Education Policy

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. Our graduates embark on policy careers in government agencies, national school reform organizations, non-profit groups dedicated to advocacy, private research institutes, and higher education institutions.

Education Policy Program Open House Webinar

Premiered on Wednesday, October 27, 2021.

Degree Programs

M.A. in Education Policy

Our 33-credit M.A. degree focuses on the preparation of policy analysts, policy advocates, and education researchers. Student become experts in a range of educational policy issues and gain tools for policy analysis.

Ed.M. in Education Policy

The advanced 60-credit Ed.M. is for students who have already acquired an M.A. with at least some coursework with education policy content. Graduate students focus on a policy area relevant to their interests.

Ph.D. in Education Policy

The campus-based Ph.D. degree in Education Policy prepares its graduates to build new knowledge, teach new leaders, and craft new policies. The program may be completed in 75 credits, of which up to 30 credits may be transferred from another graduate institution.

Congratulations Graduates 2021!

Learning Theater Spotlight: The Game of School

For their end-of-semester culminating event, graduate students in the Education Policy Foundations Seminar transformed the Smith Learning theater into a life-sized board game and facilitated an interactive “Game of School" experience for the Teachers College community.

Music: Chooby by Dim Dim

Student & Alumni Profiles

Katharine Parham
Ph.D. candidate; specialization: K-12 education policy.

B.A. with Honors in Political Science from the University of South Carolina

Masters in Public Policy from Georgetown University 

Katharine Parham is a Ph.D. Candidate in Education Policy focused on issues of educational equity. Her research interests span the field of K-12 education, and include school choice and charter schools, special education, and the impacts of accountability policies at local, state, and federal levels.

Originally from South Carolina, Katharine began her career as a special education teacher and later an Assistant Principal at charter schools in New Orleans, LA. She left for Washington, DC in 2015 to pursue a career in the policy arena, hoping to impact critical education issues on a broader scale. While acquiring her Masters in Public Policy, she logged time at both the U.S. Department of Education and the U.S. Senate Education Committee. 

With a background as both a policymaker and practitioner, Katharine has seen the gaps between research, policy, and educational practice firsthand. She hopes to engage in work that closes those gaps and enables more strategic decision-making by those designing policy solutions for our nation’s most vulnerable students.

Education Policy, M.A. 2016

Ph.D and J.D. Candidate at UCLA

Terry Allen is a Ph.D. candidate in Education and first-year J.D. student at the University of California, Los Angeles. He received his B.A. degree in Rhetoric from the University of California, Berkeley, and M.A. degree in Education Policy from Columbia University. Over the past decade, Terry has worked in various research and policy capacities dedicated to reshaping criminal justice systems across the United States. In his current work with the Million Dollar Hoods (MDH) research initiative, Terry has produced several policy reports and begun a new foray into oral history research to document the full impact of mass incarceration on families and neighborhoods. His research is concerned with the structural features of the criminal justice system and the political economy that constrain inequalities, particularly for youth. This interest derives in part from his own intersectional identity: being black, being a man, and being raised in San Francisco's Bayview-Hunters Point.

Menglin (Maria) Guo
Education Policy, M.A. 2015

Senior Fellow on Creativity and Entrepreneurship at the Bok Center for Teaching and Learning, Harvard University, Cambridge, MA.

Maria Guo helps design, develop, and implement seminars and courses for the undergraduate student community. She also collaborates extensively with Bok staff, who focus on pedagogy and course innovation. Previously, she was a Fellow at the Hutchins Center for African & African American Research, Academic Advisor at NYU Shanghai, and Program Assistant at Columbia Law School. She earned her Master's degree in Education Policy and Social Analysis from Columbia University. Maria also founded the Jackson School Mentor Program at the University of Washington, where she received her Bachelor's degree in International Studies. She has previously lived in Beijing, Seattle, New York, and Shanghai with study abroad experience in London and Brussels.



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