Educational Leadership
Educational Leadership Doctor of Philosophy (Ph.D.)
in EC-12 Education Policy Program
Application Guidelines
3.07.2016
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College of Education
Graduate Education and Research
Texas Tech University
Box 41071
Lubbock, TX 79409-1071
(806) 742-1997
Fax (806) 742-2197
www.educ.ttu.edu
Program Overview
The Educational Leadership Doctor of Philosophy (Ph.D.) in EC-12 Education Policy
Program at Texas Tech University has as its focus preparing research interventionists
who use expert analysis to evaluate education programs, study education policy issues,
and influence reform at the political level. Students admitted into this cohort program
learn how to conduct research using both small-scale, targeted (i.e., school district,
state) and large-scale (i.e., regional, national, international) education databases to
derive research-based findings to influence EC-12 education policy improvement and
reform. This program is designed specifically for individuals interested in developing
requisite knowledge and skills to become EC-12 education policy researchers and
pursue careers in universities, regional education research laboratories, education policy
advocacy organizations, educational foundations, etc. The program’s Trademark
Outcome focuses specifically on preparing education policy research interventionists
who can analyze and evaluate education programs, issues, and policies to influence
education policy improvement and reform. Through a three-year sequence of defined
courses concluding with an educational policy research dissertation, program
participants will deepen their abilities in: 1) analyzing and evaluating existing education
programs; 2) examining current education policy issues from multiple perspectives; and
3) designing and conducting rigorous, data-informed education policy research that can
generate analytical findings to influence EC-12 education policy improvement and
reform.
The educational objectives of the Educational Leadership Doctor of Philosophy (Ph.D.)
in EC-12 Education Policy Program at Texas Tech University are as follows: 1) to
prepare and develop students to conduct research in the field of Educational Leadership
and to publish their results; 2) to prepare students to assume leadership roles as
education policy research interventionists in the EC-12 education arena; 3) to train
education policy research interventionists who use expert analysis to evaluate education
programs and influence education reform at the political level; and 4) to prepare and
develop experts in policy analysis.
Educational Leadership Policy Ph.D. cohort students are admitted in the fall to begin
courses in the upcoming spring semester in a closed cohort group (up to 20 highly
qualified educational leaders) and progress through a three-year sequence of distance
delivered courses. Cohort students participate in all course instructional activities,
including interacting regularly with their professors and cohort group colleagues, through
utilizing a variety of online interactive teaching and communication tools (see section
immediately below for details). All courses are designed around the trademark outcome
of preparing education policy research interventionists who can analyze and evaluate
education programs, issues, and policies to influence education policy improvement and
reform. Cohort students begin and complete the program of studies together, engaging
in a common set of courses and participating in regularly scheduled doctoral colloquia
activities and other collaborative learning experiences.
The program centers on a research inquiry-based curriculum that includes 72 hours of
required coursework culminating in an Education Policy Research Dissertation. A
maximum of 12 hours of previous graduate (masters-level) course credit hours earned
from one or more accredited universities may be transferred to the program (based on
program faculty review of student transcripts).
Important Note: Superintendent professional certification preparation course work
is NOT AVAILABLE to students admitted to the TTU Educational Leadership
Doctor of Philosophy (Ph.D.) in EC-12 Education Policy Program. Superintendent
certification preparation is completely integrated into and only available to students
admitted to Texas Tech University’s Educational Leadership Professional Practice
Doctor of Education (Ed.D.) Program (see TTU EDLD Professional Practice Ed.D.
Program Handbook on the TTU College of Education website). Applicants interested in
superintendent certification as part of their advanced academic and professional
preparation should apply for admission to the TTU Educational Leadership Professional
Practice Doctor of Education (Ed.D.) Program.
Program Delivery
The Educational Leadership Doctor of Philosophy (Ph.D.) in EC-12 Education Policy
Program at Texas Tech University is an “online delivery” program designed to serve the
advanced education policy research learning and development needs of EC-12
educational leaders. Cohort students and professors in the Educational Leadership EC12 Education Policy Ph.D. Program interact regularly online within program courses and
research colloquia using a variety of web-based learning technologies and interactive
communication tools (i.e., Blackboard/Blackboard Collaborate, Lync 2013, e-mail, chat,
Skype, and MediaSite; teleconferencing with document manipulation through sites such
as Lync 2013 and Microsoft Shared View; and web-conferencing through sites such as
Go To Meeting, Maestro Conferencing, and Adobe Connect). These multiple interactive
learning experiences are designed to provide cohort students in the program with
enhanced opportunities for collaborative sharing and focused inquiry centered on
exploring creative, research-based methods for analyzing and evaluating education
programs, investigating education issues and policies, and engaging in the design and
conduct of education policy intervention research to influence education policy
improvement and reform. In addition to these web-based interactive learning and
sharing experiences, cohort students participate at a distance via Skype in “Educational
Leadership Doctoral Colloquia” research application events in the fall and spring
semesters in each year of the three-year program.
Program Orientation Colloquium
All students admitted into the Educational Leadership Doctor of Philosophy in EC-12
Education Policy Program are required to participate in a Program Orientation
Colloquium which is scheduled in the month immediately prior to the start of the first
spring semester of the program. Educational Leadership program faculty strongly
encourage students admitted to the Educational Leadership Doctor of Philosophy in EC12 Education Policy Program to come to the Lubbock campus (if feasible) to participate
in this Program Orientation Colloquium. The Program Orientation Colloquium provides
new cohort students with important information regarding operational aspects of the
program of study, and follows successful orientation colloquium practices established by
other online programs, including: 1) meeting and greeting program faculty and cohort
colleagues; 2) learning about the campus and available learning resources, including the
online teaching and learning innovations Texas Tech University is known for (even
though the program is online, it is advantageous to establish a sense of place); 3)
spending quality time getting to know program professors and their areas of research
expertise; and 4) establishing expectations for the upcoming years of program
coursework, the internship, and the dissertation process.
Typical Applicants
Typical applicants to the program include EC-12 education professionals who are
especially interested in analyzing and evaluating education programs and investigating
current education policy issues and challenges in the EC-12 education arena. This
program will be of interest to a variety of leaders working in and/or with EC-12 education
organizations, including but not limited to:
Classroom teachers
Instructional coaches
Curriculum, assessment, and professional development specialists
Counselors
School administrators (central office and campus)
Instructional technology specialists
Regional Education Service Center professionals
EC-12 education consultants
The program may also be of interest to professionals with work experiences in related
fields and agencies (e.g., social work/social services, family support agencies, juvenile
justice) and who have backgrounds in related academic disciplines (e.g., political
science, sociology, public administration).
The program is designed for education-focused leaders who are interested in
investigating EC-12 education programs, issues, and policies through the lens of
education policy research as a means to: 1) derive new research-based
understandings regarding current education policy challenges; and 2) influence
education policy improvement and reform.
Application Requirements
To be considered for admission to the Educational Leadership Doctor of Philosophy
(Ph.D.) in EC-12 Education Policy Program at Texas Tech University, applicants must
apply to both the TTU Graduate School and the TTU College of Education. Detailed
directions can be found on the Graduate Application process page:
http://www.depts.ttu.edu/education/apply-­‐now/graduate.php. Below is a list of all materials all applicants will be required to submit.
Materials to be submitted to the TTU Graduate School:
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ApplyTexas Application: This application can be found at www.applytexas.org.
To apply to the Educational Leadership Ph.D. program, you will need to select
“Education – Edu. Leadership (PhD) (Online inside Texas)” or “Education – Edu.
Leadership (PhD) (Online outside Texas)”.
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Application Fee: The initial application fee is $60. Any changes to a submitted
application (e.g. entry date, desired program) will require a $50 fee per change.
The fee can either be paid with the initial submission of the ApplyTexas
application or later through the Graduate School website.
Transcripts: Send unofficial copies of all transcripts to the Texas Tech Graduate
School at graduate.admissions@ttu.edu. The transcripts must be in PDF format
and no larger than 2 MB. Multiple attachments per email will be accepted. Grade
reports or unofficial transcripts from university web portals will not be accepted.
Please redact the Social Security Number anywhere it appears on your
transcript. If documents are written in a language other than English, a copy of a
complete and official English translation must be provided with the original
language records. Official, mailed transcripts will only be accepted during your
first semester if you are admitted to your desired program.
GRE (Texas Tech University code 6827): The Educational Leadership Doctor
of Philosophy (Ph.D.) in EC-12 Education Policy Program does require GRE
scores, and scores must not be more than 10 years old at the time of application.
For more information or to register go to www.gre.org.
International applicants will be required to submit additional materials. A full list of
required materials is available on the Graduate School website.
Materials to be submitted directly to the TTU College of Education:
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Resume: Applicants should provide the following information in a resume not to
exceed three single-spaced pages (1” margins and 12 point font): educational
background, work and other professional experiences (including the applicant’s
current employer’s name, location, dates worked, the applicant’s job title, and job
responsibilities), and other information that might be relevant (e.g. organizational
affiliations, community service). Successful applicants can pursue the program
as either part-time doctoral students (who also maintain full-time professional
work positions) or full-time doctoral students (who are not employed in full-time
professional work and who elect to concentrate intensively on doctoral study).
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Applicant’s Personal Statement of Interest: Applicants should write a
personal statement of no more than three double spaced pages (1 inch margins
and 12 point font). The statement should address the following: 1) what interest
the applicant has about this particular doctoral program, given the applicant’s
current or prior/recent professional and academic experiences; 2) a current
challenging education policy issue in an EC-12 school or school district setting
that the applicant would have an interest in examining as part of the applicant’s
program of study and/or education policy research dissertation; and 3) how the
applicant envisions the program helping him/her investigate this challenging
education policy issue and, through doing so, achieve his/her professional goals.
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Completed Recommendations (3 in electronic form): The applicant will identify
three recommenders who will each submit an online recommendation form
providing their perspectives regarding the applicant’s suitability for the program.
It is recommended that at least one recommendation be from your current or
recent professional work supervisor. It is strongly recommended that one
recommendation be completed by a former faculty member or academic
professional, or from someone who can address the applicant’s academic
ability to engage in scholarly research. Lastly, one recommendation should
come from a person of the applicant’s choice who can speak to the applicant’s
qualities that will contribute to his/her success in a research-intensive doctoral
program.
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Develop a Written Response to the following EC-12 Education Policy
Prompt: “The superintendent of an urban school district in Texas has just
contacted you expressing her interest in your services as an educational policy
consultant. Because of the district’s large percentages of ESL/ELL and
economically disadvantaged students, elementary and secondary teachers
throughout this urban district are continuing to grapple with multiple instructional
planning and classroom teaching/learning challenges associated with
accommodating the learning support needs of the district’s underserved
students. These challenges are compounded by the fact that the district has also
been scrambling to comply with new state education agency requirements—
stemming from recent, widely publicized new national education standards
calling for the provision of 21st century technology-integrated learning
opportunities to students in elementary and secondary classrooms, such as the
Next Generation Science Standards (NGSS) (National Academy of Sciences,
2012)—to incorporate mobile digital technologies and educationally appropriate
social media into the district’s instructional programs, including teachers’
instructional planning.
So far, the district leadership’s overall responses to these challenges have been
reflexive and haphazard at best. The superintendent has been receiving
mounting pressure from the school board to develop and present a
comprehensive education policy proposal that can address in inclusive ways the
instructional technology-integrated teaching and learning needs of all of the
district’s learners (students, parents, teachers, instructional support staff, and
administrators)—including the needs of underserved student populations and
their families.
The superintendent is requesting that you, as educational policy consultant,
prepare a preliminary “policy development study” prospectus in which you
will outline the research procedures you would employ to assist the district with
its policy development needs. Since the superintendent is intent on being able to
present a comprehensive, data-informed education policy proposal to the school
board, she is especially interested in reading about the kinds of campus- and
district-level disaggregated and longitudinal learning assessment/academic
performance report data mining and analysis procedures, as well as strategies
for obtaining perceptual data from multiple school district stakeholders regarding
current policy issues, that you will include as integral components of your “policy
development study” prospectus.”
To respond to this writing prompt, please prepare a thoughtful and wellconstructed preliminary “policy development study” prospectus brief to comply
with the superintendent’s request. Construct your prospectus brief as an initial
outline draft of data collection/analysis procedures, policy issues review
processes, and policy development strategies that you would include in the
complete “policy development study” prospectus you would develop for this
urban school district superintendent. In your prospectus brief describe the
education policy “issues” you feel would be most important to consider in
formulating a workable education policy (or set of policies) for this school district
situation.
The answer to the above prompt should be not more than 5 pages, doublespaced, 12- point font, with one-inch margins.
Reference: National Academy of Sciences (2012). Next Generation Science Standards:
Executive Summary. Washington, DC: National Academies Press.
http://www.nextgenscience.org/
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Critical Writing Sample: Applicants who have submitted all of the above
required application materials and who are deemed eligible by the Educational
Leadership (EDLD) Program Faculty for consideration for admission to the TTU
Educational Leadership Doctor of Philosophy (Ph.D.) in EC-12 Education Policy
Program will be contacted by the EDLD Program Coordinator and sent a set of
EC-12 policy research articles, which will serve as the prompt material for the
applicant’s critical writing sample. The EC-12 policy research articles prompt
material along with detailed directions and timeline for completing and submitting
the critical writing sample will be provided to eligible applicants during the first
week of October.
Further Requirements and Timelines
To be considered for admission to the Texas Tech University Educational Leadership
Doctor of Philosophy (Ph.D.) in EC-12 Education Policy Program to begin courses in the
spring semester, all required application materials must be received by September 26.
Only one cohort will be admitted annually in late fall of each year to begin courses in the
following spring semester. Incomplete applications will not be reviewed.
Applicants will be notified of cohort admission decisions by
November 15th.
Course Requirements and Program of Study
The Educational Leadership (EDLD) Doctor of Philosophy (Ph.D.) in EC-12 Education
Policy Program consists of 72 hours of coursework beyond a master’s degree from an
accredited university program (this is inclusive of the dissertation research hours). A
maximum of 12 hours of previous graduate (masters-level) course credit hours earned
from one or more accredited universities may be transferred to the program (based on
program faculty review of student transcripts).
The EDLD Policy Ph.D. degree plan requirements below are based on beginning the
program during the spring semester and being continually enrolled for the three-year
sequence of courses. All of the ”core area” courses in this three-year sequence are
required doctoral-level course areas for all EDLD Policy Ph.D. cohort students—course
substitutions or transfers from previous graduate course work are not allowed. Cohort
students will develop their individual degree plans in consultation with program faculty
advisors. NOTE: Failure to register for a semester or summer load of courses or
failure to complete courses on time will result in the student’s removal from the
program and the closed cohort. This is a unique feature of this program and requires
significant commitment on the part of each participant selected for the cohort. Students
in the EDLD Policy Ph.D. cohort program typically complete their entire program of study
(i.e., all course requirements and the dissertation) within four years.
The Educational Leadership Policy Ph.D. degree plan includes the following core area
requirements:
Educational Leadership Policy Ph.D. Degree Plan core areas: I.
II.
Social Science/Foundations Core 15 hours a. Politics of Education (Politics and Policy) 3 b. Economics of Education (Economics and School Finance) 3 c. Organizational Theory and Design 3 d. Sociology of Education (Social/Cultural Context) 3 e. Other (such as: Ethics and Philosophy of Education, Democracy in Education, History of Education and Policy) 3 Policy Core 15 hours a. “Policy Communication”—reading and writing policy and legal documents (briefs, analyses, reports, op/ed articles, etc.), verbal communication (testifying, “lobbying”, etc.), planning/organizing (e.g., Day on the Hill) 3 b-­‐d. Options: Accountability/School Reform, Race and Ethnicity/Equity 3 and Diversity, Teaching and Curriculum, Poverty and Education, Power 3 and Politics, Schools and the Law, Higher Education Policy, Micro-­‐
politics in Schools and Communities, Contemporary Issues in Education 3 Policy III.
e. Policy Internship (Research, Policy) 3 Research Core 18 hours a. Systems of Human Inquiry/Ways of Knowing/Research Design (EDLD) 3 b. Policy Analysis (EDLD) 3 c. Quantitative Methods and Design (EPSY) 3 d. Qualitative Methods and Design (C&I) 3 IV.
e. Advanced Methods and Design (2)—2 advanced (Quant, Qual, or Mixed Methods) or 1 advanced and 1 research practicum (EPSY) 6 Dissertation 12 hours Important Curriculum Sequence Dates to Remember:
Weekend Program Orientation Colloquium for new Educational Leadership Policy
Ph.D. Cohort students (held at the TTU-Lubbock campus on a weekend after
Thanksgiving but prior to December 18). Cohort students can attend this orientation
colloquium in person or participate at a distance via Skype.
The Educational Leadership Doctor of Philosophy (Ph.D.) in EC-12 Education Policy
Program includes three summers of required coursework.
Notification of Cohort Selection
The Office of Graduate Admissions in the TTU Graduate School will send an official
letter of acceptance/rejection to applicants.
Appeal process
The admissions process for the TTU Educational Leadership Doctor of Philosophy
(Ph.D.) in EC-12 Education Policy Program is highly competitive and selective. The
appeal process is to reapply to the program the following year because only a limited
number of applicants will be accepted annually.
Additional Information and Suggestions
Other important issues such as registration, financial assistance, ethics, and appeals
procedures are outlined in the Texas Tech University Graduate Catalog, College of
Education Doctoral Student Handbook, and the Education Student Handbook. These
can be accessed through the TTU College of Education website.
Cohort Program Design Components and
Student Progression Through Doctoral Study
Educational Leadership (EDLD) Curriculum Design Threads
The Educational Leadership (EDLD) Doctor of Philosophy (Ph.D.) in EC-12 Education
Policy Program’s Trademark Outcome (preparing education policy research
interventionists who can analyze and evaluate education programs, issues, and policies
to influence education policy improvement and reform) is operationalized concretely
through a number curriculum design “threads” (e.g., Data-driven Decision Making;
Communication for Change; Results for All Students) which are incorporated into
specific learning components and articulated Assessment and Evaluations for the
sequence of courses in the Educational Leadership (EDLD) Doctor of Philosophy (Ph.D.)
in EC-12 Education Policy Cohort Program. Included in the overall sequence of courses
are End of Phase Assessments for Phases 1, 2 and 3 of the curriculum that correspond
to Years 1, 2, and 3 of the program.
Across the nation, there are calls to reform educational leadership preparation in a
drastic manner, and Texas Tech University is responding by transforming its programs
to meet those demands. A basic part of this transformation is rethinking how
educational leaders are prepared. Reforming leadership training means rethinking the
entire educational process. Many aspects of these reforms are found throughout the
courses—reforms designed to help you become an exceptional education policy
research interventionist:
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You will develop higher-level skills and products. Learning outcomes in all
courses will still include knowledge and reasoning, but these will serve as
prerequisites to higher-level skill and product competencies you will develop.
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You will learn the attributes valued by employers and education research
professionals. (State and national standards, professional literature, a variety of
focus groups, and potential employers were involved in determining the learning
outcomes for these courses.)
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Instruction will be connected to the achievement of EC-12 education
stakeholders and political leaders you will be leading and influencing.
Culminating Experience
Participants in the Educational Leadership Doctor of Philosophy (Ph.D.) in EC-12
Education Policy Program will complete a three-year program of study that culminates in
an Education Policy Research Dissertation. Cohort students will examine multiple
education policy research areas of investigation existing in the current EC-12 education
policy arena as they progress iteratively through the three-year program of study that will
inform their selection of a focused research topic for their education policy research
dissertation study. Each cohort student will be encouraged to include a policy research
intervention component (if feasible and depending on the research topic) as an integral
part of his/her dissertation research design.
Program Cohort Acceptance
Once an applicant has been notified of acceptance to a cohort, the Educational
Leadership program coordinator will communicate cohort program activity dates for the
coming years. The program coordinator will serve as the facilitator of the cohort for the
first year. Beginning in the second year of the program, students will be encouraged to
identify an Educational Leadership faculty member who will agree to serve as chair of
the student’s dissertation study, based on student and professor mutual research
interests and advising compatibility. The identified faculty member chair will also assist
the student in formulating a dissertation committee at an appropriate time during the
student’s program of study.
Doctoral Program Progression Requirements
Qualifying examination. After completing all course work, each student must pass a
doctoral qualifying examination. The qualifying examination requires synthesis and
application of knowledge acquired during the course of study for the Educational
Leadership Doctor of Philosophy (Ph.D.) in EC-12 Education Policy Program. The
participant may take this examination after receiving approval of the degree plan from
the Dean of the Graduate School and completing most of the course work prescribed by
the degree plan.
The dissertation committee judges the qualifying examination on a pass/fail
basis. At the discretion of the dissertation committee, the committee may ask the
student to complete an oral examination to provide additional evidence of his/her ability
to synthesize and apply knowledge of Educational Leadership course work and/or
course work completed in a minor or related field. If the student fails the qualifying
exam, the qualifying examination can only be repeated once after a lapse of at least four
months. Once the applicant passes the qualifying examination, the TTU Graduate
School admits you to candidacy, upon the recommendation of the dissertation
committee. The chair of the committee submits this application for candidacy. The
student has four years to complete the dissertation after admission to candidacy.
The program makes any required accommodations for participants with
disabilities to take the qualifying examination. The student must provide official
documentation from TTU Student Disability Services. The student should discuss
individual needs with his/her dissertation committee chair to arrange needed
accommodations.
Dissertation Proposal, IRB, the Dissertation, and Oral Defense. After successfully
passing the doctoral qualifying examination, the participant is eligible to present a formal
proposal for dissertation research to his/her dissertation committee and other interested
faculty and students. Once approved by the dissertation chair and committee, the
candidate submits a research study proposal to the Texas Tech University Human
Research Protection Program (HRPP) approval that reviews and approves all research
conducted with human subjects at Texas Tech University. The participant must
have HRPP approval before beginning research. The final product, the dissertation—a
work of EC-12 education policy research—must be defended in an oral defense
administered and evaluated by the chair and members of the dissertation committee.
Statement of Intent to Graduate. The participant’s last step before the defense is to
file a Statement of Intention to Graduate and pay graduation fees. Since specific
deadlines exist for filing forms and paying fees, please contact the Texas Tech Graduate
School for additional information including dates for graduation.
Financial Aid. Information about financial aid is available from the university’s website
at http://www.ttu.edu. The participant should contact the TTU Financial Aid Office and
information is also available on the College of Education website
at http://cms.educ.ttu.edu/.
Frequently Asked Questions
1. Do applicants need a master’s degree before applying for the TTU Educational
Leadership Doctor of Philosophy (Ph.D.) in EC-12 Education Policy Program?
Applicants are required to have a master’s degree before applying to the TTU
Educational Leadership Doctor of Philosophy (Ph.D.) in EC-12 Education Policy
Program. A maximum of 12 hours of previous graduate (masters-level) course credit
hours earned from one or more accredited universities may be transferred to the
program (based on program faculty review of student transcripts).
2. May applicants take courses before being selected to the TTU Educational
Leadership Doctor of Philosophy (Ph.D.) in EC-12 Education Policy Program?
No courses will transfer into the program other than those noted in #1 above. The TTU
Educational Leadership Doctor of Philosophy (Ph.D.) in EC-12 Education Policy program
is a selection-based, closed cohort program.
3. May participants take classes outside the TTU College of Education for this
program?
Yes, taking courses outside the TTU College of Education—i.e., in other TTU colleges
and departments—is an important and integral feature of the TTU Educational
Leadership Doctor of Philosophy (Ph.D.) in EC-12 Education Policy program of study.
4. How will students participate in the online program?
The TTU Educational Leadership Doctor of Philosophy (Ph.D.) in EC-12 Education
Policy program includes multiple online-delivered courses. In addition to asynchronous
learning activities, students may be required to participate in synchronous online class
meetings within some program courses using Blackboard Collaborate and/or other webbased interactive technologies. You will need a microphone, webcam, and reliable
Internet access on a regular basis. Attendance for synchronous online class meetings
will be mandatory as designated by the faculty member instructing the course. The
evening of the week (Mon-Thurs) will be determined in advance of each course. In
addition to participating in online course learning activities, cohort students must attend
(in person if feasible) the initial weekend Program Orientation Colloquium before
beginning the program, and participate in web-delivered Doctoral Colloquium events
scheduled during the fall and spring semesters in each year of the three-year program.
5. How much does the TTU Educational Leadership Doctor of Philosophy (Ph.D.)
in EC-12 Education Policy Program cost?
Tuition and fees (resident and non-resident) depend on the University costs at the time
of the cohort admission. Cohort participants may expect modest increases in tuition and
fees imposed by the TTU Board of Regents concurrent with the start of each new
university year. You may access the rates at:
https://www.depts.ttu.edu/gradschool/funding/tuition.php
This doctoral program requires enrollment in six credit hours per semester in the fall and
spring and enrollment in nine credit hours each summer for three years. The remaining
hours are denoted for dissertation credit hours and enrollment is continuous until
program completion.
6. May participants work full time while enrolled?
Yes, the Educational Leadership Ph.D. in EC-12 Education Policy Program may be
completed by cohort students who are working professionals. The program is also
available to individuals interested in full-time doctoral study.
7. How many students are admitted?
A typical cohort is expected to consist of up to 20 highly qualified educational leaders.
Cohort numbers may vary from year to year.
8. When are admission decisions made?
Complete applications will be reviewed in early October. Selected cohort participants
will be informed by mid-November of each fall semester. Potential participants applying
to the program should make certain that they are available to start courses in the spring
semester and can make a solid commitment to full involvement in the cohort program for
four years.