phd in educational research measurement and evaluation

The doctoral program at UNC Charlotte prepares professionals who seek advanced research, statistical, and evaluation skills for positions in a wide variety of educational institutions including higher education, K-12 school districts, for-profit companies, nonprofit agencies, community colleges, think tanks, government organizations, and other institutions concerned with solving problems in education.

The program builds on the Master of Education (M.Ed.) or comparable program.  The 60-credit Ph.D. program includes 9 credit hours in foundations, 21 credit hours in research methodology and data analyses, 15 credit hours in a major area of focus, 6 credit hours in internship, and 9 credit hours in dissertation design and study.  Additional coursework may be required for students who do not have a foundation in research.

Admission Requirements

Applications for admission are accepted twice a year to begin doctoral studies in the Fall or Spring semester.

The following documents/activities must be submitted in support of the application:

• Official transcript(s) of all academic work attempted since high school indicating a GPA of 3.5 (on a scale of 4.0) in a graduate degree program*
• Official report of score on the GRE or MAT that is no more than 5 years old*
• At least three references* of someone who knows the applicant’s current work and/or academic achievements in previous degree work
• A two page essay describing prior educational and research experiences and objectives for pursuing doctoral studies*
• A current resume or vita
• A professional writing sample (e.g., published article, manuscript submitted for publication, term paper submitted in prior coursework, abstract of thesis, teaching manual)
• International students must submit official and acceptable English language proficiency test scores on the Test of English as a Foreign Language (TOEFL), the Michigan English Language Assessment Battery (MELAB), or the International English Language Testing System (IELTS). All tests must have been taken within the past two years**

*These items are required of applicants to any of UNC Charlotte’ s doctoral programs.

**See the Graduate School’s website for minimum acceptable scores.

Students are admitted for either full-time study or intensive part-time study and begin in the Fall or Spring semester.  Students must complete their degree, including the dissertation, within nine years.  The minimum time for completion for a full-time student is 3 years. 

Degree Requirements

Core courses (9 credit hours).

• EDCI 8180 - Critical Issues and Perspectives in Urban Education (3)
• RSCH 8196 - Program Evaluation Methods (3)
• RSCH 8210 - Applied Research Methods (3)

Research Methods and Advanced Content Courses (21 credit hours)

• RSCH 8110 - Descriptive and Inferential Statistics (3)
• RSCH 8111 - Qualitative Research Methods (3)
• RSCH 8120 - Advanced Statistics (3)
• RSCH 8121 - Qualitative Data Collection and Analysis (3)
• RSCH 8140 - Multivariate Statistics (3)
• RSCH 8197 - Design and Analysis of Experimental and Quasi-Experimental Evaluations (3)
• RSCH 8220 - Educational and Psychological Measurement (3)
• or   RSCH 8230 - Theory and Applications of Measurement (3)

Major Area of Focus Courses (15 credit hours)

Students select an area of specialization in the research degree program. This offers students the opportunity to develop advanced expertise in an area relevant to their future professional research practice. The 15-credit hour area of focus is approved by the student’s advisor and Graduate Program Director and must be aligned to the themes found in Educational Research, Measurement, and Evaluation. The most common areas of expertise include Educational Measurement, Educational Evaluation, Educational Research Methodology, and Applied Research in specific educational content areas. Commonly offered RSCH courses are listed here.  Graduate level courses selected from ADMN, EDCI, RSCH, EIST, PSYC, PPOL, or SOCY may be applied.

• RSCH 8112 - Survey Research Methods (3)
• RSCH 8113 - Single-Case Research (3)
• RSCH 8150 - Structural Equation Modeling (3)
• RSCH 8160 - Hierarchical Linear Models in Education (3)
• RSCH 8230 - Theory and Applications of Measurement (3)

Internship (6 credit hours)

Three credit hours of RSCH 8410    are required.  The remaining three credit hours can be met with either RSCH 8410    or RSCH 8411   .

• RSCH 8410 - Internship in Educational Research (3)
• RSCH 8411 - Internship in Teaching Educational Research (3)

Proposal Design (3 credit hours)

• RSCH 8699 - Dissertation Proposal Design (3)

Dissertation (minimum 6 credit hours)

The purpose of the dissertation is for doctoral students to demonstrate their ability to synthesize the professional literature and generate new knowledge for the profession through using well-established research tools.  For the Ph.D. in Education Research, Measurement, and Evaluation Education, the dissertation may be quantitative, qualitative, or mixed methods.  Whatever type of design, it must adhere to current standards for quality as reflected in professional writing on the chosen method of research design and reflected in the current literature. Students are also permitted to select the three-article dissertation format in consultation with their advisor.  Students must be continuously enrolled for dissertation research credits through and including the semester of graduation.  Defense of the dissertation is conducted in a final oral examination that is open to the University community.

• RSCH 8999 - Dissertation (1 to 6)

Portfolio Requirement

In addition to coursework and the dissertation, students must complete a portfolio that serves as a Qualifying Examination and includes demonstration of writing, collaboration, and research skills. Students receive opportunities to build this portfolio through the research and practice coursework. Products in the portfolio include:  reflective statement, literature review, empirical journal article submission, empirical journal article review, conference presentation, and professional organization involvement.

Degree Total = 60 Credit Hours

Application for degree.

Students must submit an Application for Degree during the semester in which they successfully defend their dissertation proposal.  Adherence to Graduate School deadlines is expected.  Degree requirements are completed when students successfully defend their dissertation and file the final copy of the dissertation in the Graduate School.

Transfer Credit

The program accepts up to two courses as transfer from doctoral-granting a college or university accredited by an accepted accrediting body, providing the Education Research Doctoral Committee determines that the course or courses to be transferred are equivalent to similar courses required in the UNC Charlotte Ph.D. program or fit the specialty area.  The grade in these transfer courses must be an A or B.  All of the dissertation work must be completed at UNC Charlotte.

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Why a PhD in Research, Measurement and Evaluation?

The Ph.D. in Educational Research, Measurement, and Evaluation will prepare education professionals who seek advanced research, statistical, and evaluation skills for positions in a wide variety of educational institutions including higher education, K-12 school districts, for-profit companies, nonprofit agencies, community colleges, think tanks, government organizations, and other institutions concerned with solving problems in education.

The Ph.D. program will target experienced educators who hold a masters’ degree in a related educational field. Individuals that are attracted to the new program often seek to deepen their research skills for improving education programs. Other students may pursue the Ph.D. as a means of transitioning into a career in higher education. For those going into higher education, the teaching internship is required.

Educational Leadership, Research and Technology

Evaluation, measurement and research, multiple degree options.

Academic programs Request info Start your application

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Program overview.

This program is offered in-person, online and hybrid.

Please join us  for an upcoming virtual information session to learn more.

The Evaluation, Measurement and Research (EMR) certificate and degree programs seek to develop scholars, evaluators and leaders who have a comprehensive understanding and ability to integrate and utilize inquiry methods from multiple ontologies / epistemologies / paradigms to address research and evaluative questions directed towards understanding and solving pressing problems and contributing to the knowledge base that informs practice. The three dimensions of EMR are fully integrated in the MA and PhD programs: Evaluation is the systematic inquiry for assessing merit and worth often necessary for making the best decisions possible. Measurement focuses on the development and evaluation of instruments focused on measuring psychological constructs. Research is a process of systematic inquiry used to collect, analyze, interpret and utilize data such that it contributes to generalizable knowledge. The EMR certificate programs focus exclusively in one of the EMR dimensions.

Graduates of the EMR degree and certificate programs are able to advance and fulfill the growing need in today’s societies for new knowledge through application of their specialized skills in Evaluation, Measurement and Research. Solutions to today’s problems rest on use of reliable and valid measures collected through systematic inquiry that strives to warrant its conclusions and inferences so that decision makers are fully informed. Decision makers describes a wide group of people including for example, social and health science researchers and practitioners, educators at all levels, policy makers, parents, students, in fact practically anybody, as everybody is faced with decision making every day and the better the information one has, the better the decision can be.

Who needs an EMR credentialed person?

Schools and non-school organizations, institutions of higher education, government and non-governmental organizations, anyplace decisions are made need EMR graduates in leadership and teaching positions wherever systematic inquiry can be leveraged to improve decision making.

Why Evaluation, Measurement and Research at Western Michigan University?

EMR at WMU provide students with opportunities to:

• Work with nationally and internationally recognized faculty.
• Engage in grant-funded research.
• Engage in cutting-edge coursework and be exposed to the latest advances in evaluation, measurement, and research.
• Present research and evaluation studies at national and international conferences.
• Prepare and submit for publication research and evaluation findings.
• The Ph.D. program in EMR at Western Michigan University (WMU) is the home to the oldest graduate program in evaluation in the US. Past and current faculty in this program have played a significant role in the development of the field of evaluation, with seminal textbooks published in the US and Europe. It is fair to say that WMU maintains its national and international reputation as a leader in the field of evaluation.

Program formats

All EMR degree and certificate programs are offered for both on-campus (Kalamazoo) for traditional students (both full and part-time) and online. Students interested in the online programs must decide at the point of application/admissions. WMU does not allow a student to change their status once admitted. In EMR, there are a limited number of “online admission” annually. If you are a student interested in this learning format, it is recommended to apply early due to the online enrollment cap.

Degree programs

Doctor of philosophy in evaluation, measurement and research.

The Ph.D. program in Evaluation, Measurement, and Research in the Department of Educational Leadership, Research and Technology at Western Michigan University is designed for highly qualified students and seeks to prepare them as evaluators, assessment specialists, or researchers for leadership and teaching positions in schools, non-school organizations, institutions of higher education and government.

Master of Arts in Evaluation, Measurement and Research

The Master of Arts in Evaluation, Measurement, and Research in the Department of Educational Leadership, Research and Technology at Western Michigan University is designed to prepare you for staff positions in evaluation, testing or research units in schools or non-school organizations.

Graduate certificates

Graduate certificate in evaluation.

The Graduate Certificate in Evaluation is designed to prepare students to understand and work on evaluation teams and with evaluation-related activities. 

Graduate Certificate in Mixed-Methods

The Graduate Certificate in Mixed-Methods Research seeks to credential students for the growing need for sophisticated research skilled personnel to conduct and summarize social science research. Graduate students in this applied program will develop knowledge and skills related to designing, conducting, and analyzing mixed-methods research.

Graduate Certificate in Qualitative Research Methods

The Graduate Certificate in Qualitative Research prepares students with skills in qualitative inquiry design and analysis able to generate, collect, prepare, and analyze the expanding array of qualitative data, and to produce written reports aligned with the expectations of their specific disciplinary audience. 

2024-25 University Catalog

Educational research, measurement, and evaluation, m.s./ph.d..

The Ph.D. in Educational Research, Measurement, and Evaluation requires 78 credit hours beyond the baccalaureate degree (for student’s entering the program in the M.S./Ph.D. track).

For information regarding deadlines and requirements for admission, please see https://grs.uncg.edu/programs/ .

Degree Program Requirements

Required:  78 credit hours

In cases where students have previously satisfied these requirements, course substitutions may be allowed with the approval of the major advisor.

Electives may come from any ERM courses not included in the required core or from non-ERM courses with the approval of the major advisor. At least 15 credits must be ERM courses.

Research that culminates in the preparation of a required doctoral dissertation.

Comprehensive Examination

Students are required to take the M.S. comprehensive exam following 24 credits of core courses and electives. Students must successfully pass the M.S. comprehensive exam and formally apply to graduate from the M.S. program by The Graduate School deadline before taking courses in the doctoral program.

The student will successfully complete a written comprehensive examination to be arranged by the doctoral advisor, usually in the semester in which course work is completed.

Measurement and Quantitative Concentration

Program Evaluation Concentration

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PhD in Educational Studies, Quantitative Research, Evaluation and Measurement

The Quantitative Research, Evaluation and Measurement (QREM) program prepares you to become an expert in research design and statistics, program evaluation, and applied measurement and testing. These skills are an essential component as you seek careers in education, government or business settings. This applied program teaches you the critical skills needed for educational inquiry and quantitative techniques. Students in the program need strong analytical backgrounds, critical thinking, and communication and writing skills. 

Program features 

The faculty keeps you the focus of the QREM program, allowing you to make the program your own. 

The tight-knit QREM community lets you get to know faculty and student colleagues on and off campus. 

An active student organization that includes members from all over the world.

Teaching opportunities for graduate students.

Career Paths 

Funding Options 

Key to teaching, research and learning in the college, associateships provide students with professional experience and financial support. 

These financial awards are made by Ohio State to students based on academic merit through a university-wide competition. 

The college annually awards scholarships to its students to support their academic goals. 

Degree Requirements

Minimum program hours

credit hours total

Deadline to apply

Program start

Autumn Semester

View Quantitative Research, Evaluation, and Measurement (EDUCST-PH, QREM) Curriculum Sheet

Additional Application Requirements

Academic Writing Sample

Special Statement of Intent

• Why are you interested in studying Quantitative Research, Evaluation, and Measurement? Why are you interested in the QREM doctoral program at Ohio State more specifically?
• Describe any experience you have with educational, psychological, or other research. What was the nature of the research? What was your involvement?
• Explain how the Ph.D. in QREM fits into your long-term professional goals. At this point, what type of goals or career do you plan to pursue after earning your doctoral degree?
• What faculty member(s) associated with the OSU QREM program do you see as a good fit for you as a mentor?

Apply to Ohio State

Application checklist

View application checklist

University of South Florida

Educational Measurement and Research

College of Education

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Phd concentration.

Offered on USF's Tampa campus

The Doctor of Philosophy (Ph.D.) in Curriculum and Instruction with a concentration in Measurement and Evaluation focuses on the development of systematic inquiry skills essential to the study and evaluation of educational processes and outcomes. The intent of the program is to develop professionals to work in universities and colleges, school districts, government agencies, commercial test publishing companies, and program evaluation and research organizations.  Our program emphasizes coursework and research that focuses on inquiry methodology and applied problems in education and the social sciences. A supervised practicum provides opportunities to apply methods of systematic inquiry in various settings.

In sum, methodological skills are developed within a programmatic context that encourages growth of knowledge about education, considers important principles of ethics in research and evaluation, and provides applied settings in which these elements can be fused into professional applications.  Students participate actively in research, with explicit goals for presentation of their research in refereed conferences and journals. 

Update for prospective students about GRE testing requirements: In response to the coronavirus (COVID-19) pandemic, the USF Educational Measurement and Research Program has waived the GRE requirement for students applying for admission for the Spring, Summer, and Fall 2021 terms. The submission of GRE scores is optional for all program applicants. For more information, please visit the USF Office of Admissions website .

Admissions Requirements

To be admitted to the program, you must meet the university's graduate admissions requirements , as well as the specific program requirements .

NEED MORE INFORMATION?

For more information about the Ph.D. in Curriculum and Instruction with a concentration in Measurement and Evaluation, please contact us. 

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Doctor of Philosophy (Ph.D.) in Measurement, Evaluation, Statistics, and Assessment

Doctor of philosophy (ph.d.) in measurement, evaluation, statistics, and assessment .

Measurement, Evaluation, Statistics, and Assessment

For more than 50 years, the Lynch School's Measurement, Evaluation, Statistics, and Assessment (MESA) doctoral program has trained students to examine educational programs, design quantitative research studies, develop assessment instruments, and analyze educational, psychological, and social science data to help inform policy making.

Enhance your professional career with a curriculum that emphasizes research methodology and data analysis; advanced coursework in research design, statistical methods, and testing and assessment; and seminars in statistical and measurement topics. MESA students have the opportunity to tailor coursework to their particular interests and background. 

At a Glance

Students without a master's degree take 24 courses. 

Students with a master's degree typically complete the program in 4–6 years.

Students without a master's degree typically complete the program in 5–7 years.

All students are full time and begin the program in the fall semester.

Applicants must demonstrate evidence of their preparation for doctoral study, typically through completion of a master's degree. Students applying for admission without a master's degree generally have a combination of research-relevant undergraduate courses, and research project and paid work experiences that convey a commitment to and skill in independent scholarship. Based on their background, students will complete the 54-credit (for students who have completed a master's degree) or 72-credit (for students entering without a master's degree) program.

Requirements

• Courses: 18 or 24
• Credits: 54 or 72
• Comprehensive Exam
• Dissertation

Program of Study

OPT STEM Extension Eligible

• 54-Credit Program
• 72-Credit Program

54-Credit Program (entering with a master's degree)

Core courses.

Doctoral Comprehensive Exam

Track A. Evaluation Track

Students will also select 2 electives from the suggested electives or any other electives across the Lynch School with the help of their advisor. 

Track b. quantitative data analyses track.

Students will also select 3 electives from the suggested electives or any other electives across the Lynch School with the help of their advisor. 

Track c. educational research and assessment.

Students will also select 1 electives from the suggested electives or any other electives across the Lynch School with the help of their advisor. 

72-credit program (direct admit students entering without a master's degree).

Students will also select 5 electives from the suggested electives or any other electives across the Lynch School with the help of their advisor. 

Students will also select 6 electives from the suggested electives or any other electives across the lynch school with the help of their advisor. .

Learning Outcomes

• Understand the theory of research, evaluation, statistics, measurement and assessment methodology
• Critically analyze published quantitative and qualitative research
• Construct both cognitive and affective measurement instruments and assessments
• Conduct original empirical research related to topics in education, evaluation, statistics, measurement, assessment, and policy
• Interpret and report quantitative and qualitative designs, procedures, and results
• Communicate research findings effectively

Your Network

Our geographic proximity to the concentration of academic and nonprofit institutions in the Greater Boston and Northeast region—and our extraordinary alumni network—provide significant opportunities to enhance your professional career. 

Internationally recognized faculty integrate interdisciplinary theory with the most current evidence-based practices.

Financial Aid

Education should level the playing field. we feel the same way about financial aid..

The Lynch School of Education and Human Development provides more than $10.8 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable. 

More About Financial Aid

MESA Research Centers 

Both master’s and doctoral students can work with faculty and other experts at one of the Lynch School’s internationally renowned MESA‐affiliated research centers:

TIMSS and PIRLS International Study Center

The Center conducts comparative educational achievement studies in math and science (the Trends in International Mathematics and Science Study or TIMSS) and reading (Progress in International Reading Literacy Study or PIRLS) under the auspices of the International Association for the Evaluation of Educational Achievement. 

Visit TIMSS and PIRLS

Center for the Study of Testing, Evaluation, and Educational Policy (CSTEEP)

CSTEEP is an educational research organization that conducts research on testing, evaluation, and public policy, working with individual schools, districts, states, and countries to advance educational testing practices and policy and improve the quality and fairness of education.

Visit CSTEEP

• Assistant Professor
• Project Analyst
• Research Associate
• Director of Efficacy Analytics and Studies
• College President
• Principal Psychometrician
• Director, Innovation Lab
• Senior Vice President of Research
• Senior Consultant

Organizations

• American Institutes for Research
• Northern Illinois University
• Bank of America Operations
• Hanover Research
• Cumberland County College
• Measured Progress
• Maguire Associates
• Sheffield Research and Evaluation

Application & Deadlines

A non-refundable application fee of $75 is required. The fee is  waived for select applicants .

• Deadline: December 1 This program does not offer rolling admission after the deadline.

To be uploaded to your online application. In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.

Personal Statement

To be uploaded to your online application. In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.

Letters of Recommendation

Three letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice. Academic letters are a better indicator of your qualifications for doctoral work as compared to professional letters. Ideally, academic letters should be as recent as possible, and from faculty who are in related fields. 

Transcripts

Transcripts from all college/university study are required. Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements. Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found  within the application . In order to ensure your transcript reaches our office, it is important to review and follow the instructions.

Standardized Tests

GRE scores are not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.

Please view the "International Students" section for information on English Proficiency test requirements.

Writing Sample

To be uploaded to your online application. All applicants to this program are required to submit one piece of work that demonstrates graduate-level writing ability. This document may be an academic term paper, a published work in which you are the primary author, a training manual or curriculum that you have created, a clinical case formulation, or another representative sample of your writing. The document should be approximately 15-25 pages.

International Students

Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES) . Submission of falsified documents is grounds for denial of admission or dismissal from the University. Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement. Please click the link below for full details on these requirements.

Requirements for International Students

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Department of Educational Psychology

Research Methods, Measurement, and Evaluation

Upcoming RMME Events

* 6/24 – 6/26: Modern Modeling Methods Conference on UConn’s Storrs campus! Registration Ends June 17 !

*Are you interested in Research Methods, Measurement, & Evaluation, but not sure if RMME is right for you? Enroll in a non-degree course for the Fall 2024 term! For more information, email Dr. Sarah D. Newton at [email protected] .

For questions about Research Methods, Measurement, and Evaluation programs, please contact the appropriate person below:

M.A. and Ph.D. Programs (Campus-based) Chris Rhoads, Ph.D. [email protected] RMME Program Coordinator

Graduate Certificate Program in Program Evaluation  (GCPPE) Bianca Montrosse-Moorhead, Ph.D. [email protected] [email protected] GCPPE Program Coordinator

100% Online RMME Programs Sarah D. Newton, Ph.D. [email protected] [email protected] Associate Director, RMME Online Programs

General Questions [email protected]

The graduate programs in Research Methods, Measurement, and Evaluation (RMME) lead to an M.A. or Ph.D. degree in Educational Psychology, with an area of concentration in Research Methods, Measurement, and Evaluation.  These programs are designed for professionals who wish to develop expertise in quantitative research methodology, psychometrics, educational measurement, and/or program evaluation. We also offer a Graduate Certificate in Program Evaluation . Our graduates work in a variety of settings including research and/or evaluation consulting firms across disciplines, federal/state/local government agencies, testing companies, higher education agencies, and more.

The 100% online Master’s Program is designed for professionals seeking to become more knowledgeable about research methods, measurement, and evaluation. Further, it is an ideal graduate degree for recent bachelor’s graduates who have entered (or plan to enter) the workforce, who are interested in developing expertise in research methods, quantitative analysis, measurement, and program evaluation. It also offers maximum flexibility to working professionals looking to brush up on their research, data analysis, and evaluation skills to improve upward mobility in their current careers or facilitate a future career or employment change.

The campus-based Master’s program  emphasizes the application of quantitative research methods, measurement and evaluation theory and procedures.  We encourage students to supplement their RMME coursework with courses in other discipline areas that best suit their individual goals and objectives.

The Ph.D. program in Research Methods, Measurement, and Evaluation (also campus-based) integrates theory and practice to promote the scientific uses of measurement and quantitative research methodology within education and the social and behavioral sciences. Coursework focuses on current and emerging topics including instrument development, classical and modern measurement theory and applications, item response theory, latent variable modeling, causal inference, multivariate statistical techniques, and multilevel modeling. Learn more about Neag School doctoral programs .

See our RMME Handbooks for more information about each of our three graduate programs.

Some content on this website may require the use of a plug-in, such as  Adobe Acrobat Viewer .

RMME News & Updates

• RMME Community Members to Present at M3 2024
• Pamela Peters Successfully Defends Doctoral Dissertation
• RMME Alumna, Dr. Jessica Flake Presents at APS 2024!
• RMME Community Members to Share Research at the 2024 Wallace Symposium
• RMME Programs Seeking Qualified Instructors
• Upcoming RMME/CEPARE Colloquium (4/19): Robert Schoen, “Lessons from the Field: Working with Practitioners to Create Opportunities for Educational Research”
• Upcoming RMME/CEPARE Colloquium (4/18): Robert Schoen, “Designing a Measure of Implementation for a Non-Prescriptive Mathematics Intervention”
• RMME Community Members Present at AERA & NCME 2024
• RMME Master’s Student, Lihong Xie, Gives Presentation at Harvard
• Upcoming RMME/STAT Colloquium (4/12): Dale Zimmerman, “In Defense of Unrestricted Spatial Regression”

Interested in Graduate School?

Seeking qualified Master’s and Doctoral students for the 2023-2024 academic year. Graduate assistantships (including tuition remission and health insurance) are awarded on a competitive basis to incoming Ph.D. students. Ph.D. applications must be received by December 1st to be considered for funding opportunities, which include graduate assistantships and fellowships. GRE scores are now optional. M.A. applications are accepted on a rolling basis.

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College of Education & Human Development

University of missouri, statistics, measurement & evaluation in education (phd).

This degree is a Doctorate of Philosophy in the Department of Educational, School & Counseling Psychology with an emphasis in Statistics, Measurement & Evaluation in Education .

This degree is part of the Statistics, Measurement & Evaluation in Education program , housed in the Department of Educational, School and Counseling Psychology .

Program Overview

The Statistics, Measurement, and Evaluation in Education program offers several courses in applied statistics, from the quantitative foundations of educational research to advanced methods such as multivariate statistics, multilevel modeling, and latent variable modeling. We also offer a number of courses in educational measurement, covering topics such as in classical test theory, item response theory, and generalizability theory. In addition, our students have the opportunity to take a wide range of advanced statistics and quantitative methods courses, from probability, sampling methodology, and categorical data analysis to stochastic theory, time series analysis, Bayesian statistics, and other cutting-edge quantitative techniques. We train our students in various statistical software programs including SPSS, SAS, R, Mplus, Amos, HLM, and BILOG-MG. Our students also take courses in learning theories, aspects of human development, and program evaluation.

The plan of study will depend on the student’s career goals and research interests, and they should be completed in consultation with the doctoral dissertation committee.

See the  course catalog   and our program planner   for more  information.

For Fall 2021 applicants, the department has decided to temporarily suspend the requirement of the Graduate Record Examination (GRE).

Applicants are required to meet two sets of minimum qualifications for admission:

• the requirements of the PhD in educational, school and counseling psychology program
• the minimum requirements of the Office of Graduate Studies

Submit the following documents using the MU Office of Graduate Studies application by Jan. 15 for the next fall cohort.

• The three letters of recommendation
• Minimum undergraduate GPA of 3.0 from an accredited institution in psychology, education, or a related major.
• Describe your research interests that you hope to pursue in graduate school, your career objectives, and how being accepted into MU’s program will benefit your career aspirations. (500 words max.).
• Describe your experiences in educational measurement, assessment, or evaluation. (250 words max.).
• Describe interests and experience in designing empirical studies. Briefly describe why you have chosen particular research designs to answer the research questions. (250 words max.)
• Describe interests and experience in analyzing empirical data. Briefly describe why you have chosen particular statistical models to answer the research questions. (250 words max.)
• Describe experiences that demonstrate your potential in applied, theoretical, and/or computational statistics, that you believe distinguish you as a candidate for graduate study. (250 words max.)
• Institution code: 6875

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Ph.d. in educational statistics and research methods.

The Ph.D. in Educational Statistics and Research Methods (ESRM) prepares students interested in education data science, research methods, statistics, causal inference, psychometrics, and evaluation to develop, critically evaluate, and properly use sophisticated quantitative and mixed methodologies to solve important problems in education.

The Ph.D. in ESRM is a STEM-designated degree program .

Many of our ESRM students and faculty are affiliates of the Data Science Institute , where they participate in seminars, courses, and research projects. ESRM students may elect to earn their Master of Data Science or  Masters in Applied Statistics along the way to their PhD in ESRM.

Students will:

• Design research projects, focusing either on advancing research methodologies or on applying advanced methods to education issues
• Develop assessment instruments
• Implement program evaluation
• Understand psychometric theory, as well as technical issues underlying construction and use of tests for selection, placement, and instruction
• Develop skills in advanced statistical modeling using a variety of software
• Examine how these statistical models are applied to areas such as school effectiveness, economic and social stratification, the structure of human abilities, and achievement growth

Doctoral students also present research at conferences, collaborate with faculty on peer-reviewed publications, engage in the work of interdisciplinary research centers through graduate assistantships, and learn in an environment with small class sizes and supportive faculty.

Our graduates accept tenure-track or research faculty positions in research universities as well as research positions in state departments of education, school districts, and organizations such as the Educational Testing Service, Pearson, and Mathematica.

Program Coordinator: Dr. Kenneth Shores

Program Faculty

Program Requirements

• Core Content Courses: Core coursework includes two Proseminars ( EDUC 805 ,  EDUC 806 ) that students take in the first two semesters of their program. These courses introduce the key domains of education research, examined through qualitative and quantitative data collection methods and analyses. Topics include learning and development, curriculum and instruction, school reform, and social contexts of education. These courses also allow students to interact with PhD in Education students across all 6 specializations and PhD in Economic Education students.
• Research Methods Core Courses: Students take 15 credits of research methods core courses, including EDUC 856 : Introduction to Statistical Inference, EDUC 812 : Regression and Structural Equation Modeling, EDUC 865 : Educational Measurement Theory, EDUC 874 : Applied Multivariate Data Analysis, and EDUC 850 : Qualitative Research in Educational Settings. These courses combine sophisticated theory with practical application, beginning with an introduction to statistical inference and extending to structural equation modeling, multiple regression, and the use of applied multivariate data analysis.
• Additional Required Methods Courses: Students take 9 credits of additional required methods courses, including EDUC 826 : Mixed Methods in Social Science Research, EDUC 863 : Program Evaluation in Education, and EDUC 873 : Multilevel Models in Education.
• Elective Methods Courses: Students take 3 or more credits of additional elective methods courses. Topics include Advanced Structural Equation Modeling, Bayesian Analysis and Monte Carlo Simulation, Causal Inference, Data Mining in Education, Experimental and Quasi-Experimental Design, Item Response Theory, Longitudinal Data Analysis, Randomized Field Trials, Secondary Analysis of Large-Scale Survey Data, and Social Network Analysis.
• Education Specialization Courses: Students take 6 additional credits of content courses from a specialization area within the PhD in Education. View specialization courses online .
• Colloquium Series Course: A one-credit course ( EDUC 840 ) is offered each semester in conjunction with the colloquium series , and students complete a minimum of 4 credits of colloquium. The research colloquia introduce students to the foremost thinkers and researchers in the field of education. Guest scholars are invited to share their research findings with doctoral students and faculty in a setting that encourages collegiality and familiarizes students with a number of scholarly presentation styles and content areas.
• Dissertation credits: Nine hours of dissertation credit ( EDUC 969) is required of all PhD students, and additional coursework may be specified by a student’s advisory committee as part of the student’s Individual Program Plan.
• Total credits: A minimum of 55 credit hours is required to complete the program.

Download a sample student schedule for this program or view the schedule of course offerings .

Apprenticeship Activities

All of our PhD students are offered full funding for four years. Funded students participate in a 20-hour a week assistantship where they work closely with one or more UD professors, and have opportunities to learn and practice multiple methodologies, analyze data, and co-author academic papers. All students participate in the Steele Symposium, an annual college research forum; submit a publication to a peer-reviewed journal on which they are a coauthor; present their work at a national conference; and develop skills in university teaching.

Most of our students are in residence for all four years of the program (assistantships typically require residency, though there are exceptions). Students are required to complete at least one year in residence (one continuous academic year with 9 credit hours per semester). Students are strongly encouraged to complete this requirement in the first year.

Examinations

All students must pass an assessment based on the work completed in the Proseminars at the end of the first year. After students successfully pass the First Year Assessment, they may enroll in second-year courses. This First Year Assessment fulfills the University requirement for a qualifying examination.

Students must also pass the Fourth Year Exam in order to proceed to the dissertation. The exam assesses student proficiency in integrating various aspects of research methodology to address substantive issues in education.

Dissertation Proposal

Students complete a written proposal for their capstone dissertation project and defend it orally before their advisory committee.

Dissertation and Defense

Students complete a dissertation, an original work of scholarship, meeting SOE, College, University, and professional requirements. They also complete an oral defense of the work before their advisory committee.

Program Policy Document

Students may download the program policy document for complete information about this degree.

Program Requirements for the Master of Arts in Education

The MA in Education provides a master’s degree option for PhD students in good standing who want to obtain a master’s degree in conjunction with their doctoral degree, or for students in good standing who must leave the doctoral program prematurely because of family, health, or personal reasons. Students will not be admitted directly to the MA program, since the program requirements are embedded within the PhD requirements.

Admission Information

To apply to the PhD in ESRM program, complete the steps of the UD online graduate application process .

Application Requirements

Some application items specific to the PhD in ESRM program include:

• Transcripts of all previous academic work at the undergraduate and graduate (if applicable) level. Applicants may upload unofficial copies of their transcripts and if admitted, all transcripts will be verified by the Graduate College. Applicants who previously attended the University of Delaware still need to upload an unofficial transcript, but do not need to provide official transcripts for verification. Please do not send any transcripts to the School of Education.
• GRE scores are required. Students typically are expected to have minimum scores of 150 on the verbal and quantitative sections and a 4.0 on the analytic writing section. Most admitted students have far higher than the minimum scores. The GRE is optional for Fall 2025 applicants. Please see the note at the top of this section.
• Three letters of recommendation are required. Applicants should select recommenders who can comment on their potential to succeed in doctoral work.
• Applicants should introduce themselves and discuss educational and career goals related to the PhD in ESRM program and how this program is a good match for their interests. Applicants should identify their focus area and potential research interest.
• While there are no requirements set by the School of Education, personal statements are generally 2-5 pages in length.
• A resume is required.
• No writing samples or supplemental documents are required.
• International applicants must submit scores from either the TOEFL, IELTS, or iTEP Academic Plus. Scores more than two years old cannot be validated or considered official. Required minimum scores for the TOEFL are 100 (internet-based test-iBT), 600 (paper-based test), or 250 (computer-based test). For the IELTS, the minimum score is 7.0. For the iTEP Academic Plus, the minimum score is 4.5.

Application Deadline

The deadline for all applications is December 1  for study beginning the following Fall term.

In general, it is not possible to take required core courses before becoming admitted. The required core courses are generally restricted to students already admitted into the program.

Cost and Financial Support

Our full-time PhD in ESRM students receive guaranteed financial support for four years through a variety of sources, including assistantships and tuition scholarships. Students with assistantships receive 100% tuition scholarship and a 9-month stipend, plus health insurance. Merit-based supplemental funding is available. For more information about this financial support, visit CEHD’s graduate tuition page .

Graduate student assistants work 20 hours a week, engaged closely with their faculty mentors in research and teaching activities. Prospective students can learn more about PhD assistantship experiences through our PhD student spotlights and our PhD student directory .

We also have conference travel funding available through the the SOE and the UD Graduate College.

Graduate Placements and Jobs

Graduates of this STEM-designated degree program will be well prepared for careers in applied education research in several arenas in both the for-profit and non-profit sectors, such as:

• Tenure-track or research faculty at Research-I universities
• Research/evaluation staff at national research organizations (e.g., Abt, AIR, Mathematica, MDRC, RAND, Westat)
• Research/evaluation staff at local research organizations (e.g., Research for Action, Branch Associates, Research for Better Schools)
• Research/psychometric staff at national measurement organizations (e.g., College Board, CTB, ETS, Harcourt/Riverside, Pearson)
• Research/evaluation Staff in federal agencies (e.g., Institute of Education Sciences) and regional agencies (e.g., REL Mid-Atlantic)
• Research/evaluation Staff at local school districts and state education agencies

How to Apply

Applications for all graduate programs at the University of Delaware are done online through the UD Graduate College. To apply to the PhD in ESRM program, complete the steps of the UD online graduate application process . For information about graduate tuition, visit UD’s graduate tuition page for CEHD programs.

Student Spotlight

Kati Tilley

“Through my assistantship, I have gained critical experience in communicating research findings. One of the most valuable experiences I have had was learning to write and present results to a non-academic audience. I led the development of an individualized report of survey results and presented them in person to the schools who participated in our study.”

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Doctorate in Educational Research and Evaluation

Program code: ph6277.

The doctoral program in Educational Research and Evaluation (EDRE) is intended to prepare graduates for faculty positions and for leadership roles in research organizations. Additionally, the degree is intended to allow students the flexibility necessary to develop programs that meet their individual needs and interests.

Students are encouraged to develop their Program of Study in consultation with their advisor to include quantitative, qualitative, psychometrics, and evaluation. Students are required to identify four core areas for their programs, which will serve as areas for a comprehensive examination. We suggest students submit their Program and Comprehensive Committee during the first or second semester of coursework.

Although students are encouraged to develop programs that will help meet their academic and professional goals, all students majoring in Educational Research are typically expected to include at least 60 credit hours of courses (i.e., not including dissertation credits) in their Program of Study. The dissertation credits are maximally 10 credit hours.

At least two scholarly tool courses are required. These tool courses usually are advanced methodological courses necessary to fulfill the requirements of a dissertation.

Students, working with their advisors, must develop one or two elective areas for the Ph.D.  An elective area should be related to the student's academic or professional goals and must constitute a coherent set of courses that represent either breadth or depth of study in the area. Typically, at least 3 courses are expected in an elective area. Note that methodology courses in other departments may be considered either as parts of core areas that include Educational Research courses or as a separate elective area of specialization as appropriate. Note also that elective areas are not required to contain methodology courses.

Main Course Curriculum

Educational Research Faculty

• Gordon Brooks, Professor
• Krisanna Machtmes, Associate Professor
• Adah Ward Randolph, Professor 
• Yuchun Zhou, Associate Professor

Ray Asik Stats Lab

Admissions Requirements

You will need to supply Graduate Studies with three letters of recommendation, official transcripts, GRE scores, and a statement of goals that describe why you wish to be admitted to the program. International applicants must provide proof of financial responsibility and proof of English proficiency (e.g., TOEFL/IELTS scores). For full consideration, please apply before March 31st for the Fall semester and November 1st for the Spring Semester.

For more information, contact:

Yuchun Zhou Program Coordinator, Associate Professor  Patton 302G 740.597.3370  

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Spartan Alert

Educational research, measurement, and evaluation, ph.d. program evaluation concentration.

The Ph.D. program is intended for students who are interested in becoming an expert in research methodology, the measurement sciences, or program evaluation. Individuals applying to the Ph.D. program are assumed to have previous foundational training in quantitative methodology and/or evaluation, such as a master’s degree in a related field (methodology, measurement, evaluation, statistics, or mathematics) or other graduate training that aligns with the training provided by the ERM M.S. degree. Those who are interested in pursuing the Ph.D. in ERM, but have not completed the necessary graduate training in quantitative methodology and/or evaluation, are encouraged to apply to the joint M.S./Ph.D. program.

Program Distinctions

• The rigor of academic training in ERM is enhanced by hands-on, practical evaluation, measurement, and assessment work with clients in a variety of diverse local, national, and international program settings. 
• Our internationally recognized faculty have developed a comprehensive range of academic and hands-on program experiences to enrich student understanding of the field of educational research methodology in either program evaluation or measurement and quantitative methods.

The Student Experience

There are two concentrations available for this degree:

• Measurement and Quantitative Methods
• Program Evaluation

Students will choose to officially pursue only one of these degree concentrations. In addition to the required core courses of the program, students will complete the additional required core for their chosen concentration based on professional and academic goals. Students may take courses from both cores, but double-concentrations are not recognized at this time. Students who complete both core concentrations will need to choose which concentration appears on their official transcript.

Additional Required Core for the Program Evaluation Concentration: 12 Hours

• ERM 743: Advanced Evaluation Theory
• ERM 744: Policy in Evaluation
• ERM 745: Culturally Responsive Approaches to Research and Evaluation
• ERM 752: Applied Educational Evaluation

After Graduation

The Ph.D. program is intended for students who are interested in becoming an expert in research methodology, the measurement sciences, or program evaluation.

Potential career paths include:

• College/University Professor
• Director of Assessment and Accreditation
• Educational Diagnostician
• Psychometrician
• Research Analyst

Want more information? Let’s get started!

Program details.

Degree Type: Doctoral

College/School: School of Education

Program Type: Majors & Concentrations

Class Type: In Person

Learn More About the Department of Information, Library, and Research Sciences (ILRS)

Similar Degree Offerings

• Educational Research, Measurement, and Evaluation, M.S.
• Educational Research, Measurement, and Evaluation, M.S./Ph.D.

Dr. Kyung Yong Kim 232 School of Education Building [email protected]

Quick Links

• Department of Information, Library, and Research Sciences (ILRS)
• Office of Assessment, Evaluation, and Research Services (OAERS)
• SOE Scholarships

• People Finder

Educational Research, Measurement, and Evaluation — MS

The program will provide diversified research methods, measurement, and evaluation education for those seeking research and evaluation positions in K-12 school systems, institutional research offices at colleges and universities, and as survey researchers and program evaluators. The overarching outcome of the Master of Science (M.S.) degree program in Educational Research Measurement and Evaluation will be for students to develop foundational competencies necessary to engage in applied research and evaluation in educational and community organizations. The program is focused on developing professionals, equipped with skills in research and evaluation methods that can be applied to school and community settings.

The non-thesis Masters' program will require the completion of 36 credit hours. 

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Directorate for Education and Skills

The Education and Skills Directorate is one of twelve substantive departments of the OECD and provides policy analysis and advice on education to help individuals and nations to identify and develop the knowledge and skills that drive better jobs and better lives, generate prosperity and promote social inclusion.

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The OECD Directorate for Education and Skills seeks to help individuals and nations to identify and develop the knowledge, skills and values that drive better jobs and better lives, generate prosperity and promote social inclusion. It assists OECD countries and partner economies in designing and managing their education and skills systems, and in implementing reforms, so that citizens can develop the knowledge, skills, attitudes, and values they need throughout their lives.

Andreas Schleicher

Director Directorate for Education and Skills

Yuri Belfali

Head Early Childhood and Schools Division

Paulo Santiago

Head Policy Advice and Implementation Division

Tia Loukkola

Head Innovation and Measuring Progress Division

How we work

The work of the Directorate for Education and Skills is overseen by four bodies, each with its own mandate, membership, and programme of work and budget, to help deliver work under the overall governance of the OECD Council:

• The Education Policy Committee, which also provides strategic oversight of our work
• The Centre for Educational Research and Innovation Governing Board (CERI) 
• The Programme for International Student Assessment Governing Board (PISA)
• The Programme for Teaching and Learning International Survey Governing Board (TALIS)
• The Board of Participating Countries for the Programme for the International Assessment of Adult Competencies (PIAAC) is overseen by both the Education Policy Committee and the Employment, Labour and Social Affairs Committee.

What we are working on

The best way for education systems to improve is to learn what works from each other. We deploy large scale surveys and reviews, designing common methodological and analytical frameworks for utmost comparability of empirical evidence from different education systems. We collect data about nearly all aspects of countries’ education systems from key policies, teacher practises, adult proficiency, and early childhood learning and well-being to how 15-year-olds perform in mathematics and what their attitudes are about global issues like climate change.

• The International Early Learning and Child Well-Being Study
• OECD Survey on Social and Emotional Skills
• Survey of Adult Skills
• The OECD Teaching and Learning International Survey
•    Education at a Glance
•   The Education Policy Outlook
•   PISA Global Crisis Module
•   Global Teaching Insights
• Explore by country
• Explore by topic
• Review policies    
•   PISA for schools

Assisting countries with policy development and implementation

We help countries answer important questions facing education policy makers and practitioners alike: how to identify and develop the right skills and turn them into better jobs and better lives; how best to allocate resources in education to support social and economic development; and how to offer everyone the chance to make the most of their abilities at every age and stage of life OECD and partner countries look to our expertise to review their education and skills systems, and assist them in developing and implementing policies to improve them. We conduct reviews ranging from those on individual national education policy to comparative educational policy and thematic peer-analysis. We review and support the development of higher education systems with analysis on resource use and labour market relevance. All of these provide in-depth analyses and advice that draw on OECD data resources, national policy documents and research, and field-based interviewing by OECD review teams. Comparative thematics, covering areas such as ECEC in a digital world, diversity, equity and inclusion in education, teacher policy and transitions in upper secondary education, are based on a common conceptual framework and methodology developed with advice from a group of national experts.

Through tailored implementation support the directorate offers countries assistance in implementing policy, from curriculum reform to helping schools become effective learning organisations. It also brings countries and stakeholders together in a variety of fora to exchange ideas, an important step in the policymaking process.  

Pivoting to tomorrow

What knowledge, skills, attitudes and values will students need in a swiftly evolving world? We develop long-term “leading-edge” thinking that looks beyond the current state of education to what it can become. These multiple-scenario analyses nourish our ground-breaking Education 2030 work on curriculum. They inform international debate and inspire policy processes to shape the future of education. The one certainty about the future of education is that it will be a digital one though we cannot know to what degree. In staying ahead of the EdTech curve, the directorate advises countries on the fast-changing potential of digital tools like robotics, blockchain and artificial intelligence, and how they can be integrated and used to equitably boost teaching, learning and administrative performance. The digitalisation of education is just one of the many strategic foresight areas the OECD’s Centre for Educational Research and Innovation (CERI) focuses on. Its exploration of best practices flagged by international comparisons helps countries move towards the frontiers of education.

Programmes of work

• Education and Skills Policy Programme The OECD’s programme on education and skills policy support policymakers in their efforts to achieve high-quality lifelong learning, which in turn contributes to personal development, sustainable economic growth, and social cohesion. Learn more
• CERI The Centre for Educational Research and Innovation (CERI) provides and promotes international comparative research, innovation and key indicators, explores forward-looking and innovative approaches to education and learning, and facilitates bridges between educational research, innovation and policy development. Learn more
• INES The OECD Indicators of Education Systems (INES) programme seeks to gauge the performance of national education systems through internationally comparable data. Learn more
• PISA PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges. Learn more
• PIAAC The Survey of Adult Skills, a product of the PIAAC, measures adults’ proficiency in literacy, numeracy and the ability to solve problems in technology-rich environments. Learn more
• TALIS TALIS - the Teaching and Learning International Survey - is the world's largest international survey about teachers and school leaders. Learn more
• Survey on Social and Emotional Skills (SSES) The OECD Survey on Social and Emotional Skills is an international survey that identifies and assesses the conditions and practices that foster or hinder the development of social and emotional skills for 10- and 15-year-old students. Learn more
• Early Childhood Education and Care The Early Childhood Education and Care (ECEC) programme conducts analysis and develops new data to support countries in reviewing and improving their early childhood services and systems. Learn more
• Higher Education Policy The Higher Education Policy Programme carries out analysis on a wide range of higher education systems and policies Learn more

Directorate outputs

Policy and working papers

More facts, key findings and policy recommendations

Create customised data profiles and compare countries

Related policy issues

• Education access, participation, and progression
• Education economic and social outcomes
• Education equity
• Education evaluation and quality assurance
• Education financing
• Education leadership
• Education organisation and governance
• Future of education and skills
• Learning environment
• Teachers and educators
• Student performance (PISA)

Get in touch

Contact us: edu.contact@oecd.org