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 scohol reform organizations, non-profit groups dedicated to advocacy, private research institutes, and higher education institutions.

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 school-year 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.

Non-degree Programs


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.

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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.

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Student & Alumni Profiles


Emily Neff

Emily Neff graduated with an M.A. degree in Education Policy from Teachers College in May 2016.  She joined the Education Policy Program in 2014. After being accepted to the program, she took advantage of starting earlier, taking courses in summer 2014.  She spread her program of studies over 6 semesters, taking classes in summer, fall, and spring. During the first fall semester, she took four courses but then she slowed down in order to take advantage of a great professional opportunity outside Teachers College. She wanted to gain professional experience as well as build a network that would help her move along her career path.   

Emily, please tell us a little about your education background and professional experience before you arrived at the Education Policy Program at Teachers College?

I attended Allegheny College, a small, liberal arts school in Meadville, Pennsylvania for my undergraduate education. Through my minor in Values, Ethics, and Social Action (VESA), I discovered my passion for education and social justice by participating in service learning course. After I graduated in 2012, I moved to Mississippi to teach first grade at Hazlehurst Elementary through Teach for America. Teaching and building relationships with students and families taught me the importance of perspective, critical reflection, and empathy. My students and their families ignited a strong sense of social responsibility in me to pursue the practice of policy. While I enjoyed being a teacher and a member of the Hazlehurst community, I was interested in digging deeper into the systemic issues that impacted my students and other students across the country. As I navigate the work of policy and advocacy, I continue to think about my former students and their families in Mississippi because they are the reason I want to be in education.

What attracted you to our program?

I applied to both education policy and public policy programs in Pittsburgh, D.C., Philadelphia, and New York City. Ultimately, what made me choose TC was the focus on education policy and social analysis. I remember a current student reaching out to me by email and being very helpful in answering my questions of the courses that were offered. She told me about the School Law Institute course (which ended up being the first class I took at TC) and the choices of specialization. I was excited to connect with peers and professors across disciplines of politics, sociology, and economics about issues facing students, teachers, families and communities.

How did you organize your program of studies? Which specialization did you choose?

Throughout my two years, I took courses that touched on early childhood, K-12, and law. Initially, I had the intention of specializing in Law and Education.  However, as I began to get deeper into my studies I ended up focusing on the K-12 specialization. In my first two semesters, I felt it was important to take Data Analysis I and II to develop my quantitative analysis skills. During my first year, I also took Politics and Public Policy and Craft of Policy Analysis. These courses provided me with a foundation for how to navigate the policy field. Another important aspect of the program is to take the opportunity to engage in meaningful conversations with the people you are surrounded by at TC.  Some of the most formative conversations that challenged the way I thought about certain issues happened over a coffee or beer.

Was the culminating paper or other coursework helpful to your appointment as a Coro Fellow? Did you mention these experiences during the application process?

My culminating project focused on a Pittsburgh school closure and consolidation process that was underway in the 2015-2016 school year. The Wilkinsburg High School announced it would be closing and consolidating with Westinghouse High School in the Pittsburgh community of Homewood. Pittsburgh has a history of school closures that have disproportionately impacted low-income African-American communities. My culminating paper focused on the contributing factors to school closures and consolidations in the Pittsburgh area, how issues of race and class are discussed (or not discussed) in the process, the role of formal evidence in making the decision, and the level of family and community engagement. Coro has a partnership with Wilkinsburg and Homewood so I did speak about my CP in the application process. As part of the group consulting project, I worked with a nonprofit in Homewood and students in Westinghouse (after completing the fellowship, Emily was hired by the Pittsburgh Association for the Education of Young Children as a Public Policy Associate.)

What are the most useful skills you learned while at TC?

My classes, professors, and peers from TC have provided me with the tools to navigate the policy field. I consider the most useful skills I gained through TC courses to be data analysis, policy memo writing, how to identify a problem and offer researched and evidence-based solutions, and how to frame an argument. In my previous work as a Family Support Coordinator in NYC and in my role as a Coro policy fellow, I often looked for a window of opportunity and thought about how to identify a problem and offer solutions. Additionally, two useful skills I learned from my peers are how to ask critical questions with the intention of improving an organization, institution, or policy and how to engage in challenging and thought-provoking conversations. I utilize the skills I gained at TC on a daily basis through memo writing, researching policies, and engaging in critically conscious dialogue.

Matthew Gonzales
Education Policy Program, M.A. 2016

Previous Colleges: B.A. in Urban Education, California State University, Los Angeles, CA 

Special Education Teaching Credential, California State University, Los Angeles 

Matt Gonzales is an educator, an advocate, and a policy analyst. He is founder, and director of the Integration and Innovation Initiative (i3) at the NYU Metro Center, a project designed to support policy development, implementation, and advocacy for school integration. He is co-founder of the NYC Alliance for School Integration and Desegregation (nycASID), and serves as the Policy Coach for the youth-led advocacy group IntegrateNYC. As a member of Mayor de Bill Blasio’s School Diversity Advisory Group, Matt has helped to craft New York City policy on school integration, and was integral in helping draft a common definition for Culturally Responsive and Sustaining Education (CRSE) recently adopted by the DOE.  He has worked closely with state education leaders to design the New York State Integration Project (NYSIP) grant program and has supported districts all across New York in developing integration plans. Nationally, Matt serves on the Policy Working Group and Steering Committee for the National Coalition on School Diversity and is an Advisory Board member for Integrated Schools, a grassroots parent network committed to integrated schools. He is a former special education teacher at Bancroft Middle School in Los Angeles. 

Terry Allen
Education Policy, M.A. 2016

Terry holds a M.A. in Education Policy from Teachers College, Columbia University and a B.A. in Rhetoric from the University of California, Berkeley. He is currently pursuing a Ph.D. in Urban Schooling from the University of California, Los Angeles. 

Originally from San Francisco Bay Area, Terry's research interests include college access, desegregation in K-12 schools, and the role of policy in shaping how schools teach culture and racial identities and connect it to equitable educational opportunities for racial and ethnic minority students.  

Terry is on the founding team, as the Director of People Development, of a nonprofit called Forefront that focuses on innovative, long-term sustainability projects for undeveloped communities. He also serves as an Advance Associate for The White House. Previously, Terry have conducted research with Federal Student Aid, an office of the U.S. Department of Education, on projects focused on how race and gender diversity impact group performance. He also served as a research assistant for the Community College Research Center at Teachers College. 

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