, instrument construction, interviewing, data processing, and analysis.
  • EDPS 5022 - Sociology of education systems
    Analysis of local and national education systems through application of sociological perspectives and organization theory, with special attention to problems of equity, effectiveness, and the embeddedness of education systems in their larger contexts.
  • EDPS 5050 - Ideology, Racial Politics, and Public Policy: Sociology of Knowledge
    The sociology of knowledge analyzes the process by which "reality" becomes constructed within a social context. With a focus on education and social welfare policies, this class will explore the "reality" of public policies with real material consequences and how this reality has been constructed around a set of assumptions defining the "problems" that need to be solved. This course helps students step back from a focus on "implementing" educational reform and examine instead how such a reform movement became the focus.
  • EDPS 5053 - Race, Gender and Education
    This course examines how racial discrimination in American education intersects with gender norms and stereotypes in ways that shape everyday school life, particularly how educational policies at the school, district, and federal level either perpetuate or transform these dynamic intersections. After exploring personal histories of race, gender, and schooling through memoir, the course begins with a theoretical and conceptual overview of race, gender, and sex, and the history of race and patriarchy in the U.S. context. Popular culture and discourse, as well as key issues and debates in the field are taken up thereafter, with a focus on race and gender equality/access in urban school settings, and gender dynamics in relation to racial bias, class privilege, and sexuality (e.g., LGBTQIA issues). The goal of the course is to reconsider what constitutes effective schooling for all students across social and cultural contexts.
  • EDPS 5057 - Qualitative methods for education policy and social research
    This course is designed to assist students in conceptualizing and designing research projects – for Master’s Theses or Doctoral Dissertations – that examine, interrogate and evaluate public policies in the fields of education and social welfare through methodological approaches we commonly think of as qualitative. The curriculum emphasizes the benefits and limitations of qualitative methods for studying particular policy issues and programs with the goal of defining when a qualitative approach is most helpful. We will explore qualitative case studies as a research design as well as several different data collection methods employed by qualitative researchers, including interviews, observations, ethnography, and document analysis. The class also addresses what sort of research questions can best be answered through qualitative data collection, and how qualitative researchers can frame their inquiry in a manner that speaks to public policy debates and issues. Furthermore, the course will require students to appreciate the significance and meaning of a more contextual approach to education policy analysis. This course, therefore, fulfills the qualitative research methods requirement for the Sociology and Education Program and other programs across the EPSA Department.
  • EDPS 5503 - Classical Social Theory
    This class is an introduction to classical sociological theory. The epistemological foundations of sociological inquiry as well as its core concepts and methods will be examined. Problems and concepts to be covered will include alienation, class, legitimation, power, anomie, exploitation, culture, ideology, development, and individuation. The texts to be examined will be mainly from the three ‘founders’ of sociology: Karl Marx, Emile Durkheim and Max Weber. In addition, theorists who worked within the classical sociological tradition and who have played a significant role in shaping contemporary social theory will also be studied; such theorists may include: Friedrich Engels, Marcel Mauss, George Simmel, Sigmund Freud, and Norbert Elias.
  • EDPS 5504 - Contemporary Social Theory
    This class will examine how the classical works of Weber, Durkheim and Marx have been augmented and revised by contemporary social thinkers. The readings will cover the American traditions of functionalism, pragmatism, and behaviorism as well as competing traditions such as neo-Marxism, structuralism, and discourse analysis. The readings will also address substantive issues such as globalization, digitization, consumerism, suburbanization, identity politics, racial formation theory and social control. The class will give students a broad overview of contemporary social theory as well as an understanding of how theory has addressed current social problems.
  • EDPS 5620 - Advanced colloquium in sociology of education
    This course is designed to enhance student knowledge of social theory in sociological research. Particular attention is devoted to deductive models of explanation and their use in the construction of theory and its application as a basis for empirical inquiry.
  • EDPS 5646 - Evaluation of educational and social programs
    An introduction to the evaluation of social and educational programs. Topics include evaluation to inform program conceptualization and design; measuring program implementation; impact assessment, including randomized experiments; cost-effectiveness analysis; and the social and political context of program evaluation.
  • EDPS 6021 - Master's integrative project in sociology and education
    Students wishing to complete a master's integrative project instead of taking the master's exam will design a study, provide a relevant literature review of theory and research, collect and analyze data, and write a comprehensive report of their work.
  • EDPS 6525 - Seminar in sociology of education
    A seminar for doctoral students to further their professional development and to prepare for doctoral research.
  • EDPS 6903 - Research and independent study
    Permission required.
  • EDPS 6920 - Studies in sociology and education
    Studies in sociology and education
  • EDPS 7503 - Dissertation seminar
    Permission required. Required of doctoral students in the semester following successful completion of certification examinations.
  • EDPS 8903 - Dissertation advisement
    Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Registration for Ed.D./Ph.D. degrees.
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