phd higher education california

PhD in Education

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• The Bowen Institute

The PhD program in Education is committed to a multidisciplinary approach to educational theory and research as well as to developing educational environments that are just, relevant, and rigorous.

Program Highlights

• Flexible programming for working and commuting professionals. Most classes meet once a week at 4:00 or 7:00 pm, and others are held on weekends.
• Apply up to 20 MA units of graduate work to your PhD
• Enjoy small, interactive classes. You will also work closely with a faculty mentor who helps you navigate your way through graduate school based upon your specific aspirations and interests.
• Take some or all the classes needed to concurrently earn an Allies of Dreamers certificate . The first program of its kind nationally, Allies of Dreamers is a graduate‐level certificate program that provides the historical context, theoretical framework, and specific knowledge needed by K12 teachers and administrators, student affairs professionals in higher education, and community leaders to offer mentorship and advocacy for Dreamers and other undocumented students.
• Join a well-established network of alumni from the School of Educational Studies. There are educators across the nation (and especially prevalent in California) who are ready to welcome new students as kindred spirits and advocates of “the CGU Way.”
• For those interested in a cohort-model PhD program for working professionals in urban K–16 education, check out our Urban Leadership PhD in Education program .

Program at a Glance

UNITS 72 units

*Actual completion times will vary and may be higher, depending on full- or part-time course registration, units transferred, and time to complete other degree requirements.

COURSES BEGIN Fall | Spring | Summer

DEGREE AWARDED PhD in Education

Featured Courses

Examines the literature on school and teacher effectiveness particularly as it relates to academically vulnerable children, adolescents, and young adults, as well as studying the history and current status of the achievement gap by race, language, and economic status.

Introduces the research, theoretical, and practical issues surrounding access to college and equity in higher education institutions as they relate to racial/ethnic minority groups and socioeconomic status.

Introduces empirical and conceptual scholarship on preparing highly effective and socially-just educators in current accountability and social contexts. Explores the preparation of highly effective and socially-just educators, critical questions and perspectives, and implications for policy, practice, and research.

Broadens student understanding of the foundations of racial inequities in education and how racism has shaped students’ educational experiences and outcomes.

Examines the historical and current debate surrounding the historical impact of gender on education—in particular the role of race, ethnicity, immigrant status, religion, sexual orientation, and social class.

Introduces and analyzes inclusive pedagogies and practices in K-12 and higher education. Explores the differences between inclusion, equity, and diversity in education and educational experiences.

Degree Concentrations

Choosing a degree concentration is optional. Whether you choose one of the official concentrations below or not, you will be paired with a faculty mentor, and together design a doctoral program custom-fit to your aspirations and interests. Past students have focused on a myriad of topics, including gender equity, policy (sometimes focusing on the school, district, state or federal level), the school-to-prison pipeline, learning pedagogies, and family/school/community partnerships, professional development for K-12 educators, and undocumented youth.

Higher Education/Student Affairs

Take an approach to study based on a multidisciplinary view of theory and research and a commitment to developing educational environments that are just, relevant, and rigorous.

Learn more about HE/SA

K12 Education & Equity

Prepare for a career as a forward-thinking educator who focuses upon the important roles schools play to support our diverse communities.

Learn more about K12 Education & Equity

Urban Leadership

Join an innovative cohort program designed to meet the needs of urban K–14 educational leaders who have a demonstrated potential for leadership in education or a related field.

Learn more about UL

Program Features

• You will take an introductory course, Proseminar for Doctoral Study, designed to orientate you to doctoral study. Toward the end of your program, you will take another course, Capstone for Doctoral Research, to prepare you for the move from coursework into doctoral research and dissertation writing.
• Sample research and methods courses include: Introduction to Educational Evaluation, Assessment & Effectiveness, Introduction/Advanced Qualitative Inquiry, Introduction/Advanced Quantitative Research Methods, Research Methods & Design, Community-based Participatory Research – Focus on Transformative Movement Organizing, Research Practicum
• CGU embraces transdisciplinary learning and thinking. To foster the ability to communicate across discipline areas, you will take at least one transdisciplinary course.

Faculty & Research

Deborah Faye Carter

Associate Professor of Higher Education

Research Interests

Higher education; transition to college; college student outcomes; access to college; race in education; mentoring, equity, and diverse learning environments in STEM

Professor of Education Joseph B. Platt Chair in the Management of Technology

STEM education, data science, model building, technology development and management

DeLacy Ganley

Dean, School of Educational Studies Professor of Education

Culturally relevant education; resiliency and achievement of marginalized populations; intersection of families, community, and school; language acquisition; social capital theory; systems theory

Tom Luschei

Professor of Education

International and Comparative Education; Economics of Education; Teacher Quality, Teacher Policy, and Teacher Distribution; Education Policy across the Americas; Bilingual Education Policy and Practice

Dina C. Maramba

Equity and diversity issues in higher education; theory and practice in student affairs; college student development; access and retention; first-generation college students; Asian American and Pacific Islander populations; minority serving institutions

Susan J. Paik

Educational productivity; talent and leader development; giftedness and creativity; learning and achievement; psychosocial and environmental factors; urban and international studies; underserved students; Asian Americans and education; family-school-community partnerships; research methods, design, and evaluation

Linda Perkins

University Professor Director, Applied Gender Studies

Women and African-American higher education, history and contemporary issues on women in higher education, especially Black women, global gender issues.

Mary Simpson Poplin

Senior Research Fellow Professor Emerita

Highly effective teachers in Los Angeles area; effective teaching methods; students, schools and poverty; differences between Judeo Christian and secular thought; Mother Teresa (worked with her in 1996)

Guan K. Saw

Associate Professor of Education

Educational inequality; diversity and inclusion; STEM education and workforce; college access and success; sociology of education; educational psychology; educational evaluation and policy analysis; quantitative, qualitative, and mixed methods; health disparities

Deborah Deutsch Smith

Professor Emerita of Education

Special education, Special education faculty, Disability policy, Learning disabilities, Cross-cultural and inclusive education

Torie Weiston-Serdan

Clinical Assistant Professor

Critical mentoring; critical youth work; non-profits and social enterprises; diversity and equity; non-profits and philanthropy; youth-serving non-profits; culturally sustaining pedagogy; abolitionist teaching; Black Feminism in education; learning and teaching

Senior Research Fellow Professor Emeritus

Education, Urban education, Education policy

Daryl G. Smith

Organizational implications of diversity, Assessment and evaluation, Leadership and change, Governance, Diversity in STEM fields, Faculty diversity

Eligio Martinez

Senior Research Fellow

P-20 education pipeline; college access and retention; community colleges; boys and men of color; middle school education; Chicana/o and Latina/o Students

Where You Can Find Our Alumni

San Bernardino County

Superintendent of Schools

Kit-Macquarie Brain Research Laboratory

Los Angeles Unified School District

Cedars-Sinai Medical Center

University of California, Berkeley

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PhD in Education

Welcome to the graduate group in education phd program.

Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice.  Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center.

Designed to foster scholarly engagement and impact the practice of education, students may select from 5 areas of emphasis:

• Language, Literacy and Culture
• Learning and Mind Sciences
• Science and Agricultural Education
• School Organization and Educational Policy

Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.

To learn more about applying to our program, visit Admissions & Financial Aid – PhD Program . You are also welcome to attend one of our virtual Ph.D. Information Sessions listed below. You will need to register for the event to receive the Zoom link to attend. 

Thursday, November 9, 3:30-4:30pm (PST) ( Registration Link )

  Wednesday, November 29, 5:30-6:30pm (PST) ( Registration Link )

PhD Student Antoinette Banks Wins $1 Million Black Ambition Prize

Award is for parent-facing app that uses predictive AI to optimize IEP plans

Kaozong Mouavangsou

MA ’16, PhD ’22

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Doctoral programs.

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

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

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

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

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

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

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

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

Cross-area specializations

Learning sciences and technology design (lstd).

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

Race, Inequality, and Language in Education (RILE)

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

Other academic opportunities

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

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

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

To learn more about the Academic Services team:

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Education Cred/PhD

The Berkeley School of Education (BSE) prepares leaders in education practice, policy, and research. BSE faculty members support a vision of public education that promotes equity and social justice by empowering practitioners to meet the highest standards of engagement and enrichment in classrooms, schools, communities, and districts. Through this commitment, the Berkeley School of Education supports cutting-edge research and positive social transformation in education. The faculty and students at the Berkeley School of Education develop projects and strategies in interdisciplinary scholarship and field studies that positively impact educational outcomes at the state, national, and international levels.

The Berkeley School of Education offers Doctor of Philosophy (PhD), Master's of Arts (MA), and credential degree programs as well as an Education major and minor for undergraduate students.

PhD and Master's Programs at the Berkeley School of Education

Students collaborate in dynamic learning environment that develops expertise in areas including:

Critical Studies of Race, Class, and Gender

Learning Sciences and Human Development

Policy, Politics, and Leadership

Social Research Methodologies

Leadership and Excellence in K-12

Students develop professional leadership skills and explore new opportunities in pedagogy, curricula, and policy. Innovations in teaching and leadership in the classroom prepare students for influential administrative roles - e.g. for principals, district and system-wide administrators, and policy influencers.

Learn more about the Berkeley School of Education's Professional Programs .

Additional Programs

Graduate Group in Science and Mathematics Education (SESAME) SESAME is the Berkeley School of Education's interdisciplinary graduate program for students who seek advanced expertise in a scientific discipline. SESAME students earn a doctoral degree by researching the educational theories and research methodologies in science, technology, engineering and mathematics (STEM) education.

Intersection of Sport and Education In the Intersection of Sport and Education program students research facets of institutionalized sports that complements and conflict with the educational missions of American secondary and post-secondary schools.

School Psychology The Berkeley School of Education's School Psychology program brings together psychology professionals, teachers, and educational leaders to clarify and resolve problems regarding the educational and mental health needs of children in classrooms.

Special Education (Joint Doctoral Program with San Francisco State University) The Special Education Joint Doctoral program prepares leaders in research, teaching, administration, and supervision to address the professional needs facing children, youth, and adults with disabilities. By combining the resources of both Berkeley and SFSU, students pursue theoretical interests and applied practices in a broad spectrum of specializations within Special Education.

Leaders for Equity and Democracy (LEAD) Berkeleys educational doctorate (EdD) is a three year program that engages passionate, equity-conscious leaders who apply practice, theory, and research design to develop excellence and integrity in education. Using guiding principles, operational efficiencies, and professional networks, LEAD doctoral students influence all-encompassing change and innovation in education.

Contact Info

[email protected]

2121 Berkeley Way

Berkeley, CA 94720

At a Glance

Department(s)

Admit Term(s)

Application Deadline

December 4, 2023

Degree Type(s)

Doctoral / PhD

Degree Awarded

Ph.D., Cred/Ph.D.

GRE Requirements

Education (Ph.D.)

School of Education

• Doctor of Philosophy

Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice. Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center. Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.

Graduate Program Requirements

Contact information.

UC Davis Graduate Studies

Education (ph.d.), about the program, learn more about the program.

Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice. Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center. Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.

School of Education

Admissions and Fellowship Information

UC Davis General Admission Requirements Program Admissions Requirements

Admissions Actions

Program contact information, primary program contacts.

Program Coordinator Briana Rodriguez [email protected]

Graduate Group Chair Francisco Martorell (530) 752-3353 | [email protected]

Additional Contacts

Advisor: General Cassandra Hart Education (Ph.D.) (530) 752-9691 | [email protected]

Advisor: Primary Contact Danny Martinez Education (Ph.D.) (530) 752-9749 | [email protected]

Advisor: Primary Contact Francisco Martorell Education (Ph.D.) (530) 752-3353 | [email protected]

Advisor: General Cynthia Passmore Education (Ph.D.) (530) 752-7883 | [email protected]

Advisor: General Nicole Sparapani Education (Ph.D.) [email protected]

Advisor: General Lawrence Winn Education (Ph.D.) (530) 752-5965 | [email protected]

Internal Fellowship Analyst Heidi West (530) 754-9473 | [email protected]

Senior Academic Advisor Brittney Dinelli [email protected]

External Fellowship Analyst Yvette Garcia [email protected]

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Home / Academics / PhD Program

PhD Program

Our Mission

Our Ph.D. in education program supports graduate students in becoming creative scholars who engage in research focused on the educational needs of youth from linguistic and cultural groups that have historically not been served well in the nation’s public schools. Our program grounds students in interdisciplinary theory and research methodologies, and the courses and research apprenticeships critically examine practices in K-12 classrooms and/or in other organizations and institutions shaping the social contexts of schooling for low-income, racially, culturally, and linguistically diverse communities. 

Our internationally prominent research faculty draw on perspectives and methods from the humanistic social sciences such as anthropology, psychology, and sociology, as well as philosophy, linguistics, the learning sciences, and cultural historical activity theory. Our goal is to provide a research apprenticeship through our doctoral program that examines learning and teaching within the multiple contexts of everyday life, from classrooms, schools, and institutions of all sorts, to diverse families and communities.

Where Can a PhD in Education Take You?

Graduates of our program will be qualified to teach and to conduct research in tenure-track positions in university and college settings ranging from research intensive universities to regional universities and liberal arts colleges. Graduates will also be qualified for scholarly work in non-university based institutions that focus on teacher professional development, curriculum development, and related areas of educational research and development. Further, graduates will be qualified for scholarly work in governmental agencies, or policy and advocacy organizations.

Alumni of our program are making impactful contributions in many places in California, the United States, and internationally. Our PhD graduates hold faculty appointments at the University of San Francisco, several of the California State Universities, University of Hawaii Manoa, the University of Maine, Lewis and Clark College in Portland, Oregon and Colgate University in New York - to name a few! They direct educational programs at museums, work as research fellows in national think tanks, and provide leadership in school districts and professional organizations.

Types of Research Projects

The diversity of doctoral student dissertation studies or research projects is reflected in the diversity of the department faculty’s research agendas as they intersect with the creativity of our cohorts of students. Each student develops an individualized integrated program of study under the direction of a Faculty Academic Advisor that includes the advanced coursework in our core program seminars and research apprenticeships, as well as advanced course work in other departments. Programs of study include teaching assistantships and independent study organized to develop deep expertise in a focal area of research. Our program embraces an apprenticeship model so that students develop expertise through active participation in impactful research.

Our Faculty

Each member of the internationally prominent Education Department faculty has an ongoing research program (see more here ), and many also have working relationships and collaborative research projects both with faculty members in other departments and with community and school partners. As appropriate to each doctoral student’s program of study, students in the program also establish study and research connections with faculty members from other departments who will serve on the student’s qualifying exam and dissertation committees.

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Last modified: September 1, 2020 128.114.113.82

School of Education

Educators are liberators because knowledge is transformative.

Doctoral Degree Programs

The School of Education's doctoral program prepares the next generation of thought leaders and researchers in education. As a Ph.D. student, you can choose to specialize in one of the following areas: Education Policy Analysis and Leadership; Education, Society, and Culture; Educational Psychology; Higher Education Administration and Policy; School Psychology; or Special Education.

As a doctoral student, you'll work alongside faculty devising and conducting cutting-edge research that brings about positive change for students of all ages and abilities. You'll have opportunities to present research, co-author scholarly papers, and explore ideas with some of the most respected leaders in the field of education. Once you graduate with a doctorate, you’ll join a vibrant SOE alumni network, and be prepared to enter a position in educational research, university teaching, local school leadership, or similar area.

At-A-Glance

No gre required, no master’s degree or major prerequisites required, 94% students receive multi-year fellowships, most diverse education faculty in the uc system, ucop info center 2020, program overview.

• Full-time study
• In-person, seminar style classes
• Main campus - Riverside
• Most classes meet 4-7pm
• Duration: five years

Fellowships

Doctoral students are eligible to receive competitive fellowships:

• Tuition remission
• Health insurance
• Researcher & teaching opportunities
• Take advantage of research opportunities with award-winning faculty
• Explore the array of research interests and centers

Ph.D. Specializations

The SOE offers six specializations within the Ph.D. in education program. You'll find faculty research interests within the specializations align with the program curriculum. Prospective students should identify the specialization and corresponding faculty member that align with their own research interests and clearly identify them in the statement of purpose essay.

Student Spotlight

Briana a. savage, ph.d. '25.

"Being a PhD student at UCR has given me endless opportunities to grow as a scholar and a professional. I have been able to build connections with dynamic faculty and students, work as a Research Associate for the Center for Athletes' Rights and Equity, present my work at national conferences, publish in an academic journal, teach undergraduates as a Teaching Assistant, and be active in student organizations and events. My time here has been fulfilling and I am constantly learning about ways to develop and build my identity in the world of academia."

• Chancellor’s Message

Print Options

2023-24 edition, education, ph.d..

The School of Education offers a Ph.D. in Education. The program seeks applicants from varied backgrounds and experiences who have the potential to become outstanding scholars and researchers in the field of education. The program currently offers three areas: (1) Human Development in Context; (2) Educational Policy and Social Context; and (3) Teaching, Learning, and Educational Improvement. Students enrolling in the program choose among these areas based on their research interests.

Course work for the program ordinarily takes two to three years to complete and involves a number of core courses, methodology courses, elective courses, and a directed research sequence. Before advancing, students are required to have successfully completed their first-year research poster project, second year research paper, and 12 courses as specified by the area requirements. Students should advance to candidacy in the fall quarter of their fourth year. The normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years.

Students are admitted to the program once per year to begin each fall quarter. Applicants must have completed a bachelor’s degree with a grade point average of at least 3.0 and have prior course work or background related to the area for which they express interest. Applicants are required to submit a UCI application, transcripts, a statement of purpose, a personal statement, CV or resume, a writing sample, and three letters of reference. For the 2023 admissions cycle, general GRE scores are not required. Applicants who are not citizens of countries where English is the primary or dominant language as approved by the UCI Graduate Division are also required to submit scores from either the TOEFL examination or the Academic Modules of the International English Language Testing System (IELTS).

Financial support will be offered in the form of teaching or research assistantships.

Students take a minimum of 12 4-unit courses, including five required research methods courses, three foundations courses, and four area courses.

Required Methods Courses

Foundations courses, area courses.

Students must take four courses in their own area.

S/U Research Courses

Students who wish to engage in pre-dissertation or research for credit but not for a letter grade, may enroll in EDUC 295 for 2-4 units (pre-dissertation research) or EDUC 299 for 2-8 units (dissertation research). Both courses may be repeated for credit and both are graded on a Satisfactory/Unsatisfactory basis. As with other S/U courses, EDUC 295 and EDUC 299 may not be used to fulfill course of elective requirements.

Elective Courses

Students are expected and strongly encouraged to take courses beyond the 12 courses required, such as the additional research courses listed below, that provide training essential to the student's research interests and professional development throughout their five years of doctoral study. These courses may come from their own area, from the other two areas, from other appropriate classes in the School of Education, from other departments on campus, or from other campuses within the University of California. Elective courses must be graduate-level courses taken for a letter grade. Independent study courses (e.g., EDUC 298 ) are also acceptable when taken for a letter grade, pending approval and syllabus is provided.

Further information regarding the Ph.D. program, courses, and application requirements is available at the School of Education website .

Additional Research Methods Courses (not required but strongly encouraged)

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2023-2024 Catalogue

A PDF of the entire 2023-2024 catalogue.

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Graduate Programs

Ph.d. program.

The Ph.D. in Education is designed for students with some professional experience in teaching and learning settings as well as in research. Our mission is to teach students to wield the tools of research to change disparities in educational experiences and student outcomes.

Ed.D. (JDP) in Educational Leadership

The University of California, San Diego, and California State University, San Marcos jointly offer a Doctor of Education (Ed.D.) in Educational Leadership. This cohort-based three year (including summers) Doctor of Education degree is designed to enable education leaders to participate in a research-based program while still working in an educational setting.

• Ed.D in Educational Leadership
• Ph.D. in Education

Berkeley School of Education

Ma and phd programs, about our ma and phd.

Earning a Master’s of Arts degree (MA) or doctorate (PhD) from Berkeley’s School of Education often leads to a career as an educational scholar and researcher in schools, colleges, and universities; non-profits and think tanks; and corporations.

In your application, we encourage you to describe your research interests as well as your desire to study with particular faculty in their application materials. If you wish to study educational topics outside those framed in the list below, we still encourage you to apply to earn your MA or PhD because we want innovative thinkers among us.

During the first semester, all students build a plan of study in consultation with their advisor(s). This plan is revisited, updated, and revised yearly thereafter.

What Doctoral Students Can Expect

During the first two years of study, the Berkeley PhD in Education introduces you to research on current issues in education, theories of learning, human development, and inequality, educational policy, and research methods. Students proceed through the program during the first two years in a cohort, taking core courses together.

The degree program’s structure ensures that you have a broad understanding of important topics in education and that you begin developing the research expertise needed to carry out independent research projects. You will also begin to take elective courses within and outside the BSE in your expected areas of expertise.

By the third and fourth years of study, you are expected to develop greater expertise in your research specialties in close consultation with your faculty advisors. You also take advanced seminars; engage in independent studies and research apprenticeships; and complete an oral exam.

The concluding part of your doctoral studies is preparation of your dissertation proposal and the research and writing of your dissertation.

What Master's Students Can Expect

As a Master’s student, you join the Berkeley community for one academic year, affiliating with a cluster of specialization. MA students often complete courses and their Masters projects during the summer. You are required to complete 24 semester units, which equals seven to eight classes, depending on how many units are awarded for each class.

You will have access to your faculty advisors, an MA Coordinator, and Student Services staff within the School of Education.

Learn more about the core requirements for earning a Master's in Education .

Our faculty’s interests span a range of critical topics and issues that are crucial for the attainment of educational equity and greater impact in schools and communities. The broad clusters of our faculty’s expertise are listed below. Click on any of the titles to see faculty who are engaged in this research.

Critical Studies of Race, Class, and Gender

• Critical Social and Cultural Theories
• Globalization, Immigration, and Migration
• Race & Social Inequality in Urban Education
• Domination and Resistance across Educational Settings
• Social Identities in Educational Contexts
• Language, Literacy, and Digital Media

Language, Literacy, and Culture

• Sociocultural aspects of language use and development across the lifespan
• Linguistic and cultural diversity in language and literacy education
• Intersections of disability and language and literacy learning
• Race and inequality in language and literacy education
• Bi/multilingualism and translanguaging in schools and communities
• Indigenous language maintenance and education in local and global contexts
• Literacy in a Digital Age
• Literacy in and out of School

Learning Sciences and Human Development

• Cognitive, Human, and Social Development 
• Mathematics and Science Education
• Teacher Learning and Education
• Technology and Digital Media

Policy, Politics, and Leadership

• Leadership in Educational Organizations
• Policy Analysis and Program Implementation
• Politics of Education Advocacy
• School Improvement

Social Research Methodologies

• Data Science
• Design-Based Research
• Measurement
• Qualitative Research Methods
• Statistics and Econometrics

School Psychology

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UCLA Graduate Programs

Doctoral Studies

The doctoral experience.

We offer six types of doctoral degrees in over eighty fields of study. Most of our doctoral degrees are PhDs; we also offer a Doctor of Education, Doctor of Environmental Science and Engineering, Doctor of Public Health, Doctor of Musical Arts, and Doctor of Nursing Practice.

COMPLETE COURSEWORK AND OTHER REQUIREMENTS

Doctoral programs vary widely in the number of required courses as well as additional requirements. Most programs use the first year to prepare students for their chosen field. Some programs conduct an end-of-the-year exam for each first-year cohort, while others evaluate student by courses, papers, and projects completed in that first year. In addition to being assigned a Student Affairs Officer (SAO) by your program, you’ll also mutually choose your Faculty Advisor. Generally this is a natural process where a student’s and a faculty member’s interests and areas of specialization align. This relationship is an important one, which lasts well beyond a student’s tenure at UCLA. In your first year, you’ll take courses with a wide variety of faculty and make lasting friendships with your cohort.

• Registration & Enrollment

FIND FORMS FOR DOCTORAL STUDENTS

We’ve assembled all UCLA-wide forms that may be useful to a graduate student on a Master’s track in one place:  Forms for UCLA Doctoral Students . Your specific program may provide additional forms for your use. Here are some of the most common.

• Language Petition
• Nomination of Doctoral Committee
• Reconstitution of Doctoral Committee
• Graduate Degree Petition
• Leave of Absence
• In Absentia

KNOW YOUR PROGRAM REQUIREMENTS

To keep on track, a Doctoral student must meet specific requirements for a student’s program.

Type the name of your program to jump straight to its requirements:

Your Program Requirements cover most things a current student needs to know in order to graduate on time.  Our FAQs  answers a few common questions about program requirements. Any outstanding questions can be answered by your program through their website or from your Student Affairs Officer (SAO).

If your program offers a Master’s Degree along the path toward a Doctorate, you’ll be required to initiate a specialized process and meet criteria specific to your program.

NOMINATE YOUR DOCTORAL COMMITTEE

During your second or third year, you’ll begin assembling (nominating) your Doctoral Committee. Your committee is comprised of 4 or more faculty members (3 or more faculty members for professional (non-Ph.D.) doctoral committees) who are experts in your field who can guide you in your research. Some committee members will be on-campus while a few may be located at another academic institution. All committee members will be responsible for reviewing your work periodically, advising you on your direction and independent research, assessing your university oral qualifying exam, and approving your dissertation.

On occasion, your committee will fall out of compliance, in which case you’ll be required to  reconstitute your Doctoral committee . Common reasons include when one of your committee members leaves her or his post at UCLA or when you or a current committee member decides that you’ll benefit more by working with a different faculty member.

For more about your doctoral committee, see the Graduate Council’s guide  Graduate Student Academic Rights and Responsibilities  and  Standards and Procedures for Graduate Study at UCLA .

• Minimum Standards for Doctoral Committee Constitution
• Professional (Non-Ph.D.) Doctoral Committee Policy
• Nomination of Doctoral Committee
• Reconstitution of the Doctoral Committee and/or Change in Final Oral Examination Requirement

ADVANCEMENT TO CANDIDACY

Becoming a doctoral degree candidate is not a given. The first phase of your doctoral program is supervised by a faculty advisor or guidance committee. Your program will administer the written, and in some cases the program’s oral qualifying, exam after you complete courses and other preparatory work recommended or required by your program

Your doctoral committee may also require additional written exams. Only upon satisfactory completion of the written and oral qualifying requirements may you advance to candidacy. A student must also have met language requirements for advancement. This accomplishment generally happens between your second and fourth year.

CONTINUE PROGRESS TOWARD YOUR DOCTORAL DEGREE

With the guidance of your Doctoral Committee, you’ll conduct fieldwork, research, writing, and independent study all the way up through your dissertation.

While you’re completing your degree, keep an eye on your future. Be sure to participate in the great career and professional development events and resources at UCLA.

DEFENDING YOUR DISSERTATION

Some programs require you to present your dissertation to your doctoral committee in a time-honored event called the final oral examination (or final defense). To find out if your program has this requirement, consult your program requirements for the year you were admitted (see KNOW YOUR PROGRAM REQUIREMENTS above).

FILE YOUR DISSERTATION

You will complete an approved doctoral dissertation that demonstrates your ability to perform original, independent research and constitutes a distinct contribution to knowledge in your principal field of study.

CELEBRATE YOUR GRADUATION

Doctoral Degrees are awarded four times a year, and are integrated into a single commencement—called the Doctoral Hooding Ceremony—held once each year at the beginning of June.  UCLA Graduate Commencement for Doctoral Students  is where you’ll find info about tickets, locations, schedule, parking, and dress code (including caps and gowns). For information on commencement ceremonies hosted by various graduate departments and programs, search for your program on this year’s schedule .

YOUR FUTURE

Once you graduate, our support continues. You’ll find great resources, guidance, career support, and opportunities to network with fellow graduates through  UCLA’s Alumni Association .

To network with fellow alumni and learn about meetups and events, like our UCLA Alumni Facebook page . and follow UCLA Alumni on Twitter .

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Doctor of Education (Ed.D.) in Educational Leadership

Preparing scholar-leaders to meet the educational challenges of today and the future.

Fresno State’s doctoral program in educational leadership supports the California State University system-wide effort to offer professional practice doctoral programs in Educational Leadership for California residents.

Fresno State’s program is designed to support working professionals poised for leadership in P12 schools and districts,  community colleges, and universities. The 60-unit program can be completed in three years of full-time study and is designed to complement students' full-time employment. Upon completion, candidates will earn a Doctor of Education (Ed.D.) degree. 

Our cohort-based doctoral program offers two delivery format options for students: Face-to-Face and Online. Both delivery format options offer students the opportunity to focus on either P12 Educational Leadership or Community College/Higher Education Leadership .

Our program prepares its students to develop new skills that will enable them to:

• Acquire theoretical, practical, methodological, and empirical knowledge,
• Conduct field-based research,
• Serve the needs of an increasingly diverse student population,
• Establish sound educational policy and practice,
• Play a leadership role in educational reform,
• And Conduct educational assessments and evaluations.

Program Curriculum

Prospective Student Info

List of Current Students

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• Last Updated Oct 6, 2023

Higher Education Administration Graduate Programs in California

1-21 of 21 results

Rossier School of Education

Los Angeles, CA •

University of Southern California •

Graduate School

• • Rating 4.6 out of 5   15 reviews

Alum: The Marriage and Family Therapy program was okay, some Professors are way better than others and in general, do not expect anyone to go out of their way to help you, you have to figure things out by yourself. Good luck if you are an international student, they basically have no idea what you are going through. The program is a good starting point for your career but definitely you are going to have to do a lot of additional work to be able to practice as an MFT, as per required by the licensing board, but the preparation is good enough. ... Read 15 reviews

University of Southern California ,

Graduate School ,

LOS ANGELES, CA ,

15 Niche users give it an average review of 4.6 stars.

Featured Review: Alum says The Marriage and Family Therapy program was okay, some Professors are way better than others and in general, do not expect anyone to go out of their way to help you, you have to figure things out by... .

Read 15 reviews.

School of Leadership and Education Sciences - University of San Diego

San Diego, CA •

University of San Diego •

• • Rating 4.17 out of 5   6 reviews

Alum: The MALS and other Leadership Graduate programs provided by USD prepares academics and professionals alike to generate the best possible organizational outcomes across industries. Balancing theory, research, pedagogy, and applied practice students develop their leadership skills to serve individuals and groups in a variety of settings. The innovative perspective of business has made a significant impact on management structures in recent year and offers a spectrum of career opportunities for multi-dimensional individuals. ... Read 6 reviews

University of San Diego ,

SAN DIEGO, CA ,

6 Niche users give it an average review of 4.2 stars.

Featured Review: Alum says The MALS and other Leadership Graduate programs provided by USD prepares academics and professionals alike to generate the best possible organizational outcomes across industries. Balancing theory,... .

Read 6 reviews.

School of Education - Loyola Marymount University

Loyola Marymount University •

• • Rating 5 out of 5   2 reviews

Current Master's student: Currently I am on my spring semester at lmu completing the school psychology program. One thing I can say is that the program is demanding, but very rewarding. My professors have taught me so much by assigning is field work assignments and they are very understanding and willing to help as long as you have open communication with them. ... Read 2 reviews

Blue checkmark.

Loyola Marymount University ,

2 Niche users give it an average review of 5 stars.

Featured Review: Current Master's student says Currently I am on my spring semester at lmu completing the school psychology program. One thing I can say is that the program is demanding, but very rewarding. My professors have taught me so much... .

Read 2 reviews.

San Francisco Bay University

Graduate School •

FREMONT, CA

• • Rating 3 out of 5   2

LaFetra College of Education

University of La Verne •

LA VERNE, CA

• • Rating 4.44 out of 5   9

College of Liberal and Creative Arts - San Francisco State University

San Francisco State University •

SAN FRANCISCO, CA

University of San Francisco School of Education

San Francisco, CA •

University of San Francisco •

• • Rating 4.5 out of 5   8 reviews

Master's Student: I feel that this program is heavily committed to social justice which is something that is extremely important to me. Going into the mental health field, it is important to be attuned to what is going on in the "real world" and USF does a great job at making things "real". The professors are actively working in the mental health field, and a lot of them are doing community mental health which really ties in the social justice aspect of the profession. It has made my academic experience much livelier and relatable. ... Read 8 reviews

University of San Francisco ,

SAN FRANCISCO, CA ,

8 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says I feel that this program is heavily committed to social justice which is something that is extremely important to me. Going into the mental health field, it is important to be attuned to what is... .

Read 8 reviews.

College of Education - California State University - Long Beach

Long Beach, CA •

California State University - Long Beach •

California State University - Long Beach ,

LONG BEACH, CA ,

Point Loma Nazarene University

• • Rating 4.49 out of 5   171 reviews

Master's Student: They truly focus on making sure their students understand concepts and develop skillsets for the workplace. They do not prioritize memorizing unnecessary information or revolve around good grades. Each professor is determined to make sure each student understands the topics. The small class sizes cater to that. ... Read 171 reviews

171 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says They truly focus on making sure their students understand concepts and develop skillsets for the workplace. They do not prioritize memorizing unnecessary information or revolve around good grades.... .

Read 171 reviews.

• Find college scholarships

College of Education - San Diego State University

San Diego State University •

• • Rating 4.33 out of 5   3 reviews

Niche User: The courses in SDSU's STE are engaging, while ensuring that teacher candidates are prepared to face the teaching world- both online and in person. ... Read 3 reviews

San Diego State University ,

3 Niche users give it an average review of 4.3 stars.

Featured Review: Niche User says The courses in SDSU's STE are engaging, while ensuring that teacher candidates are prepared to face the teaching world- both online and in person. .

Read 3 reviews.

School of Education - Azusa Pacific University

Azusa, CA •

Azusa Pacific University •

• • Rating 4 out of 5   3 reviews

Current Master's student: Everything from the people to the campus is absolutely amazing. I am so blessed to have this experiences at such a fine school ... Read 3 reviews

Azusa Pacific University ,

AZUSA, CA ,

3 Niche users give it an average review of 4 stars.

Featured Review: Current Master's student says Everything from the people to the campus is absolutely amazing. I am so blessed to have this experiences at such a fine school .

College of Education - California State University - Fullerton

Fullerton, CA •

California State University - Fullerton •

California State University - Fullerton ,

FULLERTON, CA ,

Dr. Bonnie G. Metcalf School of Education

Riverside, CA •

California Baptist University •

California Baptist University ,

RIVERSIDE, CA ,

University of Redlands School of Education

Redlands, CA •

University of Redlands •

• • Rating 3.5 out of 5   6 reviews

Doctoral Student: Everyone I've interacted with from my program has been wonderful and helped assure me that the Leadership for Educational Justice Program at the University of Redlands is where I need to be right now. ... Read 6 reviews

University of Redlands ,

REDLANDS, CA ,

6 Niche users give it an average review of 3.5 stars.

Featured Review: Doctoral Student says Everyone I've interacted with from my program has been wonderful and helped assure me that the Leadership for Educational Justice Program at the University of Redlands is where I need to be right now. .

University of Redlands Graduate School of Theology

San Anselmo, CA •

SAN ANSELMO, CA ,

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• Early Childhood Special Education Graduate Programs
• School Counseling Graduate Programs

Sanford College of Education

National University •

• • Rating 4.8 out of 5   5 reviews

Master's Student: Great program to take a course while you work during the day. This program is curated for working adults and people that want to achieve their career goals. Program advisors are very helpful and are always available to answer questions and provide support. I hope National University will also be a great option for your to reach you life goals as well! ... Read 5 reviews

National University ,

5 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says Great program to take a course while you work during the day. This program is curated for working adults and people that want to achieve their career goals. Program advisors are very helpful and are... .

Read 5 reviews.

Kremen School of Education and Human Development

Fresno, CA •

California State University - Fresno •

California State University - Fresno ,

FRESNO, CA ,

Michael D. Eisner College of Education

Northridge, CA •

California State University - Northridge •

• • Rating 5 out of 5   1 review

Graduate Student: I enjoyed the helpfulness and professionalism of the staff and students alike. I enjoyed every second on campus for my undergrad and graduate degrees. I enjoyed it so much I'm going back for my 2nd masters in educational administration to hopefully be an administrator someday. ... Read 1 review

California State University - Northridge ,

NORTHRIDGE, CA ,

1 Niche users give it an average review of 5 stars.

Featured Review: Graduate Student says I enjoyed the helpfulness and professionalism of the staff and students alike. I enjoyed every second on campus for my undergrad and graduate degrees. I enjoyed it so much I'm going back for my 2nd... .

Read 1 reviews.

College of Education - California State University - Sacramento

Sacramento, CA •

California State University - Sacramento •

Niche User: I love that my psychology program is online. I am able to do my homework from home or at work with no issues. It's also a plus to save some gas too! My professors have been very helpful whenever I am stuck or unsure of the material. ... Read 2 reviews

California State University - Sacramento ,

SACRAMENTO, CA ,

Featured Review: Niche User says I love that my psychology program is online. I am able to do my homework from home or at work with no issues. It's also a plus to save some gas too! My professors have been very helpful whenever I am... .

College of Education, Kinesiology & Social Work - California State University - Stanislaus

Turlock, CA •

California State University - Stanislaus •

• • Rating 5 out of 5   3 reviews

Current Master's student: I feel that the MSW program is supportive of student success. I do feel that my professors are rooting for me to go on and be a social worker in the community. my professors know my name and they are encouraging of my goals. The MSW program provides you with an internship and also allows you to choose your workplace if compatible with the MSW learning plan requirements. The program has 2 other options if you do not want to do a thesis. There is a comprehensive exam option, a final project option and the traditional thesis. The campus is in small town and it's easy to get to know many of the other students here. ... Read 3 reviews

California State University - Stanislaus ,

TURLOCK, CA ,

3 Niche users give it an average review of 5 stars.

Featured Review: Current Master's student says I feel that the MSW program is supportive of student success. I do feel that my professors are rooting for me to go on and be a social worker in the community. my professors know my name and they are... .

California State University - San Bernardino College of Education

San Bernardino, CA •

California State University - San Bernardino •

• • Rating 4 out of 5   6 reviews

Master's Student: The professor who teaches most of the classes is not a very reflective teacher. He bullies many of the students including continuously pointing out how one has already failed his classes before. He is teaching off of someone else's powerpoints, syllabus, content, etc. and is not knowledgeable about it so he gets mad when you ask questions, his assignments are unclear and confusing, and he grades harshly even though he has not taught us the things he expects us to do. ... Read 6 reviews

California State University - San Bernardino ,

SAN BERNARDINO, CA ,

6 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says The professor who teaches most of the classes is not a very reflective teacher. He bullies many of the students including continuously pointing out how one has already failed his classes before. He... .

Humphreys University - Stockton and Modesto Campuses

Stockton, CA •

• • Rating 5 out of 5   10 reviews

Doctoral Student: The best experience I've had with this academic program is the experience that I've gained with all the hands-on activities. ... Read 10 reviews

STOCKTON, CA ,

10 Niche users give it an average review of 5 stars.

Featured Review: Doctoral Student says The best experience I've had with this academic program is the experience that I've gained with all the hands-on activities. .

Read 10 reviews.

College of Health Sciences - University of St. Augustine for Health Sciences

San Marcos, CA •

University of St. Augustine for Health Sciences •

Doctoral Student: Eager and thrilled to be a part of this school and this program!! This program will prepare me for obtaining my license in a few years. Hand of experience is better than other programs I've seen. ... Read 1 review

University of St. Augustine for Health Sciences ,

SAN MARCOS, CA ,

Featured Review: Doctoral Student says Eager and thrilled to be a part of this school and this program!! This program will prepare me for obtaining my license in a few years. Hand of experience is better than other programs I've seen. .

College of Health and Community Well - Being - University of La Verne

La Verne, CA •

• • Rating 4 out of 5   2 reviews

Doctoral Student: There is a big focus on multicultural education. The faculty are very supportive and want you to succeed. Cohort model makes classmate relationships less competitive and more collaborative. ... Read 2 reviews

University of La Verne ,

LA VERNE, CA ,

2 Niche users give it an average review of 4 stars.

Featured Review: Doctoral Student says There is a big focus on multicultural education. The faculty are very supportive and want you to succeed. Cohort model makes classmate relationships less competitive and more collaborative. .

Mississippi State University

MISSISSIPPI STATE, MS

• • Rating 4.51 out of 5   49

Houston Christian University

HOUSTON, TX

• • Rating 4.17 out of 5   24

Mississippi State University College of Education

Mississippi State University •

• • Rating 5 out of 5   2

Showing results 1 through 21 of 21

U.S. News Releases 2024 Best Graduate Programs Rankings

Find the top-ranked graduate schools in business, education, law, nursing and other fields.

U.S. News Ranks Best Graduate Schools

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To help prospective graduate students find a school that fits their needs, U.S. News released the 2024 rankings for multiple graduate fields.

Depending on the job or field, earning a graduate degree may lead to higher earnings, career advancement and specialized skill development.

But with several types of degrees and hundreds of graduate schools, it can be difficult to narrow down the options. To help prospective graduate students find a school that fits their needs, U.S. News released its 2024 Best Graduate Schools rankings today. They evaluate business, education, fine arts, health, law, library studies, nursing, public affairs, science, and social sciences and humanities graduate programs. Medical school and engineering rankings are not being released at this time.

A notable methodology change includes a new salary indicator based on profession in the business rankings.

Additionally, for the first time in four years, there are new rankings for a blend of doctoral and master's programs in audiology, occupational therapy, physical therapy, pharmacy, nurse midwifery and speech-language pathology. Graduate programs in nurse anesthesia and social work are also ranked for the first time since 2016 and 2022, respectively. Those and other specialty rankings are based on reputation ratings from scholars at other surveyed schools.

Read each program's specific methodology for the most detailed explanations of all the changes. The rankings are one source of information among many that prospective college students can use to inform their college decision. Below is a summary of the top-ranked schools in four major graduate program areas:

Best Law Schools

Best business schools, best nursing schools, best education schools.

Among the top 10 law schools . Yale Law School in Connecticut and California-based  Stanford Law School shared the top spot again. The  University of Chicago Law School in Illinois maintained its No. 3 rank, followed by a four-way tie at No. 4: Duke University School of Law in North Carolina, Harvard Law School in Massachusetts, the University of Pennsylvania Carey Law School and the University of Virginia School of Law .

Columbia Law School in New York ranked No. 8 again, while there was a three-way tie for No. 9: New York University School of Law , Northwestern University's Pritzker School of Law in Illinois and the University of Michigan—Ann Arbor Law School .

Looking beyond the top 10, multiple law schools moved up in the rankings. William & Mary Law School in Virginia, for instance, jumped nine spots from a tie at No. 45 to a five-way tie at No. 36.

U.S. News also ranked 13 law specialties: business/corporate, clinical training, constitutional, contracts/commercial, criminal, dispute resolution, environmental, health care, intellectual property, international, legal writing, tax and trial advocacy. (You can filter by specialty on the  main ranking page .)

Meanwhile, in the  part-time law school rankings – which consists of law schools with at least 20 part-time students enrolled in fall 2022 and fall 2023 – the top three stayed the same. The  Georgetown University Law Center in Washington, D.C., is once again at the top while D.C.-based  George Washington University Law School , now No. 3, switched places with the  Fordham University School of Law in New York City, which claimed second place.

Previously ranked at No. 3 and No. 6 respectively, the University of Pennsylvania's Wharton School and Stanford Graduate School of Business took the top spot in this year's full-time MBA program rankings . Northwestern's Kellogg School of Management and the University of Chicago's Booth School of Business moved down from their previous places in the top two to tie at No. 3.

While the top 10 mostly consists of the same schools as last year, both the Haas School of Business at the University of California, Berkeley and the University of Virginia's Darden School of Business joined those ranks this year. UC Berkeley rose from a three-way tie at No. 11 to a three-way tie at No. 7, while UVA moved up four spots from No. 14 to a tie at No. 10.

Farther down the full-time MBA rankings, there were some big changes. For example, Pitt's Joseph M. Katz Graduate School of Business soared 39 spots from a tie at No. 86 to a tie at No. 47.

Meanwhile, the very top of the part-time MBA rankings looks similar to last year, with the same schools in the top 5: UChicago, UC Berkeley, Northwestern, NYU's Leonard N. Stern School of Business and the Anderson School of Management at the University of California—Los Angeles. But UChicago took the No. 1 spot from UC Berkeley this year.

Moving up from No. 2, Johns Hopkins University School of Nursing in Maryland tied with Emory University's Nell Hodgson Woodruff School of Nursing in Georgia to claim the top spot in this year's nursing master's program rankings. Duke University School of Nursing in North Carolina climbed up by one to claim the third spot.

Johns Hopkins ranked No. 1, as it did last year, in the Doctor of Nursing Practice program rankings. George Mason University School of Nursing in Virginia – which reported more graduates and resources per faculty – soared from a four-way tie at No. 39 to take the No. 2 spot. Duke tied with the University of Washington School of Nursing to round out the top three.

Duke also ranked No. 1 in all of the ranked nursing master's nursing practice specialties, including administration, family, both acute and primary care adult gerontology, and mental health.

Once again, Teachers College, Columbia University in New York was No. 1 in the graduate education schools rankings. This year, however, it tied with the University of Wisconsin—Madison School of Education , which climbed two spots.

The University of Michigan—Ann Arbor's School of Education dropped from the top position to tie with the UCLA School of Education and Information Studies at No. 3. UCLA was previously tied at No. 7.

U.S. News also ranks nine education specialties, with the College of Education at Michigan State University claiming the top spot in the following categories: curriculum and instruction, educational administration, elementary teacher education, higher education administration and secondary teacher education.

Searching for a grad school of education? Access our  complete rankings  of Best Graduate Schools.

Grad Degree Jobs With $100K+ Salaries

Tags: students , graduate schools , medical school , business school , law school , education graduate school , engineering graduate school , MBAs , nursing programs

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California Student Aid Commission and California’s public higher education segments collaborate to ease access to financial aid

The California Student Aid Commission (CSAC), together with the University of California (UC), the California State University (CSU), and the California Community Colleges Chancellor’s Office (CCCCO) announced today (April 9) an alternative financial aid application option for California students from mixed-status households for those that have been unable to successfully complete the Free Application for Student Aid (FAFSA). Mixed-status families include a student who is a U.S. citizen with one or more parents without a Social Security Number (SSN). Today’s announcement offers first-time mixed-status students who have struggled to complete their FAFSA an alternative avenue to apply for state and educational institution financial aid for those that have been unable to complete the FAFSA.

In recent weeks, the U.S. Department of Education has made progress to ensure that the new online FAFSA form is more streamlined for prospective college students who are eligible for federal financial aid. However, students from mixed-status families have faced logistical challenges with the new FAFSA application. We encourage students to attempt to complete FASFA first, to ensure that federal aid can be received. Additional instructions for mixed-status families completing the FASFA can be found here: https://studentaid.gov/announcements-events/fafsa-support/contributor-social-security-number . Prospective college students still unable to complete the FASFA will now be able to complete a California Dream Act Application (CADAA) as a short-term measure until they are able to access and complete a FAFSA to receive the federal financial aid available to them. This joint effort to open the CADAA as an alternative pathway for first-time student aid applicants from mixed-status households reflects a shared commitment to making higher education more affordable and accessible for Californians from all backgrounds.

Completing the FAFSA remains the best way for students to maximize their financial aid. As the state of California continues to find additional opportunities to support students and families navigating the FAFSA’s logistical challenges, mixed-status students must still complete the FAFSA to access their federal financial aid awards, including Pell Grants, Federal Supplemental Education Opportunity Grants, Federal Work-Study, and subsidized federal student loans. The CADAA will only allow students to apply for state and educational institution financial aid.

Students from mixed-status families navigate complex challenges in pursuit of higher education. Many are first-generation college students for whom financial planning and support are essential. Financial aid professionals, advisers and outreach staff from CSAC, UC, CSU, and the community colleges are working to help students and families navigate the process in the coming months.

Today’s announcement builds on Governor Newsom’s signing of Assembly Bill 1887, which extends the California priority deadline for state financial aid by a month to May 2. Opening the CADAA will allow students from mixed-status families to meet the new May 2 deadline while bringing much-needed certainty and clarity to the college decision-making process.

More information on the California Dream Act and how students from mixed-status families can apply for state financial aid beginning on Tuesday, April 9 is available at www.csac.ca.gov/cadaa-msf . Students and families can receive help filling out the FAFSA or CADAA at free in-person Cash for College Workshops , found here https://cash4college.csac.ca.gov/ or Statewide Cash for College Webinars , found here https://www.csac.ca.gov/post/cash-college-workshop-registration , including at events focused on serving mixed-status families.

Governor Gavin Newsom said, “Every Californian deserves access to an affordable high-quality education. I am grateful that our federal and state partners are working tirelessly to provide options for students and families.”

California Student Aid Commission Executive Director Marlene L. Garcia said, “Making sure all students can access the financial aid they are entitled to is at the heart of what we do. We are proud to work with our institutional partners, Governor Newsom, and Legislative leaders to make sure that impacted students from mixed-status families have a viable path to access financial aid and the life-changing opportunities available at our public colleges and universities.”

University of California President Michael V. Drake, M.D., said, “The University of California has consistently worked to expand educational access to students of all backgrounds. Offering robust financial aid and removing barriers for all students to access that support are critically important steps to creating opportunity for Californians. The University will continue to advocate for full access to the FAFSA and all federal financial aid for our students from mixed-status families.”

California State University Chancellor Mildred García, Ed.D., said, “Ensuring that students from all backgrounds have authentic access to an affordable, high-quality degree is at the very core of the California State University mission. This includes making sure that students are able to obtain the financial aid to which they are entitled. The CSU is pleased to participate in this joint effort to address the challenges currently confronting first-time students of mixed-status families, and we encourage them to first attempt to complete the Free Application for Federal Student Aid (FAFSA). If they are unable to do so, students should then complete the California Dream Act Application (CADAA) well before the May 2 deadline and later complete the FAFSA as soon as that becomes feasible. The CSU will continue to remain as flexible as possible for these students as we support the U.S. Department of Education in its work toward a permanent solution.”

California Community Colleges Chancellor Sonya Christian, Ph.D., said, "This temporary workaround to some of the recent challenges with the new FAFSA rollout will preserve access and support for students transferring from community college to a four-year college or university in the fall. We are committed to overcoming obstacles to providing student financial aid as the U.S. Department of Education works diligently on a permanent solution, and we are grateful to Gov. Newsom, the Legislature, the Student Aid Commission and the Biden administration for their work to provide students with equitable access to an affordable higher education. "

Senate President Pro Tempore Mike McGuire (D-North Coast) said, “The Golden State always advances an unwavering commitment to ensuring that all eligible students can access financial aid. That’s what makes California great — we’re always helping one another and uplifting the next generation. This interim measure is a step forward, and we will continue our steadfast collaboration with federal counterparts to pursue a permanent solution.”

California Assembly Speaker Assemblymember Robert Rivas (D-Hollister) said, “Families deserve to know with certainty that they continue to have access to their state and institutional aid, in the 2024-25 school year and beyond. As many young Californians struggle with the costs of attending college, we will keep partnering with the federal administration to ensure students from mixed-status families can complete the FAFSA and receive the federal financial aid to which they are entitled.”

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Higher Education

The mystifying costs of college in California, explained

University tuition is free! No, wait, the full cost of college is tens of thousands of dollars annually. Hold up. There’s enough financial aid to bring down the price tag to just a few thousand dollars a year — tuition, food and housing included. All of those statements are true, depending on where you attend and how much you or the parents who claim you on their taxes earn. For something as consequential — and at times more costly than a small condo — as affording a degree, understanding how much a family must shell out for a better shot at higher wages can be complicated. 

This guide is meant to explain the basic truth about affording college: For almost everyone who attends, they don’t pay the published price.

Most Californians attending public universities — and the vast majority of students in the state attend public, not private, schools   — don’t pay tuition because of state and university grants for lower-income students.

And so the story of affordability in California isn’t immediately intuitive: After recession-era cuts, the state has recently started to spend big on higher education. Tuition at the University of California and California State University used to be non-existent; now it’s a major source of university revenue. Housing is often a larger expense than tuition. But financial aid can turn a sticker price of $30,000 into $5,000 , depending on the school and a student’s family income.

Here’s a primer on how costs have changed — and how and where higher education can be affordable.

Public tuition climbs — but many attend free

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In its 1960 higher education “master plan,” California promised students that tuition at its public universities would be free. Like a city filled with flying cars, that promise never came to be.

Ten years later, then-Gov. Ronald Reagan prompted the University of California to introduce tuition-like charges — he and his allies had scaled back state support to punish the UC for tolerating student activism, and also to save taxpayer dollars. In Reagan’s view, college students shouldn’t rely on the state alone for an education that most Californians didn’t pursue.

This view of higher education as a consumer good rather than public right spread nationally —  fueled by a public tax revolt. Tuition rose rapidly. The California State University system began collecting fees in 1981, labeling them “tuition” in 2011.

Over the past half-century, student fees and tuition at UC have nearly quadrupled, adjusted for inflation, and continue to rise. At Cal State, they’ve jumped six-fold, with plans to raise tuition 6% annually for the next five years.

Yet almost 60% of California resident undergrads at UC and Cal State actually pay no tuition or systemwide fees. That’s due to an annual state financial aid program exceeding $3 billion, plus another $1.6 billion in university-run grants. A third to nearly half of the money from students who do pay flows back to fund financial aid.

Cal State is a bargain for low-income Californians

Tuition, however, is a small portion of the total cost of college. The big toll is housing — the wrecking ball often obliterating families’ affordability plans. Food, textbooks and transportation add up as well. But California’s robust financial aid system, including the growing power of the federal Pell Grant for low-income students, helps keep college affordable for low- and middle-class students — a concept known as “net price.”

Families making more than $110,000 have historically paid much higher college costs, chiefly because they receive less state and federal aid. California ranks among the most affordable states for low- and middle-income students at public universities. Cal State is the bigger bargain: Students from families with incomes below $30,000 typically pay less than $5,000 to attend. Why is it cheaper than a UC? Lower in-state tuition and more students living at home.

Still, although low-income families qualify for more financial aid, the share of family income they pay remains high .  

The story is the same for UC: Students from families with incomes below $60,000 have a net price of about $11,000 a year —  a level that barely budged in two decades. Through loans and part-time work, those costs can be manageable, but they still eat up nearly a fifth of that family’s income.

Public colleges are more affordable than California’s private schools

Generally, public schools are cheaper than private colleges after all financial aid is considered. But some private colleges have really generous financial aid.

At Stanford, for example, the net price for low-income families is nothing . At the University of Southern California, low-income students end up paying slightly more than what a typical UC costs, according to federal net-price data .

The state’s contribution to colleges has bounced back

California, like other states, used to spend more on higher education per student before  recession hammered the economy in the early 2000s. Campuses absorbed big cuts. But in recent years, the state’s per-student spending has shot far above the national average . Still, while UC and the Cal States have been getting more money from the state, the systems have had to rely increasingly on tuition revenue to afford their education missions, reflecting a national trend . Four decades ago, California funded 80% of UC’s education mission. Last year, it was less than half — and that’s a partial rebound from what it was during the tough recession years of the early 2000s. State support also collapsed mightily for Cal State, but has partially rebounded in recent years.

Financial aid options keep California college costs down

California spends in excess of $3 billion on grant aid to students — tops among all states . Students can apply for numerous state, federal and campus-specific grants and scholarships. Here are the major ones:

• Cal Grant: Around 400,000 students receive this, which waives some tuition for private colleges and all tuition at the UC and CSU. Lawmakers and the governor are due to decide whether they can expand the Cal Grant , including to more than 100,000 community college students. The state’s deficit bodes poorly for that proposal. A majority of recipients also get some kind of cash award of up to $6,000.
• Middle Class Scholarship: About 300,000 get this, a relatively new award that provides  an average of about $2,000 to UC and CSU students . Nearly 160,000 students receive both this and the Cal Grant.
• Pell Grant: This is a federal grant for low- and middle-income families worth as much as $7,400 annually.
• Promise Grant: Nearly half of community college students who’d have to pay tuition don’t through this grant, a benefit for those with low incomes. It can save full-time students at least $1,100 annually.
• UC grants: The university has its own internal pot of money worth nearly $900 million that it awards students. Students get this by first applying for financial aid through the state or federal government. 
• Cal State’s university grant: Students with low incomes who don’t get a Cal Grant to cover tuition may get this. Cal State spends $700 million to run this grant . Students get it by first applying for financial aid through the state or federal government. 

Many students who are likely eligible for these awards don’t apply , leaving free money on the table .

Apply for state and federal financial aid here . 

The rent-and-ramen struggle is real

If you’re an undergrad living off-campus and not with your parents, you can only wish housing was as affordable as tuition. For Cal State students, housing tends to cost two to three times the price of tuition and fees. Food and housing for Cal State students living off-campus accounted for more than half of the total cost of attendance — before financial aid kicked in. Meanwhile, most UC campuses are in expensive rental markets where a one-bedroom apartment rents for more than $2,000 monthly.If students worry about losing stable housing or reliable access to food, their grades and prospects for graduating suffer.

A majority of California college and university students say they have experienced housing and food insecurity in the past 12 months, according to a November 2023 survey by the California Student Aid Commission . That’s way up from just a few years ago, when it was a third of students. The commission blames the uptick on inflation and the COVID-19 pandemic.

In response to the rising need, California’s government has ramped up funding to help campuses provide students emergency housing and food .

How the state is pitching in to create more affordable housing

Because most UC and Cal State students live off campus, housing can likely only be solved by local, state and federal governments, as well as private developers, who all have a role to play in combating the housing shortage statewide.

Still, legislators in 2021 established a $2.2 billion plan to construct affordable campus housing at the UC, Cal State and community colleges — space for an estimated 12,000 students. After the state’s budget forecast worsened, that money instead turned into bonds the campuses had to borrow, with the state vowing to cover annual payments on those debts.

That money will help the UC, the state university system with the highest share of students living on campus. It’s planning or building space for 13,700 beds by fall 2028 and has added about 35,000 beds for students in the past decade.

More money to fund no-interest loans for subsidized student housing may not survive 2024’s budget tightening.

Today’s students have more financial need and are more racially diverse

As the demographics of California have changed, so too has the racial and ethnic makeup of the state’s college and university undergraduates.

In 2010 white students were the largest demographic group in California. Now, Latino students make up the plurality of all undergraduates .

There’s also variation in who goes where. At the UC, more than 30% of undergraduate students were Asian, according to 2022 federal data, even though statewide, Asian students made up 15% of undergraduate enrollment. Latino students make up 27% of all UC undergrads — and 50% of community college students.  

California also continues to attract more low-income students to its public colleges and universities than the rest of the country. New California students are much more likely to receive state and local grants, which typically go to students from low and middle class families. In 2021-22, about 60% of the state’s public college and university students received state aid, much higher than the national average of 39%. Compared to other states, a greater share of California students get the federal Pell grant, which is reserved for low-income students.

Special burdens for undocumented students

The roughly 60,000 undocumented college students at California’s public campuses are eligible for state financial aid, but not federal grants and loans. They cannot legally work, and they struggle to find the money to afford rent, food and other college expenses beyond tuition.

These students often can have their tuition waived, though until recently excessive paperwork likely prevented some students from receiving all the state aid for which they were eligible.

Some lawmakers are pushing for legislation that would permit undocumented students to work at public colleges and universities. The effort follows a failed attempt by students at the UC to persuade the system’s leadership to adopt a novel, but untested, legal theory that says state agencies are exempt from federal rules blocking undocumented residents from working in the U.S. The ability to work on campus would likely help many undocumented students afford their education.

Californians are less likely to borrow than other U.S. students

California undergraduates are much less likely to use federal loans — just 15% of students in the state did in 2021-22, compared to 29% nationally. In both cases, that’s a significant drop from the time of the Great Recession, when family incomes collapsed, tuition doubled as state coffers disintegrated, and debt was the only way to pay for a degree.

One major reason California has a lower borrowing rate is because community college students, who make up most of the state’s undergraduates, almost never borrow — just 1% do.

The federal government limits how much undergraduates can borrow annually in federal loans. The latest numbers put the national average for federal borrowing at about $6,600 . In California, the average amount borrowed was nearly $6,900 .

But millions of Californians are still paying off student loans

Years of debt accumulation has meant that almost 4 million Californians owe about $146 billion in federal student loans. Just a small share of student loan debt is private .

Paradoxically, borrowers with the least federal student debt are historically more likely to default at higher rates , typically because those with smaller balances are less likely to have graduated.

In California, relatively few borrowers accumulated more than $100,000 in federal debt. But, because they borrowed so much, their large loan balances represent nearly half of California’s debt total.

President Joe Biden’s debt-forgiveness plan in February cleared $1.2 billion in federal debt for borrowers who’ve been repaying for a decade and borrowed $12,000 or less . Students with higher balances could see their debt cleared in as little as 10 years under the Biden program, which offers more generous provisions than existing debt forgiveness plans. But a lawsuit brought by Republican-led states is challenging that program, calling it a “bailout for the wealthy.” For some who work in government or non-profit jobs, federal repayment plans can forgive debt after a decade. And borrowers in default on federal student loans have until September to opt into a program to gain more debt relief . 

College is usually worth it. How California helps.

Large debts and not-great pay  can make some question if pursuing that degree was worth it. But overall, a college degree usually pays off — for some, it may even mean one day affording that flying car we were all promised.

Working Americans are much more likely to earn less than $50,000 if they don’t have a bachelor’s degree . And those with at least a bachelor’s are far more likely to earn above $100,000.

Younger working Americans ages 25 to 34 gain big from earning a bachelor’s — their incomes are typically around $60,000 — about $22,000 more than those who just completed high school, according to federal data. 

Research and production by CalMatters data reporter Erica Yee and producer Liliana Michelena.

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Mikhail Zinshteyn Higher Education Reporter

Mikhail Zinshteyn has been a higher education reporter since 2015. As a freelancer, he contributed to The Atlantic, The Hechinger Report, Inside Higher Ed and The 74. Previously, he was a reporter at EdSource... More by Mikhail Zinshteyn

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Education | Nearly half of California high school graduates…

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Education | Nearly half of California high school graduates don’t qualify to apply to a California university

Public high schools in california offer mixed results in prepping kids for the next level. some say it’s unfair. others say college isn’t for everyone..

Before a graduating high school senior can even consider going to a four-year school in either the California State or University of California systems, he or she must take some specific classes.

Dubbed the “A-G requirements,” the courses represent more than what’s needed for a high school diploma but they’re a bare minimum for both of California’s public university systems. Think of them as keys to a golden door that students must pass through before they can be accepted or rejected by California’s best public universities.

Currently, the A-G list includes at least two years of history, four years of English, three years of math, two years of science, two years of a world language, a year of performing or visual arts, and one year of a college-prep (Advanced Placement, International Baccalaureate or a dual-credit) course. What’s more, a grade of “C” or higher is required for any of those classes to count.

But even in an era when federal data shows workers with a college degree earn at least $1 million more than a non-college degree worker over a typical lifetime, barely half the kids graduating from California high schools are qualified to apply to a four-year state school.

In the last academic year, 51.7% of high school seniors statewide graduated with a transcript that would allow them to apply to a Cal State or UC school, according to data released in January by the California Department of Education.

The numbers haven’t changed much in recent years. In the 2016-’17 academic year, 49.5% of graduates statewide left high school with transcripts that might get them into a Cal State or UC school.

In one sense, those numbers might be appropriate.

As part of the Donahoe Higher Education Act of 1960 — which was aimed at making sure good college degrees in California would be priced low enough for everyone to get one — the state determined that the UC system would serve the top 12.5% of all high school graduates and the Cal State system would be available for the top 33%. By those measures, state high schools seem to be meeting the bar.

Also, the A-G list (and college prep work in general) isn’t always a final say. Both the UC and Cal State systems carve out exceptions, offering admission to some students (which the UC system outlines as students who may have been homeschooled or studied under extreme circumstances) who do not meet all of the course requirements.

There’s also the prospect of getting into a four-year school after attending two years of community college, though that’s not always a smooth path to getting a bachelor’s degree. A 2021 study found that only 2.5% of community college students in California transferred to a Cal State or UC school after two years, and about a quarter (23%) made the jump after four years.

And even then — if a student passes all the courses required to apply to the respective university systems — there is a strong chance of rejection, though that varies depending on where you’re applying.

During the 2022-23 cycle, the overall acceptance rate for the 10 UC schools was 40.7%, ranging from a low of 8.8% at UCLA to a high of 88.3% at UC Merced. The 23 Cal State schools had a higher overall acceptance rate, 80.2%, ranging from one in three (33%) getting in at Cal Poly San Luis Obispo to nearly every applicant (97%) getting in at Cal State Fresno.

There’s yet another factor at play: How many high school students actually want to go to college?

A Gallup poll from 2021 found that only about 41% of Americans age 18 to 29 say a college degree is “very important,” down from 74% who said that six years earlier. Likewise, the percentage of jobs that require a college degree was 44% in 2021, down from 51% in 2017. Meanwhile, companies as varied as Apple, Hilton Hotels and Tesla have started to interview applicants whether they have a four-year degree or not.

Still, a solid majority of high school seniors (61% in the last academic year) plan to get a four-year degree. And federal data shows that not only do college grads still earn more than their non-degreed peers, they’re also less likely to be laid off in recessions and less vulnerable to changes in technology.

All of which is why many educators believe the wide variance in availability and popularity of A-G college prep courses — sometimes even at schools within the same district — is unfair.

“The disparity in A-G course offerings is a reminder of the enduring educational inequities that continue to affect students’ futures,” said Nancy Watkins, director of the educational doctorate program at Cal State Fullerton.

“This gap not only limits the ability of students from underprivileged backgrounds to apply to universities, particularly within the UC system, but also perpetuates a cycle of educational and economic disparity.”

Winners and losers

Data shows that money is a driving factor in determining whether a student earns a college degree. The numbers also show that kids in wealthier neighborhoods have better access to the A-G courses and the golden door, while kids in lower-income neighborhoods often have far less access.

Surprisingly, neither world — higher income students or lower income students — is currently producing a huge number of college grads.

Last year, the  Public Policy Institute of California projected that only about 40% of wealthy and middle-income ninth graders would eventually go on to earn a bachelor’s degree. That’s about twice the rate (21%) projected for lower-income students.

“Although the state has made enormous progress, more work is needed to improve student success at key transition points, including high school graduation, college enrollment, transfer, and college completion,” wrote the study’s four authors, Marisol Cuellar Mejia, Cesar Alesi Perez, Vicki Hsieh and Hans Johnson.

“If current enrollment and completion rates continue, most California ninth graders will not earn a bachelor’s degree.”

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‘It is open season on DEI’

Scholars discuss the current environment in higher education and offer historical context and policy insights at the 45th Pullias Lecture.

At least 10 states have implemented restrictions on diversity, equity and inclusion (DEI) according to a recent ABC News story on the impact of anti-DEI legislation in higher education. Some policies ban state funds from being used for diversity-based programs, activities and offices on college campuses. While other states ban diversity offices at universities altogether. On March 28, the USC Pullias Center for Higher Education’s 45th Pullias Lecture gathered leading DEI scholars to discuss the current environment in higher education and offer their historical and policy insights. Held at the California Science Center in Los Angeles, the lecture’s theme was Understanding and Navigating an Increasingly Hostile DEI Environment in Higher Education . Over 300 participants—in-person and online—attended the event this year.

Moderated by USC Rossier Dean Pedro Noguera , the distinguished panel of national DEI scholars and researchers included Eddie Cole , associate professor of education and history, UCLA; Liliana Garces , professor of community college leadership, University of Texas, Austin; and Royel Johnson , associate professor of higher education, USC Rossier and a member of the Pullias Center faculty.

“As these [DEI] challenges emerge, it’s important to remember they come on the heels of progress and to remain hopeful,” said Adrianna Kezar , director of the Pullias Center, in her welcome remarks.

While attacks against DEI on college campuses appear to be in the news more lately, there is a longstanding history of controversy in higher education. “It seems to come out of nowhere,” said Cole. “But the historian of higher education in me reminds me that much of this is not new.” He goes on to say that the attacks on equity in higher education are as old as higher education in the U.S. From the oldest school in the country in 1636 all the way up to 2024, the challenges remain today of who enters college and who does not. The DEI challenge is “woven into the fabric of higher education” according to Cole.

“It’s a very well coordinated and very well funded campaign to see distrust in our higher education system,” said Garces. One main strategy she noted is to mischaracterize educational policies to legitimize them. The mischaracterizations are embedded into laws so that educators are forced to change their practice. The waves of anti-Critical Race Theory (CRT) in K–12 legislation and anti-DEI legislation may have infringements on academic freedom according to Garces. “We know that decades of social science research show that we need to attend to race,” she added. “We need to speak openly and candidly about it, to use Supreme Court Justice Sonia Sotomayor's words in a prior court ruling, in order to stop race from mattering.”

Cole and Garces also contributed to a recent DEI report providing research-based facts to respond to attacks against DEI initiatives on college campuses. They were among 11 university DEI scholars who contributed to the report produced by the USC Race and Equity Center .

To add further context, Johnson discussed recent events and their connection to higher education. “It is open season on DEI,” he said. From the murder of George Floyd in the summer of 2020 to the storming of the U.S. Capital on January 6 to a wave of legislation targeting CRT, “what we’re seeing in higher education is an extension of that,” Johnson continued. As the country changes and becomes more diverse, there are implications for democracy. “The evidence is clear,” he added. “The educational benefits of diversity are overwhelming not just to the individual, but to society.”

According to Noguera, the attacks on DEI in higher education is a moment in history and there is no reversing our increasingly diverse society. While the attacks on DEI in higher education are significant and repressive, it does not define the future of education. “Inevitably diversity is in our interests as a nation,” Noguera said.

Adrianna Kezar

• Dean's Professor of Leadership
• Wilbur-Kieffer Professor of Higher Education
• Director Pullias Center for Higher Education

Royel M. Johnson, PhD

• Associate Professor & Director

• Pedro Noguera
• Distinguished Professor of Education
• Emery Stoops and Joyce King Stoops Dean

Pullias Center for Higher Education

The University of Southern California Race and Equity Center

Article Type

Article topics.

• Diversity, equity and inclusion

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