The program in Economics and Education at Teachers College is a dynamic program that has maintained its position of leadership in this rapidly growing field. Economic concepts and analytic methods are increasingly influential in education policy and administration, and graduates who can combine quantitative skills with substantive expertise are in high demand. Our program prepares students to apply the economic approach, as well as its methodological tools, to contemporary education policy issues both domestically and globally.
Fall 2021 OPEN HOUSE
If you would like to view a video copy of the webinar for prospectives students that premiered on November 8, please email Katherine Y. Chung at firstname.lastname@example.org to request your copy.
If you wish to receive more information about the program, please complete your inquiry form here and be sure to select "Policy" as your area of Interest and "Economics and Education" for the program.
Our 33-credit Master of Arts (M.A.) in Economics and Education is designed to equip education professionals and policy-makers with the skills required to interpret and synthesize education-related research, to design and implement effective educational policy, and to assess the consequences of education policy, both domestically and in international settings.
The program can be completed in 1.5 years of study (fall, spring, fall) though students often take four semesters to take full advantage of program offerings and the educational environment of Teachers College.
Our 60-credit Master of Education (Ed.M) program is intended for individuals who already have a graduate degree in a related field, who would like to build upon that foundation with additional training in Economics and Education. Courses in the program provide a serious analytical benchmark for the analysis of financial and economic issues in education, in the United States and other countries.
The program allows a student to specialize in a number of areas including economic growth, immigration, higher education, privatization, and international education, but provides a foundation in economics and educational policy through courses that address these topics.
Our 75-credit Doctor of Philosophy (Ph.D.) program is intended for individuals who want to acquire advanced training in the theory, methods, and practices in the economics of education. It is a highly selective program to prepare individuals for leadership roles in teaching, research, or administrative settings.
Professor Alex Eble as the Host Faculty
Selected Thursdays from 12:00pm-1:50pm
The Columbia Workshop in Economics and Education offers a series of presentations and papers reflecting the state of the art in the field of economics of education. Guests from universities, international organizations, think tanks and other institutions will present their latest research or policy-oriented work in the field of economics of education. Faculty and students affiliated with the economics and education program at Teachers College, Columbia University will also present their own work. Students will receive a series of guidance through writing referee reports, meeting with the speakers, and in-course teaching about research production and presentation.
The Fall 2021 workshop series will be held in-person on campus with on-line option available.
|9/16||Javaeria Quereshi||University of Illinois, Chicago|
|9/30||Rachel Yang Zhou||Teachers College, Columbia University|
|10/14||Carolyn Heinrich||Vanderbilt University|
|10/18||Tatiana Velasco||Teachers College, Columbia University|
|10/28||Sue Dynarski||Harvard University|
|11/4||Manisha Shah||University of California, Los Angeles|
|11/18||Eric Bettinger||Stanford University|
|12/16||Jishnu Das||Georgetown University|
|2/17||Amanda Chuan||Michigan State University|
|2/24||Morgan Williams||Barnard College, Columbia University|
|3/3||Esteban Aucejo||Arizona State University|
|3/10||James Habyarimana||Georgetown University|
|3/24||Abhijeet Singh||Stockholm School of Economics|
|4/7||Felipe Barrera-Osorio||Vanderbilt University|
|5/5||John Singleton||University of Rochester|