This is a named option in the Educational Leadership and Policy Analysis PhD.
This program focuses on providing students with a knowledge base in educational leadership, organizational theory, planning and evaluation, learning and diversity, with a foundation in both qualitative and quantitative research methods. Recent graduates of the program are faculty members, district and school administrators.
Admissions
Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.
Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online.
| Fall Deadline | December 1 |
| Spring Deadline | The program does not admit in the spring. |
| Summer Deadline | The program does not admit in the summer. |
| GRE (Graduate Record Examinations) | Not required. |
| English Proficiency Test | Every applicant whose native language is not English, or whose undergraduate instruction was not exclusively in English, must provide an English proficiency test score earned within two years of the anticipated term of enrollment. Refer to the Graduate School: Minimum Requirements for Admission policy: https://policy.wisc.edu/library/UW-1241. |
| Other Test(s) (e.g., GMAT, MCAT) | n/a |
| Letters of Recommendation Required | 3 |
Application
Applicants are required to upload the following items to the online application.
- Essay statement. Each applicant must submit a "Reasons for Study" essay. Applicants are encouraged to review the information on our website, talk with our alumni and current students, and interact with members of the faculty and staff. Applicants should address the following in an essay that does not exceed three pages (single or double spaced.)
- What are your primary career goals and professional gaps you have identified as important for your intellectual and professional advancement over the next 5-10 years?
- In what ways will these professional gaps be addressed through a doctoral program at UW-Madison?
- Describe at least one research topic and/or project you plan to work on during your doctoral program.
- As you will note, we are interested in developing and maintaining a diverse and engaged learning community. Please identify any unique or special contributions you will bring to this community.
- Unofficial transcripts. Official transcripts will be requested prior to Graduate School admission.
- Resume or CV.
- Three letters of recommendation. Recommendations from three (3) people who are qualified to evaluate the academic and professional competence of the applicants are required. When completing the online application, submit the names and emails of those requesting recommendation from; recommendations are sent electronically to your application.
- Supporting document if required. Applicants who earned an undergraduate GPA below 3.00 or a graduate GPA below 3.5 should provide additional explanation/documentation to support their admission. In statement, explain why GPA does not accurately reflect high potential to serve in leadership roles.
International degree-seeking applicants must prove English proficiency using the Graduate School's requirements.
Essay Statement
A "strong" essay is characterized by:
- A clear, thorough, well-organized essay that expresses ideas in a detailed and engaging manner.
- Addresses all components of the instructions.
- Paragraphs signal the divisions of thought and sentences flow with ideas in a logical sequence.
- No (or very few) noticeable errors in composition.
- The articulation of clear scholarly interests that are consistent with the department's mission and that may expand knowledge within the field.
A "satisfactory" essay is characterized by:
- A detailed, well-organized essay.
- Addresses all components of the instructions.
- Paragraphs signal the major divisions of thought and sequence.
- Few errors in composition.
- The articulation of scholarly interests that are consistent with the department's mission.
A "weak" essay is characterized by:
- A well-organized but insufficiently detailed essay.
- Addresses some, but not all, of the components of the instructions.
- Paragraphs do not contain main topics.
- A distracting number of errors in composition or spelling (i.e., more than two or three per page).
- No articulation of scholarly interests.
Funding
Graduate School Resources
Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid. Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.
Program Resources
All newly admitted full-time students to the PhD program in Educational Leadership & Policy Analysis receive at least five academic years of funding from a combination of school or university fellowships, teaching assistantships, and/or project/research assistantships. Details on specific funding packages will be provided at the time of admission. Assistantships and fellowships generally include tuition remission, access to health insurance and other benefits, and a competitive living stipend. In consultation with one's advisor, students are encouraged to seek positions in other areas that are related to their own research and professional interests.
Part-time students are not eligible for department funding.
Minimum Graduate School Requirements
Review the Graduate School minimum academic progress and degree requirements, in addition to the program requirements listed below.
Named Option Requirements
Mode of Instruction
| Face to Face | Evening/Weekend | Online | Hybrid | Accelerated |
|---|---|---|---|---|
| Yes | Yes | No | No | No |
Mode of Instruction Definitions
Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.
Evening/Weekend: Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules. Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.
Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.
Hybrid: These programs combine face-to-face and online learning formats. Contact the program for more specific information.
Online: These programs are offered 100% online. Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.
Curricular Requirements
| Minimum Credit Requirement | 75 credits |
| Minimum Residence Credit Requirement | 32 credits |
| Minimum Graduate Coursework Requirement | 51 credits must be graduate-level coursework. Refer to the Graduate School: Minimum Graduate Coursework (50%) Requirement policy: https://policy.wisc.edu/library/UW-1244. |
| Overall Graduate GPA Requirement | 3.00 GPA required. Refer to the Graduate School: Grade Point Average (GPA) Requirement policy: https://policy.wisc.edu/library/UW-1203. |
| Other Grade Requirements | n/a |
| Assessments and Examinations | Doctoral students are required to take a comprehensive preliminary/oral examination after they have cleared their record of all Incomplete and Progress grades (other than research and thesis). Deposit of the doctoral dissertation in the Graduate School is required. |
| Language Requirements | None. |
| Graduate School Breadth Requirement | All doctoral students are required to complete a doctoral minor or graduate/professional certificate. Refer to the Graduate School: Breadth Requirement in Doctoral Training policy: https://policy.wisc.edu/library/UW-1200. |
Required Courses
| Code | Title | Credits |
|---|---|---|
| Introduction to the Field | 6 | |
| These introductory courses lay the foundational framework for work in the department. The Doctoral Inquiry class, ELPA 810, is taken during the first semester of course work, and is required for all incoming PhD students regardless of their area of interest. Students are strongly encouraged to take the second introductory course at the beginning of their studies as well. | ||
| Introduction to Educational Leadership | ||
| Doctoral Inquiry in Educational Leadership and Policy Analysis | ||
| Core Knowledge | 12 | |
| The department believes that students in educational administration should be familiar with four program areas of knowledge: (1) Organizations and Planning; (2) Program and Instructional Leadership and Management; (3) Politics, Policy and Finance; and (4) Learning and Diversity. | ||
| Knowledge in each of these areas is focused on providing a theoretical and empirical research knowledge base to facilitate improvements in teaching and learning in educational organizations. Students should take one course from each program area. Students who have taken similar courses at other institutions and are transferring credits for those courses should take an advanced or related ELPA course in each area identified through consultation with their advisor. | ||
| Organizations and Planning (Select 1 course) | ||
| Knowledge of classic and emerging theoretical approaches to organizations; Understanding and interpreting organizational experience; Decision making; Planning and evaluation; Key relationships between organizations and their environments. | ||
| Organizational Theory and Behavior in Education | ||
| Theory and Practice of Educational Planning | ||
| Program and Instructional Leadership and Management (Select 1 course) | ||
| Leadership theory; Effective leadership; Functional, symbolic, political, and human aspects of leadership; Leading change; Conflict resolution; Empowerment; Sharing leadership; Motivation of self and others; Ethical and moral dimensions of leadership. | ||
| School-Level Leadership | ||
| Instructional Leadership and Teacher Capacity | ||
| Politics, Policy and Finance (Select 1 course) | ||
| Educational governance; Operating within a political environment; Understanding and interpreting political context; Principles of design and implementation of educational policies; Sources of revenues; Effective expenditure of educational dollars; Equity and adequacy issues. | ||
| Resource Allocation for Equity and Social Justice | ||
| Public School Law | ||
| The Politics of Education | ||
| Learning and Diversity (Select 1 course) | ||
| Addressing the diverse learning needs of students; Professional development; Managing academic program, curriculum and instruction to promote student learning; Administering learning and co-curricular activities to reflect students’ common and distinct experiential base. | ||
| Leadership for Equity and Diversity | ||
| Professional Development and Organizational Learning | ||
| Program Depth | 9 | |
| The department believes that students should have depth in at least one of the four program areas: (1) Organizations and Planning; (2) Program and Instructional Leadership and Management; (3) Politics, Policy and Finance; OR (4) Learning and Diversity. Therefore, the department requires that students in Educational Leadership Policy Analysis select 1 of the 4 domains and take at least 3 ADDITIONAL courses in that program area. | ||
| If courses from other departments are permitted in one of the depth areas, at least one of the three additional courses must be an ELPA course. | ||
| Organizations and Planning | ||
| Organizational Theory and Behavior in Education | ||
| Theory and Practice of Educational Planning | ||
| Special Topics Seminar in Educational Leadership | ||
| Seminar in Organizational Behavior and Design | ||
| Sociology of Organizations | ||
| Sustainable Approaches to System Improvement | ||
| Program and Instructional Leadership and Management | ||
| Race, Class and Educational Inequality | ||
| Special Topics Seminar in Educational Leadership | ||
| Technology and School Leadership | ||
| School-Level Leadership | ||
| The School Superintendency | ||
| Data-Based Decision-Making for Educational Leadership | ||
| Professional Development and Organizational Learning | ||
| Politics, Policy, and Finance | ||
| Community, Opportunity, and Justice | ||
| Resource Allocation for Equity and Social Justice | ||
| Public School Law | ||
| Legal Foundations of Special Education and Pupil Services | ||
| Seminar in Educational Law | ||
| Seminar in Educational Finance | ||
| Seminar in the Politics of Education | ||
| Special Topics Seminar in Educational Leadership | ||
| Problems in Educational Policy | ||
| Issues in Educational Policy Analysis | ||
| Economic Theory-Microeconomics Sequence | ||
| Economic Theory-Macroeconomics Sequence | ||
| Theory of Public Finance and Fiscal Policy | ||
| Theory of Public Finance and Fiscal Policy | ||
| Workshop in Public Affairs | ||
| Public Program Evaluation | ||
| Policy-Making Process | ||
| Topics in Public Affairs | ||
| Microeconomic Policy Analysis | ||
| Benefit-Cost Analysis | ||
| Federal Budget and Tax Policy and Administration | ||
| State and Local Government Finance | ||
| Community, Opportunity, and Justice | ||
| Learning and Diversity | ||
| Race, Class and Educational Inequality | ||
| Special Topics Seminar in Educational Leadership | ||
| Evaluating and Supporting Quality Classroom Teaching | ||
| Leadership for Equity and Diversity | ||
| Professional Development and Organizational Learning | ||
| Curriculum Planning | ||
| Electives | 15 | |
| Students may take any five courses inside or outside of the Department, to provide depth or breadth to program focus. Students are reminded that their programs must include at least 39 credits taken from ELPA. Note that electives are separate from minor/supporting coursework. | ||
| Breadth | 12 | |
| Breadth is a rational, unified set of courses taken outside of the department which have a clearly articulated theme or focus which allows the student to develop knowledge in a related area of study. Students may either pursue a doctoral minor or graduate/professional certificate. Students should initiate contact and approval from the minor or graduate/professional certificate department. Students must complete an additional 3 credits of course work outside of the department in order to satisfy the supporting coursework requirement for the department. At least two courses (6 credits) must be completed during or after the semester in which the student is admitted to the PhD program. | ||
| Research Methods and Design | 12 | |
| Students must complete a sequence of courses in research methods and design, focusing on either quantitative or qualitative methods. Students choosing to focus on quantitative methods should take two statistical methods courses and one qualitative methods course. Students choosing to focus on qualitative methods should take two qualitative methods courses and one statistical methods course. After the methods requirement has been met, all students should take the research design course (ELPA 825). Substitutions for ELPA 825 are not allowed. | ||
| Quantitative Methods | ||
| Introduction to Quantitative Inquiry in Education | ||
| Data Management for Education Policy Analysis | ||
| Surveys and Other Quantitative Data Collection Strategies | ||
| Special Topics Seminar in Educational Leadership | ||
| Statistical Methods Applied to Education I | ||
| Statistical Methods Applied to Education II | ||
| Statistics for Sociologists I | ||
| Statistics for Sociologists II | ||
| Introduction to Statistical Methods | ||
| Qualitative Methods | ||
| Introduction to Qualitative Research | ||
| Qualitative Research Methods in Education: Field Methods I | ||
| Qualitative Research Methods in Education: Field Methods II | ||
| Field Research Designs & Methodologies in Educational Administratn | ||
| Special Topics Seminar in Educational Leadership | ||
| Methods of Qualitative Research | ||
| Introduction to Narrative Inquiry | ||
| Discourse Analysis | ||
| Research Design | ||
| Advanced Research Methods in Educational Administration | ||
| Thesis | 9 | |
| Students are required to complete a minimum of nine credits of research/thesis and/or independent reading. While nine credits is the minimum required, there is no maximum. | ||
| Research or Thesis | ||
| Independent Reading | ||
| Total Credits | 75 | |
Practicum
The program includes a practicum experience that requires 150 contact hours for an initial administrator license and an additional 75 hours for each additional administrative license. Practicums are completed under the guidance of department faculty.
Portfolio
Submission and approval of an online portfolio is required for both degree completion and certification. Portfolio requirements are available on the department website.
Graduate School Policies
The Graduate School’s Academic Policies and Procedures provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.
Named Option-Specific Policies
Prior Coursework
Graduate Credits Earned at Other Institutions
With program approval, students may transfer no more than 36 credits of graduate coursework from other institutions. Coursework earned ten years or more prior to admission to a doctoral degree is not allowed to satisfy requirements.
Undergraduate Credits Earned at Other Institutions or UW-Madison
No credits from an undergraduate degree are allowed to count toward the degree.
Credits Earned as a Professional Student at UW-Madison (Law, Medicine, Pharmacy, and Veterinary careers)
Refer to the Graduate School: Transfer Credits for Prior Coursework policy.
Credits Earned as a University Special Student at UW-Madison
With program approval, students may transfer no more than 15 credits of coursework numbered 300 or above taken as a UW–Madison Special student. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements. For more information, refer to the Graduate School: Transfer Credits for Prior Coursework policy.
Probation
Refer to the Graduate School: Probation policy.
Advisor / Committee
Every graduate student is required to have an advisor. An advisor is a faculty member, or sometimes a committee, from the major department responsible for providing advice regarding graduate studies. An advisor generally serves as the thesis advisor. In many cases, an advisor is assigned to incoming students. Students can be suspended from the Graduate School if they do not have an advisor.
To ensure that students are making satisfactory progress toward a degree, the Graduate School expects them to meet with their advisor on a regular basis.
A committee often accomplishes advising for the students in the early stages of their studies.
Credits Per Term Allowed
15 credits
Time Limits
Refer to the Graduate School: Time Limits policy.
Grievances and Appeals
These resources may be helpful in addressing your concerns:
- Bias or Hate Reporting
- Graduate Assistantship Policies and Procedures
- Hostile and Intimidating Behavior Policies and Procedures
- Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
- Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
- Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
- Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
- Office Student Assistance and Support (OSAS) (for all students to seek grievance assistance and support)
- Office of Student Conduct and Community Standards (for conflicts involving students)
- Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
- Title IX (for concerns about discrimination)
School of Education Grievance Policy and Procedures
The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.
Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs), or issues not covered by other campus policies or grievance procedures.
For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance (https://compliance.wisc.edu/eo-complaint/).
For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking, and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.
For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/).
For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:
- Students are strongly encouraged to first talk with the person against whom the concern is directed. Many issues can be settled informally at this level. If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
- If unresolved after taking or considering step 1:
- If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor. The course professor will attempt to resolve the concern informally.
- If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
- If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.
- On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
- On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.
- The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.
- The chair or director will offer to meet with the student who made the grievance and also will provide a written decision to the student, including a description of any related action taken by the committee, within 30 business days of receiving the formal grievance.
- 1
For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.
If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final.
Other types of grievances may be appealed using the following procedures:
- Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.
- A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
- On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
- The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean. For undergraduate students, the dean or designee’s decision is final.
Further appealing a School of Education decision – graduate students only
Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website.
Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.
Resources
- Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
- Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
- Bias or Hate Reporting (for students who experience or observe bias or hate incidents) 70 Bascom Hall, 608-263-5700
- Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures) 217 Bascom Hall, 608-262-2433
- Ombuds Office for Faculty and Staff (for UW–Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
- Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
- Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
- Office of Student Assistance and Support (OSAS) (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
- School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
- School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427
Other
n/a
Professional Development
Graduate School Resources
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