requirements for phd in education

Home > Blog > Academic Degrees > Education Degree News > Considering a PhD in Education? Here’s What You Need to Know

Academic Degrees , Education Degree News

Considering a PhD in Education? Here’s What You Need to Know

Updated: June 19, 2024

Published: December 17, 2018

In this article

For anyone looking to pursue a career in education in academia or research, a Ph.D. in education is the degree to seek. A doctorate degree in education is a terminal degree in the field, which means it is the highest level degree you can get. So the natural next question is, “What can you do with a Ph.D. in education?

Here, we will share Ph.D. in education jobs, as well as answer all your big questions surrounding a doctorate degree in education.

What is a Ph.D. in education?

A doctor of philosophy (Ph.D.) in education is a graduate degree that is well-suited for anyone who wants to focus their career on academics or research. Just like a Ph.D. in education is a terminal degree, so is a Doctor of Education (EdD) degree.

Although it can be confusing when faced with two terminal degrees in the same field, it helps to clarify when we understand what each of their focus is. An EdD in education is more hands-on and practice-oriented, which means that it’s of use to those who want to work in education, for the government, or in a non-profit organization.

A Ph.D. in education is theoretically-focused and more study-based, in comparison. For this reason, it’s best for anyone looking to work in research or academia at the university level.

There are more differences between the two, including:

• A Ph.D. in education takes four years to complete, while an EdD takes two.
• A Ph.D. requires doing a dissertation, while an EdD doesn’t.
• A Ph.D. focuses on developing new research. EdD students, on the other hand, use existing research to guide decisions about issues within their area of study.
• A Ph.D. requires taking 90 credits, whereas an EdD requires 60.

Why Earn a Ph.D. in Education?

There are many reasons why a Ph.D. in education is valuable and worthy of your effort. Here’s why:

1. It’s one of the most highly respected credentials in education, and as mentioned, it is a terminal degree (which means its the highest level that you can achieve in this field).

2. You’ll use research-based methods to solve problems and identify gaps in your specialization of choice.

Plus, you will have the expertise and credentials to publish in professional journals and/or present your findings at conferences around the world.

3. You’ll be advancing in an area of education in which you’re passionate.

Are you fascinated by childhood development? Or do you have a passion for classroom management? If you have a desire to advance a particular field in education, a Ph.D. is an excellent way to do so.

4. You’ll earn respect in your field and gain personal satisfaction.

Since a Ph.D. in education requires doing a dissertation, that alone is not an easy feat! Accomplishing it will surely give you a rewarding feeling. Plus, being called Doctor isn’t so bad either. Just like any degree, a Ph.D. in education involves a certain skill set . Some learned along the way, and some you may have naturally. These are some skills involved in a Ph.D. in education:

Technical skills:

Analysis and problem-solving, project management and organization, research and information management, and written and oral communication are all important in such a research-based degree.

Soft skills:

Interpersonal and leadership skills, self-management and work habits, concentration, and patience are all important personal skills to have when you’re spending lots of time on one specific topic.

The Doctorate in Education Salaries You Can Expect

Did you know that in America, Ph.D. graduates will earn $1.3 million more than BA holders in their working lifetimes? There are all kinds of career options for Ph.D. education graduates.

Here are some examples of typical careers for Ph.D. in education holders, as well as their average salaries in the US:

• Clinical, Counseling and School Psychologists: $79,820
• Education Teachers, Postsecondary: $80,56 0
• Survey Researchers: $59,870 
• Sociologists: $86,110
• Training and Development Specialists: $62,700

Many PhD in education graduates want to become professors. Here’s what the average annual salaries look like around the globe for professors in the top-paying countries (in their equivalent USD):

Denmark: $109,600

Switzerland: $185,000

UK: $110,000

US: $102,400

Finland: $95,000

Canada: $93,000

Germany:$92,000

France: $82,000

There are other career options as well, such as school administrator, superintendent, curriculum coordinator, and principal.

What are the Requirements?

Considering that a Ph.D. in education is the highest level you can achieve in education, it means that you will already have a bachelor’s under your belt, and in most cases, a master’s degree, as well. In other words, you probably like being a student. There are lots of years of studying that get dedicated to earning a Ph.D. If you plan on doing a doctorate in education, earning a master’s degree in education can be the right first step.

Another important thing to know is that almost all Ph.D. candidates have background experience in research. So if education is your field of interest, getting a Ph.D. will mean coming to the table with previous research experience from your undergraduate (and potentially graduate) degrees.

Every institution may differ on their prerequisites for enrolling in their Ph.D. in education program. Be sure to consult directly with your school of choice to find out what they are.

Where Can I Earn My Ph.D. in Education?

There are many schools that offer Ph.D. in education programs. Just like most subjects, there are going to be online /on-campus options as well as throughout the world. Some are even fully funded.

Online programs

University of the People has a Master’s in Education (M.Ed) degree. This could be a great choice for those of you who may be aiming for a Ph.D. in education but only have a BA. The next step is getting that MA. So, why not choose a tuition-free program ?

Liberty University, Walden University, University of Colorado, and the University of Nebraska are just a few popular universities that offer a Ph.D. in Education. Here’s a look at some of the most affordable online Ph.D. programs.

Studying in Europe

Studying in Europe can be both exciting and low-cost . Germany, Sweden, Norway, and Finland offer free doctorate tuition for university students, regardless of their nationality! France offers low-cost Ph.D. tuition fees. If you want to see some specific schools in these countries, look at this list.

Fully-funded Programs

Fully-funded sounds wonderful, and it is! But, it doesn’t mean there are no costs associated. Fully-funded actually means that your tuition is covered, but you’ll still have to cover costs for textbooks and supplies, living expenses, and other fees.  no cost. That said, it’s still an awesome option. One condition: it has to be on campus. Why? Because you need to pay with your time — by teaching and performing research.

University of Michigan School of Education, Vanderbilt Peabody College, and Steinhardt School at NYU all offer tuition-free on-campus Ph.D. in education programs.

Online vs On-campus

You might be wondering what it’s like to get your Ph.D. online, as compared to on-campus institutions. Like all degrees, there are advantages and disadvantages to earning your degree entirely online. In regards to a Ph.D. in education, you will need to consider a few things.

Online Ph.D. programs are best suited to students who work better solo. They are also great for those who have worked in the field for some time and want to advance in their area of study. And, of course, it’s the best option for those who work and are raising families. On the other hand, you aren’t in the presence of peers and professors that can be a valuable resource in the research-driven program of a Ph.D.

Earning a Ph.D. on-campus has its pros and cons, too.. While they’re generally more expensive than online programs, on-campus Ph.D. programs allow you to communicate face-to-face with your professors, supervisors, and other students.

What You Can Expect to Study in a Ph.D. in Education

Completing a Ph.D. means doing your dissertation, or research thesis. Naturally, it is going to be based on the field of study that you are most interested in. You can specialize in a certain area. Some common specialization options for a Ph.D. in education are:

• Early Childhood Education
• Special Education
• Adult Education
• Teacher Leadership
• Curriculum and Pedagogy
• Educational Psychology

Aside from the research involved in planning and executing your thesis, you will also have professional development activities and coursework relevant to your area of study. They’re designed to help give you the skills needed to succeed in your research and your future career in education.

While the curriculum is going to vary according to your specialization, there are some general core courses that most PhDs in education involve. You will likely take the following: group psychology, leadership, learning models, ethics, education and globalization, and analytics courses as part of your curriculum.

Is a Ph.D. in Education for Me?

If you choose to study for a Ph.D. in education, chances are you’re passionate about teaching and learning, and everything in between. Even if you’re not looking to stand in front of a lecture hall and teach, you may wish to improve upon the field of education as a whole through research and other means. With a Ph.D. in Education, you open the door to that possibility and many more.

How you choose to earn your degree is up to you. Whether you conclude upon enrolling online or on-campus, prepare yourself for lots of reading, writing, researching, and communicating. Whatever you chose, we’re sure you’ll give it your best shot. Here’s to reaching the top in the field of education!

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone. Read More

• Introduction

Harvard Griffin GSAS strives to provide students with timely, accurate, and clear information. If you need help understanding a specific policy, please contact the office that administers that policy.

• Application for Degree
• Credit for Completed Graduate Work
• Ad Hoc Degree Programs
• Dissertations
• English Language Proficiency
• African and African American Studies
• American Studies
• Anthropology
• Architecture, Landscape Architecture, and Urban Planning
• Molecular and Cellular Biology
• Organismic and Evolutionary Biology
• Biological Sciences in Public Health
• Biostatistics
• Business Administration
• Business Economics
• Byzantine Studies
• Celtic Languages and Literatures
• Chemical Biology
• Chemical Physics
• Chemistry and Chemical Biology
• Comparative Literature
• Division of Medical Sciences
• Earth and Planetary Sciences
• East Asian Languages and Civilizations
• Engineering and Applied Sciences
• Film and Visual Studies
• Germanic Languages and Literatures
• Health Policy
• History of Art and Architecture
• History of Science
• Human Evolutionary Biology
• Inner Asian and Altaic Studies
• Linguistics
• Mathematics
• Middle Eastern Studies
• Near Eastern Languages and Civilizations
• Organizational Behavior
• Political Economy and Government
• Population Health Sciences
• Public Policy
• Quantum Science and Engineering
• Religion, The Study of
• Romance Languages and Literatures
• Slavic Languages and Literatures
• Social Policy
• South Asian Studies
• Systems, Synthetic, and Quantitative Biology
• Secondary Fields
• Year of Graduate Study (G-Year)
• Master's Degrees
• Grade and Examination Requirements
• Conduct and Safety
• Financial Aid
• Non-Resident Students
• Registration
• Residence Halls
• Student Groups

Questions about these requirements? See the contact info at the bottom of the page. 

The PhD in education is awarded by the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS).

Students will work with faculty in the Harvard Graduate School of Education (HGSE) and the Faculty of Arts and Sciences (FAS).

Candidates for the PhD in education will be affiliated with one of three concentrations: Culture, Institutions, and Society (CIS); Education Policy and Program Evaluation (EPPE); or Human Development, Learning, and Teaching (HDLT).

All entering PhD students (G1s) are assigned an academic advisor based on interests and goals discussed in the admissions application. The advisor must be a  current  HGSE faculty member who is a member of the Faculty of the Whole. The relationship between the faculty advisor and student is integral for scholarly progress and professional development. Like any professional relationship, the advisor-student relationship takes time to develop and is unique in nature, matching the styles and needs of both individuals.

Academic Residence

Completion of a minimum of two years of full-time study in residence is required to receive the PhD from Harvard Griffin GSAS. The academic residence requirement can be reduced by as much as one term (four four-credit courses) if the candidate's department grants academic credit for prior work done at HGSE within three years of starting the PhD (see Credit for Completed Graduate Work ).

Satisfactory Progress

The PhD in education Steering Committee monitors each student’s progress year by year. The PhD in education degree is governed by a series of benchmarks that define what is considered evidence that the student is making “satisfactory, adequate and timely progress.” During the period between admission and submission of the dissertation, the PhD Steering Committee conducts annual reviews to ensure each candidate is meeting relevant benchmarks and academic milestones.

Program of Study

The first two years.

PhD in education students must complete a minimum of 64 credits/16 courses toward the degree, along with other academic and research-related requirements including:

• PhD Proseminar in Education (year one fall; one course)
• Concentration Core Seminar (year one spring; one course)
• Foundational Quantitative Methods Courses (two courses)
• Foundational Qualitative Methods Course (one course)
• Additional Qualitative Methods Course (one course)
• Concentration Electives (three courses)
• General Electives (five courses)
• Research apprenticeship (each year)
• Reading Time (written comprehensive exam preparation; year two spring, one course)
• Written Comprehensive Examination (year two spring)
• Research Colloquia (years one and two; one course per year)
• Any outstanding coursework
• Oral Comprehensive Examination
• Research apprenticeship
• Teaching Fellow appointment(s) (four “slots” required at HGSE, typically fulfilled in years three and four)
• Research Colloquium presentation (year three, four, five, or six)

Years Four-Six

• Dissertation Proposal (to be completed by the end of year four)
• Dissertation Committee Meeting (year four or five)
• Dissertation and Dissertation Defense (year four, five, or six)

Master of Arts (AM)

Candidates for the PhD in education degree may apply 8 courses/32 credits of their doctoral program toward an AM in passing from Harvard Griffin GSAS. PhD in education students may apply for a master’s only after they have completed at least 16 courses (64 credits) since enrolling in the PhD program.

Students who wish to receive the AM in passing must file with the Harvard Griffin GSAS Registrar’s Office. While the department does not admit candidates for a terminal AM degree, students who have met all the course requirements may petition to be awarded the AM in education. Students must have a B+ average to receive a master’s-in-passing.

To enhance students’ teaching skills and to promote consolidation of their own learning, all PhD in education students are required to complete four Teaching Fellowship (TF) “slots” at HGSE over the course of their time in the program. Most students will fulfill this requirement in their third year or fourth year, though students must fulfill the requirement before receiving Harvard Griffin GSAS dissertation completion funding .  

Please note that this requirement is applicable to all PhD in education students—regardless of amount/level of teaching experience—and MUST be met with HGSE courses. TF slots from the FAS, Harvard Griffin GSAS, and/or other Harvard schools do not count toward this requirement, though are certainly encouraged in terms of professional development.

TF “slots” at HGSE represent one and a half days per week (on average) of salaried academic work over the course of a term, or the equivalent amount of time when spread over a longer period (e.g., yearlong) or condensed into a shorter more intensive period (e.g., January term). A TF “slot” can be fulfilled in the following ways:

• A single course “slot” for a traditional term-long class (equates to one “slot”)
• A single course “slot” spread across a year-long class (equates to one “slot”)
• A double “slot” for a course with a particularly heavy TF workload (equates to two “slots”)
• A January term or August term “slot” (equates to one “slot”)

Other Requirements

Research colloquia.

The HGSE Research Colloquia Series brings together faculty and doctoral students in a community of learning to foster disciplinary and interdisciplinary dialogue. These meetings include presentations by Harvard faculty, faculty and researchers from outside of Harvard, and other Harvard doctoral students. They meet weekly at the same day and time. Each colloquium addresses topics salient to its participants and includes presentations of work-in-progress in addition to completed work in topic areas in education, such as leadership in education, global contexts in education, early childhood education, education access and equity, civic learning and engagement, or teaching and instructional effectiveness. 

First- and second-year PhD in education students are required to register (and earn two credits per year) for the colloquium related to their academic concentration. Participation is strongly encouraged in later years as well. PhD in education students are required to present their work in the colloquium once during their program, typically between their third year and graduation.

Research Apprenticeship

All PhD in education students are expected to engage in research starting in their first year and continuing throughout their doctoral studies. The research apprenticeship provides students an opportunity to develop their research skills, and may take several forms, including:

• independent research work under the guidance of a faculty member, either as a paid research assistant (RA) or for independent study credit
• research work with a faculty member (and often other doctoral students) as part of a research project
• active participation in a research group or lab, often led by the primary academic advisor or by a small group of collaborating faculty.

Students are strongly encouraged, as part of their research apprenticeship work, to collaborate with faculty and other doctoral students in order to jointly author scholarly papers.

Grade Requirements

Students must maintain a cumulative grade average of B+ or better in each year of graduate work. At no time may a student register for a term if they have more than one Incomplete. Where the primary field requires that all courses be passed at or above a certain grade, or that the student’s average grade be higher than B+, the student will be required to meet that requirement for courses in the field.

No more than one Incomplete may be carried forward at any time by a PhD student in education. The work of the incomplete course must be made up before the end of the term following that in which the course was taken. In applying for an Incomplete, students must have signed permission from the instructor and, in some cases, the director of graduate studies, or the course in question may not count toward the program requirements. If students do not complete work by the deadline, the course will not count toward the program requirements unless there are documented extenuating circumstances.

Comprehensive Examinations

All PhD in education students take the Written Comprehensive Exam at the end of their second year.  In their third year, students take the Oral Comprehensive Exam with their faculty advisor and committee members. Once the student has passed the oral exam, they are approved to move forward to the dissertation proposal stage.

Dissertation Proposal

The Dissertation Proposal (DP) is a document generated prior to the dissertation to introduce and summarize a student’s research goals and proposed methods of investigation. It is a blueprint for the research to follow. The purpose of the dissertation proposal is to articulate for committee readers that there is a research question worth pursuing and that the study is well designed to address it. Every DP includes a literature review leading to an explicit research question and a detailed plan for investigating the question through original research. The DP should convince readers that the study is both likely to enrich the field in general and feasible in nature. As noted above, all PhD students are required to obtain DP approval by the end of their fourth year.

Dissertation Committee Meeting

The Dissertation Committee must hold at least one meeting (the Dissertation Committee Meeting, or DCM) to discuss and support the student’s progression toward completing the dissertation proposal as well as the dissertation. Each student should determine, in consultation with their advisor, when holding the DCM would be the most useful for advancing the dissertation work. For some students, the DCM will occur early in the dissertation process and involve discussion and/or approval of the DP. For other students, the DP can be approved by committee members without holding a committee meeting, allowing the DCM to be held after data collection has commenced (e.g., in order to talk about progress and potential challenges in the dissertation study). Regardless of timing, all DCMs should include the following elements:

• provide faculty readers the opportunity to question and offer suggestions about the dissertation proposal, data collection, analysis, and writing plans
• anticipate and/or discuss emergent issues in the early progress of the proposed work
• establish a framework and timetable for reading and submitting dissertation drafts to faculty readers.

At the DCM, members of the Dissertation Committee should come to an understanding about the future progress of the dissertation, resolve any emergent issues, and agree upon what will be included in the final dissertation in order for it to be considered complete.

Dissertation

The dissertation is the cornerstone of a PhD, presenting the student’s independent research and supporting their candidacy for earning the doctoral degree. For purposes of this program, a dissertation is a scholarly inquiry into some aspect of education based on original empirical research; it addresses a particular question and contributes significantly to knowledge and/or concepts in the field of education.

Dissertation Defense

The Dissertation Defense is, in many ways, a doctoral student’s crowning academic achievement––the presentation and defense of one’s own ideas and scholarship in a public forum. The Dissertation Defense promotes intellectual discourse and emphasizes the importance of disseminating educational research with the goal of having an impact on practice and/or policy. The Dissertation Defense is 75 to 90 minutes—beginning with a 20- to 30‐minute presentation by the student, followed by a 45‐minute Q & A session led by the Dissertation Committee. At the conclusion of these public aspects of the Dissertation Defense, the student’s Dissertation Committee will deliberate and vote in private before having the student return and learn the rating, along with suggestions for steps to finalize the dissertation. The Dissertation Committee must submit original signatures on the PhD in education dissertation cover sheet and the dissertation and defense rating sheet. In the event a committee member is participating remotely, please consult with the Doctoral Programs Office on how best to obtain all original signatures.

Contact Info

Education Website Harvard Graduate School of Education 13 Appian Way Cambridge, MA 02138

[email protected]

617-495-3414

Explore Events

Doctoral Programs

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

•   Elementary Education
•   History/Social Science Education
•   Learning Sciences and Technology Design
•   Literacy, Language, and English Education
•   Mathematics Education
•   Science, Engineering and Technology Education
•   Race, Inequality, and Language in Education
•   Teacher Education

Developmental and Psychological Sciences (DAPS)

•   Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

•   Anthropology of Education
•   Economics of Education
•   Education Data Science
•   ‌Educational Linguistics
•   Educational Policy
•   Higher Education
•   History of Education
•   International Comparative Education
•   Organizational Studies
•   Philosophy of Education
•   Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

•   Concentration in Education and Jewish Studies
•   PhD Minor in Education
•   Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
•   Certificate Program in Partnership Research in Education
•   Public Scholarship Collaborative

Connect and visit page

For more information about GSE admissions and to see upcoming events and appointments.

Office of Academic Affairs page

To learn more about the Office of Academic Affairs.

• Stanford Home
• Maps & Directions
• Search Stanford
• Emergency Info
• Terms of Use
• Non-Discrimination
• Accessibility

© Stanford University , Stanford , California 94305 .

How to Apply

Application timeline.

Applications are now open. Select your degree below to find out exactly what is needed to apply.

Application Deadlines

• Residency Fieldwork Model | November 1, 2024 
• Internship Fieldwork Model Priority Deadline | November 1, 2024 
• Internship Fieldwork Model Regular Deadline | January 5, 2025
• Ph.D. | December 1, 2024
• Ed.L.D. | December 15, 2024
• Ed.M. (including TTL Teaching and Leading Non-Licensure Strand) & C.A.S. | January 5, 2025

Decision Notification

• TTL Teaching Licensure Strand (All Residency Fieldwork and Priority Internship Fieldwork Model Applicants) | Mid December 2024
• Ph.D. | Late February 2025
• Ed.L.D., Ed.M., & C.A.S. | Early March 2025

Your Enrollment Response

• TTL Teaching Licensure Strand | Early 2025  
• Ph.D., Ed.L.D., Ed.M., & C.A.S. | April 15, 2025

Program Begins

• All Ed.M. Students | Early June 2025 | (online Foundations course How People Learn commences)  
• TTL Licesnure Strand | Early June 2025  | (remote coursework in June; on-campus coursework and fieldwork commence in July) 
• Online Ed.M. Students | Late July/Early August 2025  | (On-Campus Institute)
• Residential Ed.M. Students | Early August 2025  | (on-campus coursework commences)  
• Doctoral Students | Late August 2025  | (on-campus coursework commences) 

Application and Requirements

Ed.m. and ed.l.d..

Application requirements for Doctor of Education Leadership (Ed.L.D.) and all Master’s in Education (Ed.M.) programs.

Ph.D. in Education

Ph.D. application requirements can be found on the Griffin Graduate School of Arts and Sciences website.

C.A.S. and Non-degree Study

Application requirements for the Certification in Advanced Study (C.A.S.) and non-degree study.

More about the Admissions Process

As you prepare to apply, please be sure to familiarize yourself with the admissions process for your desired program.

Non-discrimination Policy

Harvard University's policy is to make decisions concerning applicants, students, faculty, and staff on the basis of the individual's qualifications to contribute to Harvard's educational objectives and institutional needs. The principle of not discriminating against individuals based on characteristics such as race, color, national or ethnic origin, age, religion, gender, gender identity, sexual orientation, political beliefs, veteran status, or disability unrelated to job or course of study requirements is consistent with the purposes of a university and with the law. 

Civic Engagement

The Harvard Graduate School of Education strives to prepare leaders in education and to generate knowledge to improve student opportunity, achievement, and success. Civic leadership and learning are important components in achieving this. Those who engage responsibly in exercising their rights and freedoms will not have their chances of admission compromised, nor will admissions offers be revoked, regardless of whether they face disciplinary action by their schools or districts as a result of peaceful protest. 

Application Review Process 

While our admissions process is highly selective, it is also personalized, comprehensive, and fair. There is no single formula or criterion for admission. HGSE looks for students with a passion for education, diverse life and work experiences, and a deep commitment to making an impact in the world — as educators, researchers, policymakers, and service-minded leaders of character and integrity. 

FERPA (Family Educational Rights and Privacy Act) 

The Family Educational Rights and Privacy Act of 1974 (Buckley Amendment) allows you to access your education records if you are admitted and decide to enroll at the Harvard Graduate School of Education. If you enroll at HGSE, your educational records would generally include information like your enrollment status, grades, and your admissions records. More information about FERPA can be found on the U.S. Department of Education website . 

School of Education

Educators are liberators because knowledge is transformative.

Ph.D. Admissions

Ph.d. admissions criteria.

The following information is specific to our Ph.D. degree programs in education. Requirements for admission include:

Bachelor's Degree

4-year equivalent from an accredited institution

Cumulative undergraduate and/or master's degree

Invested interest in conducting research that aligns with the SOE faculty

Doctoral Application

Use these reference tools to help you apply to doctoral programs in the School of Education

• Online Application
• Additional Application Instructions

Connect with Our Faculty

Starting a doctoral program is a long term commitment. During the five-year program, students are trained to be a skilled researcher utilizing a rigorous curriculum and one-on-one faculty mentors. To ensure our program is a good fit for both the student and faculty, we strongly encourage applicants to review the faculty profiles within the area group of choice and reach out to those who research interests overlap with their own. An introductory email would include:

• Name and program of interest
• Term you plan to apply
• Highlight 1-2 publications you found interesting from their profile and why
• How faculty research overlaps with your own
• Request a 10-15 minute meeting on the phone/Zoom

Application Materials

All application materials must be submitted by the posted deadlines to ensure adequate timing of admission decisions. It is the applicant's responsibility to ensure all application materials are received by the posted deadline or the application will be closed as incomplete. Make sure to check the status of application materials. Note: no refunds will be issued for incomplete or withdrawn applications.

All applicants:

Upload an unofficial transcript for every college and university attended in the application prior to submitting/paying the application fee. All colleges and universities attended should be reported even if coursework was transferred to another college or university. Make sure your name and the institution name are visible on the unofficial transcript.

International applicants:

An unofficial transcript and certificate of degree/diploma in both the original language and English from the home institution are required. Make sure the university seal is visible on the documents. If the home institution does not provide English translations, a notarized copy may be submitted. Read more about international academic records here .

If offered admission/accept the offer, an official e-transcript or paper transcript will be required prior to registration.

Acquire three letters of recommendation from academic and professional sources. At least one letter should be requested from instructors who are in a position to analyze your academic ability and potential for success in a rigorous graduate program. All letters of recommendation must be in English. If you have been enrolled in a previous graduate program, it is recommended that one letter be from your research or program advisor in that graduate program. Letters of recommendation cannot be released to the applicant and cannot be forwarded elsewhere.

The Statement of Purpose is your opportunity to discuss your intent for pursuing the graduate program and how it aligns with your career objectives. While not required, it is highly recommended that you connect with the SOE faculty member whose research interests align with yours prior to submitting an application. The Statement of Purpose essay should then list the faculty member(s) you wish to work with highlighting the specific research you are interested in.

The Personal History Statement is about your background, culture, economic and social experiences, and how those elements have led you to pursue a graduate degree.

Each essay is approximately 1-2 pages double-spaced in a Word/PDF document.

The writing sample should be a research or final class paper submitted for a previous course on any topic, and should not exceed 30 pages. It is preferred that you be the sole author of the paper.

Submit a copy of your most recent CV/resume highlighting academic and professional accomplishments, publications and other noteworthy achievements.

Request TOEFL or IELTS scores electronically from the testing center to be sent to UCR. UC Riverside code: R4839 TOEFL or IELTS scores must be submitted by students whose native language is not English and who do not have a bachelor's or postgraduate degree from an institution where English is the exclusive language of instruction for the institution. The scores cannot be more than two years old from the date of matriculation (example: August 2023 for Fall 2025 admission). We do not accept Duolingo English tests. For more information about English test scores, click here.

TOEFL - minimum required scores: Internet-Based Test (iBT) - 80 Paper-Based Test (PBT) - 550 Computer-Based Test (CBT) - 213

IELTS - minimum required scores: Overall score – 7 Individual/sub-scores – 6

Application Deadlines

All application materials must be in by posted deadline including transcripts, letters of recommendation and English test scores (if applicable).

Fall 2025 Admission  

September 15, 2024 PhD application opens

December 1, 2024 PhD fellowship and priority admission consideration deadline School Psychology specialization deadline

June 1, 2025 PhD application closes for all remaining specializations*

*Fellowships subject to availability after December 15th deadline

Quarter Starts September 25, 2025

Have questions?

Contact our Graduate Recruitment Specialist for questions about the application process, admissions criteria or general program items.

Elizabeth Tisdale

Graduate recruitment specialist.

Connect with Pitt Education

PhD Admissions

Congratulations on your interest in joining the PhD program at the Pitt School of Education.

You will soon have the opportunity to work alongside the leading minds in education research.

The University of Pittsburgh is a Research 1 institution, which means that we engage in the highest levels of research activity. Our faculty are working on groundbreaking research that has a transformative effect on education policy, practice, and science.

PhD Admissions Deadlines

The admissions deadline for PhD programs is December 1.

Program Start Date

All PhD programs begin in the fall term.

How to Apply

Students must complete an online application following the instructions below. No GRE exam is required.

PhD Admissions Guidelines

Gre exam not required.

GRE scores are not required. Admission is based on your past educational achievement and accomplishments, and your visions for the future as a scholarly researcher.

Online Application

Applicants must complete the School of Education  online admissions application. Please select the application for the fall term.

There is a non-refundable application fee of $50 (USD) by credit card with the application, unless you apply for and receive a need-based fee waiver.

Your online application will include your:

• Current resume or curriculum vitae
• Goal statement
• Contact information for three academic or professional contacts to later be invited to provide letters of recommendation.
• Academic Transcript

Goal Statement

In the online application, applicants are required to complete a goal statement not to exceed 750 words.

Below is a summary of the writing prompt:

“Please share your reasons for pursuing a degree at the University of Pittsburgh School of Education, focusing on your long-term goals and how your academic program will help you achieve those goals. Include any aspects of your experience, skills, and background which may aid the admission committee in evaluating your fit for the program for which you are applying. If applying for an EdD or PhD program, please also discuss your area(s) of research, academic and/or professional interests and identify 1-3 faculty you’re interested in working with and why.”

You may identify faculty on the degree page for your program of interest. Or you may contact our admissions team for more information at [email protected] .

Equity & Justice Fellowship

The online application includes a field to select for students interested in participating in our Equity and Justice Fellowship program .

In February, the admissions committee will provide applicants with additional information regarding the essay.

Writing Sample

Submission of a professional writing sample in the form of a previously completed term paper, master’s thesis, article, etc. that does not exceed 20 pages in length. The writing sample can be uploaded as part of your online application.

Transcript Submission

In the Academic History section of the online application, please request that official transcripts from all U.S. institutions attended are sent to GRADCAS. If your previous institution is unable to send transcripts electronically, please contact an Admissions & Recruitment Manager at 412-648-2230 or  [email protected].

Application Fee Waiver

Applicants may be eligible for a need-based application fee waiver due to:

• Pell eligibility within the last three years
• Recent participation in federal, state, or local programs that aid students from low-income families
• Qualification for public assistance
• Otherwise demonstrable financial hardship, including emergency expenses or unexpected medical bills

REQUEST NEED-BASED FEE WAIVER

Our admissions staff will review your request, and reach back out to assist you in completing your application. The School of Education reserves the right to request any necessary documentation.

Ready to Apply?

Submit your application online

This website uses cookies to improve visitor experiences. You can configure cookie settings in your web browser.