Education Policy M.A. (33 points) DEGREE PLANNING WORKSHEET

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1 Page 1 Education Policy M.A. (33 points) DEGREE PLANNING WORKSHEET Name: TCID#: Phone #: Program Start Date: Advisor: Master of Arts (M.A.) degree: The minimum point requirement is 33 points (credits). All 33 points must be taken through registration at Teachers College, Columbia University. No more than 12 points can be taken in other units of Columbia University. Education Policy Core: All students must complete at least five courses (15 points): 3 credits of Foundations (EDPA 6542); two Interdisciplinary courses; and two Disciplinary courses. Course # Course Title Semester Credits Foundations (3 credits)--all students must complete the following course: EDPA 6542 Education Policy Foundations Seminar (3 cr.) Interdisciplinary (6 credits)--students select two of the course options listed: EDPA 4047 Politics and Public Policy (3 cr.) EDPA 4048 Education Policy Analysis and Implementation (3 cr.) EDPA 4899 Federal Policy Institute (3 cr.) EDPA 5645 The Craft of Policy Analysis (3 cr.) Disciplinary (6 credits)--students select two courses in different disciplines from these options or ones approved by their advisor: EDPA 5016 Educational Equality: Role of Law (3 cr.) EDPA 5086 The Role of Courts in Education Reform (3 cr.) EDPA 5880 The School Law Institute (3 cr.) EDPE 4050 Economics of Education (3 cr.) EDPE 4051 Education and Economic Development (3 cr.) EDPE 4055 Resource Allocation in Education (3 cr.) EDPE 4097 International and Comparative Studies in Educational Finance (3 cr.) EDPP 4040 American Politics and Education (3 cr.) EDPP 5041 Politics of Centralization and Decentralization (3 cr.) EDPP 5042 Urban Politics & Education (3 cr.) EDPS 4000 Education and Public Policy (3 cr.) Last updated: June 9, 2017

2 Page 2 EDPS 4021 Sociology of Education (3 cr.) EDPS 4022 Sociology of Urban Education (3 cr.) EDPS 4029 Sociology of Schools (3 cr.) Policy Research Methods (6 credits): All students are required to take EDPA However, students who have had significant exposure to research methods in their previous education will be exempted and can take 6 points of other methods courses. EDPA 4050 The Logic and Design of Research in Education Policy (3 cr.) EDPA 4002 Data Analysis Policy & Decision Making I (3 cr.) EDPA 5002 Data Analysis Policy & Decision Making II (3 cr.) Quantitative Methods for Evaluating Education Policies and Programs EDPA 6002 (3 cr.) EDPS 5646 Evaluation of Educational and Social Programs (3 cr.) EDPE 6023 Causal Methods for Education Policy Research (3 cr.) ORL 5522 Evaluation Methods I (3 cr.) ORL 5523 Evaluation Methods II-Seminar(3 cr.) HUDM 4122 Probability and Statistical Interference (3 cr.) HUDM 5122 Applied Regression Analysis (3 cr.) Substantive Specialization (9-12 credits): * M.A. students will select a substantive specialization in consultation with their academic advisor. The specialization areas generally will be tied to students professional and academic goals. Although individualized and incorporating an element of student choice, the implementation of this requirement is guided also by the principles that students need to develop depth as well as breadth and that students should focus on areas in which the Department of Education Policy has a substantial concentration of expertise. * The five specialization options are as follows (described in detail on the other tabs of this spreadsheet): 1. Data Analysis & Research Methods; 2. Early Childhood Policy; 3. Higher Education Policy; 4. K-12 Education Policy; 5. Law and Education Policy. For detailed descriptions of each specialization see separate tabs below. * Students will also have the option of designing their own specialization, with the advice and approval of their advisor. Such specializations might focus on crosscutting themes in education policy (such as accountability, privatization, or diversity and equity), on special populations (such as P-20 education for students with disabilities), or on particular domains in the policy system (such as federal or state level policy). See the description of the Self- Designed specialization in the tab below. * For the Early Childhood, Higher Education, K-12, Law & Education, and Self-Designed specializations, students will take 4 courses (12 credits). For the Data Analysis & Research Methods specialization students will take 3 courses (9 credits). If students enroll in EDPA 5515 (Masters Fieldwork Seminar in Education Policy) this course will count toward the specialization requirement. Last updated: June 9, 2017

3 Page 3 Course # Course Title Semester Credits Specialization (9-12 credits): The number of credits available will depend on whether a student is taking the Capstone seminar (EDPA 5515) to meet the Culminating Requirement. The Capstone Seminar will count for three credits. Culminating Requirement (0-3 credits): Students are required to complete a requirement that reflects and integrates the knowledge and skills acquired through the M.A. program. Students entering in summer or fall 2016 and thereafter will have two options: taking a comprehensive exam or writing a culminating paper analyzing a policy problem or initiative. Those writing a culminating paper must take the spring Capstone Seminar (EDPA 5515), unless they secure a signed agreement of an Education Policy faculty member to sponsor their paper. The form for this agreement can be secured from and must be submitted to the Program Manager. Talk to your adviser to get more details. EDPA 5515 Capstone Seminar: Masters Fieldwork Seminar in Education Policy (3 cr.) Total M.A. Program Credits: Additional instructions: 1. Students should use this form as a helping tool for them and their advisors to follow their progress in their program of studies. This document must match the student s Degree Audit form on MyTC. 2. This Degree Planning Worksheet should be used in conjunction with the written description of the Education Policy concentration in the TC Academic Catalog and on the program web page. All modifications of your program plan should be made with the consultation of your advisor. 3. Up to 12 points can be completed at the Graduate School of Arts and Sciences or other divisions of Columbia University. You must register for these courses through Teachers College. 4. Breadth Requirement : All Teachers College students must complete a prescribed number of points outside of their program. For this degree program, all students need to complete a minimum of 6 points (two courses) in Teachers College courses that are outside of the program (Teachers College courses that do not carry an EDPA prefix). Last updated: June 9, 2017

4 DATA ANALYSIS & RESEARCH METHODS Students who wish to complete the Data Analysis and Research Methods Specialization must complete their Policy Research Methods requirement (6 credits) and an additional 9 credits of coursework from either the Policy Research Methods course list or the Additional Courses list. The additional credits may include the completion of a culminating paper through the Capstone Seminar (EDPA 5515). In addition to the total number of credits, students completing this specialization must: Complete the EDPA 4002 and 5002 sequence (unless they have equivalent prior coursework) Complete at least one course in causal inference (including, but not limited to: EDPA 6002, EDPE 6023, HUDM 5133) Complete at least one course in qualitative or mixed methods (including, but not limited to: EDPA 4050, EDPS 5057, C&T 5502, ORL 6500/6501, ITSF 4092, ITSF 5040) Policy Research Methods (6 credits). All students are required to take EDPA However, students who have had significant exposure to research methods in their previous education will be exempted and can take 6 points of other methods courses. EDPA 4050 EDPA 4002 EDPA 5002 EDPA 6002 EDPS 5646 EDPE 6023 ORL 5522 ORL 5523 HUDM 4122 HUDM 5122 The Logic and Design of Research in Education Policy Data Analysis & Decision Making I Data Analysis & Decision Making II Quantitative Methods for Evaluating Education Policies and Programs Evaluation of Educational and Social Programs Causal Methods for Education Policy Research Evaluation Methods I Evaluation Methods II-Seminar Probability and Statistical Interference Applied Regression Analysis Addditional Courses for the Data Analysis & Research Methods Specialization. EDPS 5057 Qualitative Methods for Education Policy and Social Research C&T 5502 ORL 6500 ORL 6501 ITSF 4092 ITSF 5040 EDPS 5020 EDPE 6025 ORL 6641 HUDM 6030 Qualitative Research Methods: Classrooms and Teaching Qualitative Research Methods in Organizations: Design and Data Collection Qualitative Research Methods in Organizations: Data Analysis and Reporting Qualitative Research and Evaluation in International Education Mixed Methods in International Comparative Education Survey Research Methods Conducting Field Experiments: Design and Implementation Advanced Topics in Research Methods and Design Multilevel Longitudinal Data Analysis

5 HUDM 5133 HUDM 5026 HUDM 5059 ITSF 5035 Causal Inference for Program Evaluation Intro to Data Analysis in R Psychological Measurement Social Analysis of International Assessment of Student Achievement

6 EARLY CHILDHOOD POLICY The Early Childhood Policy Specialization is designed to provide students with a foundational knowledge of the policies that impact early childhood pedagogy, practice, workforce development, accountability, financing, and governance. Students will be exposed to the framing issues that contour early childhood policy as well as the ways in which early childhood policy is similar to, and distinguished from, K-12 and Higher Education policy. Having completed the specialization, students will be conversant with the major issues and policies impacting American (and potentially international) early childhood development and education. Required Course C&T 5050 Optional Courses C&T 4000 C&T 4113 C&T 4121 C&T 4122 C&T 4615 C&T 5513 C&T 5514 HUDK 4021 HUDK 4042 EDPA 6013 EDPA 6027 EDPS 5430 Early Childhood Policy: Prologue to the Future Disability, Exclusion, and Schooling Early Childhood Methods and Programs Early Childhood Teaching Strategies within a Social Context Issues in Parenthood and Education Young Children and Social Policy: Issues and Problems Seminar in ECE Seminar in ECE Developmental Psychology, Infancy Developmental Psychology, Childhood Early Childhood Development and Education: Integrating Research and Policy Perspectives International Perspectives on Early Childhood Policy Policy Internship/Practicum

7 HIGHER EDUCATION POLICY This specialization will expose students to various disciplinary perspectives and key issue areas in higher education policymaking, while making students aware of the organizational breadth of higher education. The aim of the program of study is to prepare students for positions as policy analysts, policy advocates, and educational researcher and academics. Students will be exposed to how various disciplines (economics, law, politics, sociology, and history) have been applied to the analysis of higher and postsecondary education policy. Secondly, the specialization will address important policy issues in higher education, particularly securing higher and more equal rates of access to higher education, improving institutional impacts and ensuring greater and more equal student success, addressing stresses and conflicts concerning higher education finance and public and private provision, and discovering and applying effective mechanisms of public accountability. Finally, the specialization will contextualize these analyses by addressing not just selective institutions but also community colleges, the for-profit sector, and adult and continuing education. Required Course EDPA 4025 Optional Courses EDPA 4013 EDPA 4048 EDPA 4017 EDPA 5023 EDPE 4058 EDPS 4030 ORLD 4050 ORLH 4031 ORLH 5011 ORLH 4012 Higher Education Policy Education Policy and the Management of Instruction Education Policy Analysis & Implementation Topics in Higher Education Law Policy Making for Effective High School to College Transition Economics of Higher Education [MA version of current doctoral course] Sociology of Organizations Introduction to Adult and Continuing Education Financial Administration of Higher Education Institutions College Teaching and Learning Community Colleges

8 K-12 EDUCATION POLICY The K-12 Education Policy specialization prepares students for positions as policy analysts, advocates, and researchers; it also prepares students to bring policy expertise to their work as teachers and leaders in schools and school systems. In this specialization, students learn the perspectives and tools of policy analysis and the policy process; they examine policy-related dimensions of educational practice in K-12 education (including linkages to early childhood and post-secondary education); and they make connections between policy, practice, and the theories and frameworks of the social science disciplines of sociology (organization theory, social stratification, school effects), economics (resource allocation and efficiency), politics (public influence on education, impact of social movements, governance), and law (opportunities and constraints provided through legislation and litigation). Focus is directed on the roles of practitioners, leaders, policy makers, and researchers in the wider education policy process. Students can develop expertise in topics such as the impact of policy on teaching and learning systems; governance and organizational structures; standards, assessment and accountability systems; decentralization and privatization; legal and economic issues; and functions of education in the United States. Course Options EDPA 4013 EDPA 4025 EDPA 4033 EDPA 4046 EDPA 4048 EDPA 4899 EDPA 5016 EDPA 5023 EDPA 5030 EDPA 5086 EDPA 5880 EDPE 4050 EDPE 4055 EDPP 4040 EDPP 5041 EDPP 5042 EDPS 4030 EDPS 5022 C&T 4004 C&T 4078 C&T 5050 Education Policy and the Management of Instruction Higher Education Policy Comprehensive Educational Opportunity School Finance: Policy and Practice Education Policy Analysis & Implementation Federal Policy Institute Educational Equality: The Role of Law Policy Making for Effective High School to College Transition Social Science, Education Policy, and the Courts The Role of the Courts in Education Reform School Law Institute Economics of Education Resource Allocation in Education American Politics & Education Politics of Centralization and Decentralization Urban Politics and Education Sociology of Organizations Sociology of Education Systems School Change Curriculum and Teaching in Urban Areas Early Childhood Policy: Prologue to the Future

9 LAW AND EDUCATION POLICY This course of study is designed for individuals interested in education policy who wish to focus on the interactions of education law, policy, and practice. It serves, among others: (a) aspiring and current policy analysts, researchers, advocates, and educators interested in learning about the law and its impact on education policy and practice; and (b) aspiring and practicing attorneys and advocates wishing to supplement their legal expertise with knowledge about education, research, and policy. This specialization is strongly interdisciplinary, integrating insights from law, policy, social science research, and education practice. Students in this specialization can study a variety of law-based education-reform initiatives that aim to promote educational equality and equity, such as reducing segregation and concentrated poverty, ensuring that every student has access to an adequate and comprehensive education, serving English learners and students with disabilities, and preventing discrimination against GLBTQ students and staff. They can also investigate recent reform initiatives such as privatization and choice, NCLB, and testing and accountability for students and teachers. There will be opportunities as well to explore issues of law, policy and practice that arise within schools and classrooms, such as curriculum, teacher evaluation, and student assignment. Required Courses (at least three of the following) EDPA 4033 Comprehensive Educational Opportunity EDPA 4086 Law and Education: Regulation, Religion, Free Speech, and Safety EDPA 4017 Topics in Higher Education Law EDPA 5016 Educational Equality: The Role of Law EDPA 5030 Social Science, Education Policy, and the Courts EDPA 5086 The Role of the Courts in Education Reform EDPA 5880 The School Law Institute Optional Courses EDPA 4025 Higher Education Policy EDPA 4899 Federal Policy Institute EDPE 4055 Resource Allocation in Education EDPP 5041 Politics of Centralization and Decentralization EDPP 5042 Urban Politics and Education EDPP 5045 Race, Ethnicity, and U.S. Educational Policy

10 SELF-DESIGNED SPECIALIZATION Students will also have the option of designing their own specialization, with the advice and approval of their advisor. Such specializations might focus on crosscutting themes in education policy (such as accountability, privatization, or diversity and equity), on special populations (such as P-20 education for students with disabilities), or on particular domains in the policy system (such as federal or state level policy). Students should first discuss with their advisor what the focus or theme of their specialization will be and whether it is of sufficient breadth and relevance to justify a specialization as versus just an independent study. Once this has been sufficiently clarified, students should then develop a candidate list of courses these can include courses outside the Department of Education Policy and Social Analysis that fit the focus or theme. This list will then be reviewed by the advisor, and the advisor and student will sign off on a statement. The statement should include the following: 1. The focus or theme of the specialization 2. How the student will be meeting the culminating requirement for the M.A. degree. 3. The list of courses from which the student will be choosing, with a designation of which courses are most likely. If the student is doing the culminating paper, this list typically would include the Capstone Seminar (EDPA 5515).