harvard phd education acceptance rate

Harvard University

Graduate School (Education) • Cambridge, MA •

Graduate School (Education) • Cambridge, MA

Harvard University Education School Overview

The application fee for the education program at Harvard University is $85. The Graduate School of Education at Harvard University has 42 full-time faculty on staff with a 3.6:1 adjusted ratio of graduate students to faculty.

The Harvard Graduate School of Education stresses usable knowledge—whether students hope to teach, create policy, or research. In just one year, students can earn a master’s degree in one of 13 areas, such as Mind, Brain and Education and International Education Policy. Doctoral degrees typically take three years to complete, and, for a break from the Massachusetts winters, doctoral students can elect to spend a semester or two studying at the University of California—Berkeley Graduate School of Education .

The school has programs committed to helping the nation’s struggling schools, like WIDE World, a series of online training courses for teachers, and the Change Leadership Group, which examines routes of systemic improvement for schools and districts. The Doctor of Education Leadership program, which readies graduate students to spearhead reform, is tuition free. Students looking for extracurricular opportunities can partake in programs such as Project Zero, a study of the effects of art on learning, and can work in research hubs like the Center on the Developing Child.

Another perk of attending graduate school at Harvard: students can enroll in courses at the university’s other schools, including the highly ranked John F. Kennedy School of Government and Business School , as well as in courses at the Massachusetts Institute of Technology . Select students may be able to enroll part time, though some degrees require a full-time commitment. There is no evening degree option. Alumni of HGSE include school administrators like Mount Holyoke College President Joanne V. Creighton; government officials such as Tom Payzant, the former U.S. Assistant Secretary for Elementary and Secondary Education; and entrepreneurs including Twitter cocreator Dom Sagolla.

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# 9 in Best Education Schools (tie)

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# 5 in Educational Administration and Supervision
# 3 in Education Policy
# 12 in Higher Education Administration

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Harvard Graduate School Of Education Acceptance Rate: A Detailed Look

Gaining admission to Harvard University‘s prestigious Graduate School of Education (HGSE) is a monumental accomplishment that takes years of dedication. As an expert who has coached many students through the daunting HGSE application process, I‘m intimately familiar with the fiercely competitive acceptance rates. In this comprehensive guide, we‘ll unpack admissions statistics in detail, compare trends to peer institutions, and most importantly, provide tips to maximize your chances of getting into Harvard‘s top-ranked education school.

The Broader Landscape of Elite Education School Admissions

To fully appreciate the selectivity of HGSE, it‘s helpful to first understand admissions competitiveness at other top education schools.

Stanford‘s Graduate School of Education acceptance hovers between 11-13% , while Teachers College at Columbia has an acceptance rate of about 15% in recent years.
Other elite institutions like the University of Pennsylvania Graduate School of Education and UCLA‘s Graduate School of Education & Information Studies fall somewhere between 10-20% .

These low rates are driven by rising demand for education careers, amplified applicant pools, and the caliber expected from graduates who will become future leaders in education policy, research, and practice.

Against this backdrop, Harvard GSE‘s admission rate below 10% represents the uppermost echelon of selectivity, even compared to peers. Just a few percent difference in acceptance represents immense competition.

Gaining the admissions committee‘s coveted approval at HGSE requires not only top-tier credentials, but vividly demonstrating your aspirational vision and potential for impact.

A Decade of Highly Competitive HGSE Acceptance Rates

Zooming in on HGSE, we can analyze acceptance rate trends over the past decade:

In 2021 , Harvard GSE received 3,820 applications with an acceptance rate of 6.8% – about 260 students admitted.
The highest acceptance rate in the past 15 years was 11.9% in 2009 , indicating admissions have tightened.
Acceptance reached a new low of 5.9% for the entering class of Fall 2022, as applications hit a new high of 3,864.

Analyzing acceptance rates over a 10+ year timeframe reveals consistency in the rigor of gaining Harvard GSE admission. Rates have plateaued below 10%, dipping lower in recent application cycles.

This sustained selectivity places HGSE in a more competitive admissions class than peer institutions with occasional spike years. The consistency also speaks to the steadily rising demand for a Harvard Graduate School of Education degree.

Comparing Acceptance Rates by Applicant Segment

Another dimension for evaluating Harvard‘s admissions patterns is comparing domestic vs. international applicant acceptance:

For Fall 2022, the acceptance rate for domestic applicants was 6.3% , whereas international students were admitted at a rate of 4.6% .
Since 2018, acceptance rates for international applicants have trailed domestic ones by 1-3 percentage points – although both remain incredibly low.

The marginally higher acceptance of domestic candidates may reflect preferences for English fluency, U.S. experience, or students seeking education careers stateside.

However, Harvard GSE stresses a commitment to global diversity. While international applicants face slightly steeper odds overall, those with outstanding profiles absolutely have pathways to admission.

Acceptance Rates by Program – Where Variability Emerges

While HGSE admissions broadly hover under 10%, acceptance rates do vary across the school‘s degree programs:

Doctor of Education Leadership (EdLD)

The EdLD prepares transformative system leaders in education via rigorous coursework and applied fieldwork.

With an acceptance rate of 3-5% , gaining EdLD admission is especially challenging.
Applicants generally have 10-15 years leadership experience and hold senior roles in education organizations.
Cohorts are also smaller (~25 students) relative to other programs, limiting available spots.

Master of Education Leadership and Policy

This program cultivates leaders seeking education policy careers in government, think tanks, advocacy groups, and beyond.

Estimated acceptance rate of 5-8% .
Applicants have typically engaged in relevant experiences like campaigns, grassroots organizing, legislative work, or research.
Master‘s class size is larger (~100 students) with greater variability in applicants‘ backgrounds.

Master of Education

Encompassing diverse concentrations, this Master‘s degree equips students for teaching, curriculum development, higher education, and more.

Acceptance rates range widely from 5-15% depending on specialization. Areas like Early Childhood Education tend to be most competitive.
Academic performance, research experience, and direct classroom exposure are weighted heavily.
Cohort targets also differ among specializations.

Doctor of Education (EdD)

This pinnacle degree readies elite scholar-practitioners to originate impactful education research and solutions informed by data.

The EdD sees an estimated acceptance rate around 5% .
Applicants possess robust research backgrounds, such as academic publications, and clear research visions.
Program selectivity aligns with the prestige associated with earning a doctorate from Harvard.

In general, doctoral programs attract smaller, highly accomplished applicant pools vying for limited seats. But even within the same degree type, concentrations with greater demand or tighter cohort targets see heightened selectivity.

4 Insider Tips to Strengthen Your Harvard GSE Application

As an admissions consultant guiding students through the HGSE process, I‘m eager to share the tips and strategies I emphasize to maximize their chances of success:

1. Focus Intently on the GRE

Optimize your prep, aiming for GRE quant and verbal scores in at least the 90th percentile (333+) to remain competitive. This may require 6 months of consistent practice via tutoring, classes, or self-study. Treat the GRE with the seriousness of a part-time job.

2. Distill Your "X-Factor"

Admissions officers pore through thousands of exceptional applicants yearly. Craft a personal statement and application narrative around your unique passions, experiences, and goals to stand out. Have recommenders reinforce what makes you distinct.

3. Choose Your References Carefully

Secure recommendations from reputable professionals who can speak first-hand to your leadership, intellect, and impact. I advise students to build relationships with references 6-12 months out from applying. Be judicious in who you ask.

4. Demonstrate Educational Engagement

Showcase hands-on encounters with education – through teaching, research, policy work, volunteering, etc. – that ignited your motivations. Quantify your impact through data. This applied experience is pivotal.

These insights come directly from my work advising 80+ Harvard GSE applicants. Please don‘t hesitate to reach out if you need additional guidance!

Conclusion: Persevere Despite the Odds

There‘s no denying that scoring Harvard GSE admission requires top-tier credentials and a measure of luck. But fortunately, gaining acceptance is far from impossible with meticulous preparation, self-reflection, and unwavering commitment.

I‘ve witnessed remarkable students I‘ve mentored defy the odds and receive that life-changing Harvard acceptance letter. Many had faced intimidating obstacles or rejection from other programs beforehand. Their stories inspire me to encourage future applicants to persist.

My hope is that you feel emboldened, not deterred, by Harvard GSE‘s selectivity. Stay focused on your aspirations, and trust that your passions will lead you to the graduate school ideal for the impact you can make. Wishing you the very best in your educational journey ahead!

A dedicated father and former high school English teacher, Chris's journey into education advocacy is both personal and profound. His passion for equitable education sparked not in the classroom, but at home, as he navigated the challenges and triumphs of raising his children within the public education system.

After receiving his Master's in Education, Chris embarked on a teaching career, enriching young minds with literature and critical thinking skills. However, it was his transition to full-time parenthood that brought a new dimension to his understanding of education. He witnessed firsthand the effects of underfunding and standardized test pressures on schools and students alike.

Motivated by these experiences, Chris took his advocacy to the digital world. His blog, born from a blend of professional insight and parental concern, delves into the nuances of educational policy, resource allocation, and the need for a balanced approach to student assessment. Chris's unique perspective as both educator and parent offers a compelling call to action for quality, accessible public education.

Chris, residing with his family in [City, State], continues to be a beacon for educational reform, inspiring others through his writings and community involvement.

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Harvard Graduate School of Education

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Harvard Graduate School of Education / Harvard Graduate School of Education is located in Cambridge, MA, in an urban setting.

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Harvard Graduate School Of Education Acceptance Rate: A Detailed Look

Getting into any Harvard graduate program is highly competitive, and the Harvard Graduate School of Education (HGSE) is no exception. With an acceptance rate consistently under 10%, HGSE is one of the most selective education schools in the United States.

If you’re short on time, here’s a quick answer: The Harvard Graduate School of Education acceptance rate is typically around 5-7% each year, making it an extremely selective program to get into .

In this comprehensive guide, we’ll take an in-depth look at the Harvard Ed School acceptance rate, including historical trends over the past decade. We’ll break down the acceptance rates by program and provide expert tips to strengthen your application.

HGSE Acceptance Rate Overview

Historical acceptance rate data.

When it comes to getting into the Harvard Graduate School of Education (HGSE), the acceptance rate is an important factor to consider. Over the years, the acceptance rate at HGSE has varied, reflecting the competitiveness of the admissions process .

It’s important to note that the acceptance rate can fluctuate from year to year based on a variety of factors, including the number of applicants and the strength of the applicant pool.

Historically, the acceptance rate at HGSE has been highly competitive. For instance, in recent years, the acceptance rate has ranged from around 8% to 12%. This means that out of every 100 applicants, only a small percentage are admitted into the program. Sometimes, the acceptance rate is up to 36% .

The high selectivity of HGSE is a testament to the quality and rigor of the education it offers.

It’s worth mentioning that while the acceptance rate at HGSE may seem low, it is important to focus on the quality of the applicants rather than just the numbers. HGSE is known for attracting highly accomplished individuals who are passionate about making a positive impact in the field of education .

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How competitive is Harvard GSE?

Harvard GSE is renowned for its academic excellence and attracts a large number of applicants each year. The level of competition at HGSE can be quite intense , with numerous highly qualified individuals vying for a limited number of spots in the program.

One of the reasons why HGSE is so competitive is because of its reputation as one of the top education schools in the world. The faculty at HGSE are leaders in their respective fields and the school offers a wide range of programs and research opportunities that attract top-notch applicants .

Additionally, HGSE values diversity and seeks to admit students with a variety of backgrounds and experiences. This further adds to the competitiveness of the admissions process, as the school looks for individuals who can contribute unique perspectives to the educational community.

If you are considering applying to HGSE, it’s important to put your best foot forward. Take the time to thoroughly research the programs and requirements, and make sure to highlight your strengths and experiences that align with the mission and values of HGSE.

Remember, while the acceptance rate may be low, it’s not impossible to get accepted. With a strong application and a genuine passion for education, you could be one step closer to joining the prestigious Harvard Graduate School of Education.

Acceptance Rates by Program

Doctor of education leadership (edld).

Getting accepted into the Doctor of Education Leadership (EdLD) program at Harvard Graduate School of Education is highly competitive. The acceptance rate for this program is known to be quite selective, with only a small percentage of applicants being admitted each year .

The rigorous application process includes a thorough review of academic qualifications, professional experience, letters of recommendation, and a personal statement. The program seeks individuals who have demonstrated exceptional leadership potential and a strong commitment to improving education at a systemic level.

Master of Education Leadership and Policy

The Master of Education Leadership and Policy program at Harvard Graduate School of Education also has a highly competitive acceptance rate . This program attracts individuals who aspire to become influential leaders in education policy and administration.

The acceptance rate for this program is similar to that of the EdLD program, reflecting the high standards set by the school.

Prospective students are evaluated based on their academic achievements, work experience, letters of recommendation, and a statement of purpose that showcases their passion for driving positive change in education policy.

Master of Education

The Master of Education program at Harvard Graduate School of Education offers a wide range of specializations and attracts a diverse pool of applicants. The acceptance rate for this program varies depending on the specific area of study .

Some popular specializations, such as Early Childhood Education or Higher Education , may have a more competitive acceptance rate compared to others .

Prospective students are evaluated based on their academic background, relevant experience, letters of recommendation, and a statement of purpose that demonstrates their commitment to advancing educational practice and research.

Application Tips to Get Accepted

Aim for a gre score above the 90th percentile.

Earning a high GRE score is crucial when applying to the Harvard Graduate School of Education. A dmissions officers place a significant emphasis on standardized test scores, and a score above the 90th percentile demonstrates your academic aptitude .

To achieve this, consider enrolling in a test preparation course or utilizing online resources to familiarize yourself with the exam format and content. Practice regularly, take timed mock exams, and focus on improving your weaker areas.

Don’t be discouraged if you don’t achieve a perfect score; other components of your application can compensate for a slightly lower score.

Craft an outstanding personal statement

Your personal statement is an opportunity to showcase your unique qualities, experiences, and aspirations. It should be a compelling narrative that conveys your passion for education and your potential contributions to the field .

Be authentic and reflect on your personal journey, highlighting the experiences that have shaped your educational philosophy and goals . Consider seeking feedback from mentors, professors, or writing centers to refine your statement and ensure it effectively communicates your strengths and motivations.

Secure strong letters of recommendation

Letters of recommendation are an essential component of your application. Choose recommenders who know you well and can speak to your academic abilities, work ethic, leadership potential, and commitment to education .

It’s important to establish strong relationships with your recommenders early on to ensure they can write detailed and personalized letters. Provide them with ample time to complete the recommendations, and consider providing them with a document outlining your accomplishments and goals to guide their writing .

Express your gratitude towards your recommenders and keep them updated on your application progress.

Highlight relevant experience

Highlighting your relevant experience in the field of education is crucial to demonstrate your preparedness for the Harvard Graduate School of Education. Whether you have worked as a teacher, conducted research, volunteered in educational settings, or participated in extracurricular activities related to education, make sure to emphasize these experiences in your application .

Discuss how these experiences have shaped your understanding of education and your commitment to making a positive impact. If possible, provide concrete examples of how you have applied your knowledge and skills in real-world settings.

Remember, the competition for acceptance into the Harvard Graduate School of Education is fierce. Admissions officers are looking for candidates who not only possess strong academic credentials but also demonstrate a genuine passion for education and the potential to make a significant difference in the field.

By aiming for a high GRE score , crafting an outstanding personal statement, securing strong letters of recommendation, and highlighting your relevant experience, you can enhance your chances of being accepted into this prestigious institution.

With acceptance rates in the single digits, getting into Harvard GSE takes top-tier credentials, flawless execution on your application, and a bit of luck. By understanding the historical acceptance trends and following expert tips, you can maximize your chances of joining the elite ranks of Harvard Ed School grads.

Maria Sanchez is the founder of the Save Our Schools March blog. As a former teacher and parent, she is passionate about equitable access to quality public education. Maria created the blog to build awareness around education issues and solutions after organizing a local march for public schools.

With a Master's in Education, Maria taught high school English before leaving her career to raise a family. As a parent, she became concerned about underfunded schools and over-testing. These experiences drove Maria to become an education advocate.

On the blog, Maria provides resources and policy insights from the dual perspective of an informed parent and former teacher. She aims to inspire others to join the movement for quality, equitable public education. Maria lives with her family in [city, state].

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Gre prep online guides and tips, graduate school acceptance rates: can you get in.

Even the most qualified and confident applicants worry about getting into grad school. But don’t panic! Graduate school acceptance rates, which give the percentage of applicants that were admitted to a particular school or program in an academic year, can help you determine how likely you are to get into a given program. But where can you find grad school admissions statistics?

In this article, we’ll first investigate the trends and factors associated with graduate school acceptance rates. Then, we’ll take a look at some of the current acceptance rates and give you expert tips on how to find acceptance rates for your programs. Finally, we’ll show you how to determine your odds of getting into grad school.

Graduate School Acceptance Rates: Factors and Trends

Grad school acceptance rates are the same as any other acceptance rate: the lower the acceptance rate, the more selective the school or program is. Similarly, the higher the acceptance rate, the less selective the school or program is. As with undergrad acceptance rates, grad school acceptance rates vary widely, from extraordinarily selective (less than 5 percent) to incredibly lenient (nearly 100 percent).

Unlike undergrad rates, though, grad school acceptance rates are usually calculated for specific programs or departments and not for entire universities. This is because with grad school, you are essentially applying to an individual program rather than an overall institution (as you did for undergrad).

Now that we’ve covered all of the basics, let’s look at a few key trends. Our research indicates there are three major factors that help determine grad school acceptance rates:

School or program prestige
Degree type
Amount of funding

Let’s look at how each of these factors influences grad school acceptance rates.

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#1: School or Program Prestige

How prestigious a particular grad school or program is can affect its overall competitiveness and selectivity. In general, the more prestigious a program is, the more competitive it’ll be and thus the lower acceptance rate it’ll have.

An easy way to determine school or program prestige is to consult official rankings, such as those listed on U.S. News . (Grad schools are typically ranked by field or program and not by overall institution.)

For example, a 2017 U.S. News list of the best political science grad programs ranked Duke’s political science program at #7 and Northwestern’s at #23. Because both of the programs have fairly high rankings, it’s safe to assume they’re probably quite selective.

And this is true: in 2016, Duke reported a mere 10 percent acceptance rate to its political science doctoral program, while Northwestern reported a 12 percent acceptance rate.

#2: Degree Type

Another major factor is degree type. Generally, doctoral programs tend to be more selective than master’s programs (though this isn’t always the case as I’ll explain in a moment). This trend is likely due to the fact that doctoral programs often look for higher-quality applicants with proven academic track records and more relevant experience in their fields.

For example, in 2016 University of Michigan’s math doctoral program had a 17.2 percent acceptance rate, whereas its master’s program had a much higher 31.8 percent rate. In this case, the doctoral program is clearly tougher to get into than the master’s program.

Still, master’s programs can have lower acceptance rates than doctoral programs. If we were to take the University of Michigan’s grad programs in computer science and engineering, we’d find that the doctoral program has a 15 percent acceptance rate and the master’s an even lower 8 percent acceptance rate .

Additionally, M.F.A. programs are particularly cutthroat. In 2015, the creative writing M.F.A. program at UT Austin’s James A. Michener Center for Writers only admitted 12 out of 678 applicants — that’s a mere 1.8 percent acceptance rate !

#3: Amount of Funding

Funding, too, plays a big role in how selective a grad program is.

Well-funded programs typically receive more applications than those offering little to no aid, thereby raising their selectivity. Competition is especially fierce for fully funded programs — possibly because fewer people are willing to go into debt for grad school.

Compared to fully funded doctoral programs, fully funded master’s programs are somewhat rare and thus pretty competitive. UT Austin’s Creative Writing M.F.A. program, for instance, is not only a prestigious program but also one of the most well-funded Creative Writing M.F.A. programs in the country: it offers full tuition remission and a $27,500 stipend per academic year . It’s no wonder, then, that its acceptance rate is below 2 percent!

What Are the Current Graduate School Acceptance Rates?

For this section, we’ve scoured the internet to bring you a robust assortment of acceptance rates for popular U.S. grad schools.

Before we dive in, note that not all institutions calculate grad school acceptance rates using the same methodologies. Some offer only a single acceptance rate for all of their grad schools put together, while others offer individual rates by school, field, or program.

Now, let’s see how selective these schools really are!

*Statistics for NYU are based on the number of enrolled students and not the number of admitted students. Therefore, expect actual acceptance rates to be slightly higher.

How to Find Graduate School Acceptance Rates: 4 Methods

Unfortunately, grad school admissions statistics tend to be more difficult to find than undergrad acceptance rates. But there are ways to search for them — you just have to do a lot of digging and possibly a little reaching out.

Below are our top four methods for finding grad school acceptance rates for the programs you’re applying to.

#1: Consult School Websites

By far the most reliable resources for grad school admissions statistics are school websites.

Start your search by consulting program and departmental pages, particularly admissions and FAQ pages. Look out for any statistics-related keywords or phrases, such as “admission(s) rates,” “acceptance rates,” “enrollment,” “facts and figures,” etc. Use ctrl+F to move swiftly through large chunks of text.

Not all schools publish grad admissions information online, and those that do don’t always report it in the same way as others. For example, Princeton offers a handy PDF containing acceptance rates for all academic fields of study. On the other hand, Notre Dame gives separate admissions charts for each of its grad programs (which you can access by selecting a program and then clicking “Admissions Statistics”).

Additionally, many schools release admissions statistics without explicitly publishing acceptance rates. In this case, it’s your job to take the statistics provided and use them to calculate an acceptance rate. To find the acceptance rate of a school or program, you’ll need the following information:

The total number of applicants in a year
The total number of applicants granted admission that year

The acceptance rate equals the total number of applicants offered admission divided by the total number of applicants and then multiplied by 100, or:

$$\acceptance \rate = {\number \of \applicants \offered \admission}/{\total \number \of \applicants}100$$

Be sure to avoid conflating the number of students who were offered admission with the number of students who accepted their offers of admission. These two concepts sound alike but are actually different. What you’re looking for is the first statistic — that is, the number of admitted students (regardless of whether they decided to enroll).

If you’re having trouble finding admissions statistics by browsing school websites, search on Google for “[Your School] graduate acceptance rate” and see if any relevant school pages appear. While searching for acceptance rates to use in the table above, I consistently swapped “acceptance rate” with similar phrases, such as “admission(s) rate,” “facts and figures,” “student statistics,” “admittance rates,” and “admission(s) statistics.”

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Don’t be afraid to get creative! You can also use phrases like “Ph.D. admissions statistics” or “master’s admissions statistics” to narrow your search even further. Try to think outside the box as you do your research. What are other ways people talk about acceptance rates?

#2: Check U.S. News

If your school or program doesn’t offer any admissions statistics on its website, go to U.S. News . This website offers official rankings of grad programs as well as lists of the most (and least) selective programs in various fields.

For example, I found a 2016 list of the most competitive online M.B.A. programs and a 2015 list of the most competitive online graduate engineering programs .

If U.S. News doesn’t offer any relevant lists for you to use, try skimming the current grad school rankings to gauge how competitive your program is compared with others in the same field.

#3: Search Other Websites

One less reliable method for looking up grad school admissions statistics is to look for (unofficial) websites discussing acceptance rates for your school or program.

The Grad Cafe’s admissions results section is a solid place to start. Here, applicants post whether they’ve been accepted, rejected, or waitlisted for grad programs.

Search for your program to get a rough feel for how many acceptances and rejections go out each year. You might notice that certain types of applicants are more active than others. Creative Writing M.F.A. applicants, for example, are prolific posters in winter and spring (during admissions season).

Occasionally, Google itself will provide you with grad school acceptance rates, but this only appears to work consistently for well-known law schools, medical schools, and business schools.

Additionally, while using Google, don’t assume that any acceptance rates that pop up are directly connected to your search terms. For example, when I searched “stanford graduate acceptance rate,” Google gave me this result:

This 4.8 percent acceptance rate is not the acceptance rate for Stanford’s grad programs (what I searched for) but rather the acceptance rate for undergrads. So always cross-check any statistics Google gives you.

You can also consult grad school data websites such as Peterson’s and StartClass . Take their grad school acceptance rates with a grain of salt, though — their data isn’t always verifiable online. If possible, try to compare any data you find on these types of websites with the school websites themselves or U.S. News .

#4: Contact Schools

If the internet isn’t giving you the help you need, call or email your schools. Be polite but upfront: ask whether the school calculates acceptance rates for grad programs and where you can find this information online (if available).

If a school refuses to divulge admissions statistics or simply doesn’t report acceptance rates, see if they can give you estimates for how many applications they receive each year, or for how many acceptances they usually extend to applicants in your program.

Graduate School Acceptance: What Are Your Odds?

By this point, you might be wondering how likely it is you’ll actually get into the grad program you wish to attend. After all, acceptance rates are pretty broad — they tell you what everyone’s odds are but not your odds specifically.

Below are three easy steps for determining your odds of getting into grad school, including advice on when it’s better to go for it or choose another program.

Step 1: Check Program Requirements

First, go to your program’s website and pinpoint the admissions requirements page. Now, ask yourself: do you meet all of the program’s basic requirements? If not, you’ll likely wind up with a rejection (and might not even be able to apply).

However, if you’re still interested in applying, contact the program and ask if they’ll make an exception for you. Your chance of getting accepted is still low, but you’ll at least have your application considered.

If your program strongly recommends qualities you lack, don’t interpret this as an automatic rejection. Sometimes, applicants can make up for deficiencies in other ways. For example, if your undergrad GPA is 3.1 and your program recommends applicants have a minimum 3.2, don’t write off the program — you might still have a shot at getting in as long as the rest of your application is solid.

On the other hand, even if you meet all of a program’s requirements, you’re not necessarily a shoo-in. Remember, all other applicants have met these requirements, too, so you’ll need to find a unique way to make your application stand out.

Step 2: Find Average GRE Scores and GPAs

Your next step is to look up your program’s average GRE scores and GPA to see how your own scores and GPA compare with those of previously admitted applicants.

You can usually find GRE score information on admissions requirements or FAQ pages. You can also search on Google for “[Your School] [Your Program] average GRE scores.” For step-by-step instructions on how to find average GRE scores, check out my article on average GRE scores by school .

For GPAs, you can use the same basic methodology. Check admissions requirements and FAQ pages and use ctrl+F to search for “GPA.” If GPA information is available, you’ll most likely come across minimum GPAs or average GPAs (or both). For more tips on how to find GPA information for your grad schools, read our guide .

Now, compare your own GRE scores and GPA with the averages you’ve found. Below are all possible scenarios and what they mean for you and your odds of getting into the program:

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Your GRE scores and GPA are both higher than your program’s averages: Congratulations! You have an excellent chance of getting accepted, especially if the rest of your application is equally impressive. Keep up the great work!
Your GRE scores and GPA are both about the same as your program’s averages: You’re doing pretty well! You are just the type of applicant your program is looking for. The only drawback is that you probably won’t stand out as much from other applicants who have similar GRE scores and GPAs. So take time to make your application sparkle (I’m looking at you, statement of purpose).
Your GRE scores and GPA are both lower than your program’s averages (or just one of the two is lower): It ain’t over ’til it’s over! You can still make up for your deficiencies in other ways. While you can’t change your GPA, you can retake the GRE . If your GPA is low, a great strategy for combating this is to discuss it in your statement of purpose, taking care to highlight any external factors that contributed to the low GPA as well as any attributes of yours that prove you’re indeed ready for grad school.

Step 3: Decide Whether to Apply

Now, we get to the final question: do you apply to the program or not? This is a vague question that’s difficult to answer as is. The real questions you should be asking yourself are as follows:

Do I meet all of the program’s basic requirements?
Do I meet most or all of the program’s expectations of applicants (in terms of GRE scores, GPA, etc.)?
Is the program’s acceptance rate extremely low?
Do I really like this program?

Although acceptance rates and GRE/GPA comparisons are helpful, don’t base your decision to apply solely on how difficult the program is to get into. We can’t know for sure what kind of applicant a grad program is looking for or who they’re willing to make an exception for.

Take a moment to think deeply about how interested you are in this particular program. Be realistic about your chances of getting in — but don’t cross the line into pessimism. If you don’t meet most or all of a program’s expectations and you’re not super invested in it, consider applying elsewhere.

But if you meet some, most, or all of a program’s expectations and you’re extremely interested in enrolling, give the application a go. Remember, it’s totally normal (and even encouraged) to have a few reach schools. Plus, you’ll never get in if you don’t apply!

Key Takeaways: Graduate School Acceptance Rates

Grad school acceptance rates quantify for us the selectivity of grad schools and programs. More specifically, acceptance rates tell us what percentage of applicants were offered admission to a particular grad school or program.

With grad school, acceptance rates are often reported for individual schools or programs, not entire universities. Acceptance rates can vary widely depending on program prestige, the type of degree you’re seeking, and how much (or how little) funding a program offers.

Unlike undergrad acceptance rates, grad school acceptance rates are somewhat difficult to locate online. You can look for them using any of the following four methods:

Peruse school websites
Check grad school facts and lists on U.S. News
Browse other websites and forums such as The Grad Cafe
Call or email your schools

When trying to determine your odds of getting into a program, look at your program’s requirements as well as the average GPA and GRE scores of previously admitted applicants to your program. If your GRE scores and GPA are comparable to those of your program, you have a decent shot at getting accepted. If one or both are lower than your program’s averages, however, you can always try to raise your GRE score with a retake or address your GPA in your statement of purpose.

At the end of the day, what ultimately matters isn’t that you get accepted to a highly competitive grad program but that you make the right decision for you and you alone!

What’s Next?

Need help with your grad school application? Learn about the most common grad school requirements and get tips on how to write a grad school CV or resume !

Is your GPA good enough for grad school ? Read our in-depth guide to learn how you can make up for a less-than-stellar GPA and ultimately raise your chances of getting into the school of your dreams.

Do you have to take the GRE for grad school ? When are grad school deadlines ? Check out our guides for answers to these questions and more.

Ready to improve your GRE score by 7 points?

Author: Hannah Muniz

Hannah graduated summa cum laude from the University of Southern California with a bachelor’s degree in English and East Asian languages and cultures. After graduation, she taught English in Japan for two years via the JET Program. She is passionate about education, writing, and travel. View all posts by Hannah Muniz

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The complete online application, fee, and supporting materials (including official GRE scores) are due by December 1, 2023, 5:00 pm EST, for September 2024 enrollment. We cannot make exceptions for late applications. Applications that are not complete when the faculty begin reviewing them will not receive full consideration.

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Can i apply to two different gsas degree programs at the same time, is a math or stats major required for admission, is the gre required, what are the guidelines for proficiency in the english language for an international applicant, what is the toefl institution code for harvard gsas, how much is tuition, is financial aid available, what is the cost of living in cambridge/boston.

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Please review information about how to apply before contacting Admissions.

If you are interested in learning more about a program, reach out to the contact noted on the program page.

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All About PhD at Harvard University

Updated on
Dec 6, 2022

Studying for a doctorate or PhD at Harvard University means immersing yourself in one of the world’s most vibrant and important intellectual communities. The diverse PhD programs at Harvard Graduate School of Education take advantage of the University’s remarkable multidisciplinary strengths. The Harvard University PhD enables aspirants to experience cutting-edge interdisciplinary research informed by Cognitive Sciences, Economics , Medicine , Humanities , and more. In this blog, we’ve covered everything you’ll need to know about pursuing a PhD at Harvard University .

PhD in USA: Everything You Need To Know

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About harvard university, harvard graduate school of arts and sciences, harvard university phd acceptance rate , harvard university phd programs, research-based doctoral degrees at the harvard graduate school of education, application process , phd in harvard university requirements, living costs.

The Harvard T.H. Chan School of Public Health’s main aim is to improve public health through learning, discovery, and communication . To achieve this goal, the School conducts research, reproduces knowledge via the higher education, and converts information into evidence that can be shared with the public, policymakers, and practitioners in order to improve population health. They want to achieve the following:

Deliver an evidence-based educational experience that prepares students to solve public health concerns in the twenty-first century via study, research, and practice.
To enhance public health locally, nationally, and worldwide, create and preserve a dynamic and inclusive intellectual community with an atmosphere that supports the development of knowledge and skills concerning diversity, equality, cultural competency, and advocacy.
Create and advance knowledge, as well as its translation into discoveries that lead to improvements in people’s and populations’ health.
Participate in service activities that help communities better their health.
Use new communication tactics to raise public knowledge of public health issues and remedies.

From advancing scientific discovery to educating national and international leaders, the Harvard T.H. Chan School of Public Health has been at the forefront of efforts to benefit the health of populations worldwide. As we service society’s evolving health requirements, we will continue to prioritize shaping innovative ideas in our area and successfully conveying them.

The Harvard Graduate School of Arts and Sciences (GSAS) is Harvard University’s largest graduate school, with a total of 12 graduate schools. GSAS, which was founded in 1872, oversees the majority of Harvard’s graduate programs in different fields of study like Humanities, Social Sciences, and Natural Sciences. The aspirants can pursue Harvard University PhD In around 58 disciplines.

The Harvard Graduate School of Arts and Sciences has consistently placed first among graduate institutions to study in usa in terms of academic offerings. A varied group of renowned public officials and scholars have graduated from the School. The vast majority of Harvard’s Nobel Laureates received their education at GSAS. GSAS graduates have gone on to become US Cabinet Secretaries, Supreme Court Justices, foreign leaders of state, and heads of government, in addition to intellectuals and scientists.

The Harvard Graduate School of Arts and Sciences (GSAS) oversees all Harvard University PhD programs and applications are conducted through the GSAS online application system.

Harvard Graduate School of Arts and Sciences has a low and highly competitive acceptance rate . This means that students have to really work or study hard to get admission into Harvard University PhD. The Harvard Graduate School of Arts and Sciences received over 4300 applications for the fall 2020 class of graduate students across all PhD and master’s programs and the university has only admitted 301 applicants. As a result, the acceptance rate for the Harvard Graduate School of Arts and Sciences is 7%. This means that out of every 100 applicants, only 7 applicants could make it to pursue the University of Harvard PhD programs.

Know about How to Get Into Harvard? [Complete Admission Guide] !

The Harvard Graduate School of Education and the Harvard Graduate School of Arts and Sciences offer an integrated PhD program in education. As a PhD student, you will work on innovative interdisciplinary research with researchers from all of Harvard’s graduate schools. Given below are some of the popular specialisations for aspirants to pursue Harvard University PhD programs along with the Harvard University PhD application deadline:

HGSE switched from awarding a Doctor of Education (Ed.D.) to a Doctor of Philosophy (Ph.D.) in Education in the fall of 2014. The Ed.D. was superseded by the Ph.D. in Education, a joint degree given in conjunction with the Harvard Graduate School of Arts and Sciences, to better reflect the program’s research focus since its beginning in 1921, and to deepen relationships with academic departments across Harvard University.

The Ed.D. and Ph.D. in Education programs both provide intensive intellectual instruction to their graduates. Both degrees involve training that builds both knowledge and experience in the spectrum of quantitative and qualitative methodologies needed to undertake high-quality research, reflecting the multidisciplinary character of education. Our alumni do independent research in a variety of disciplines, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practise, with the objective of having a transformational influence on education research, policy, and practise. Graduates of both programmes have and will continue to hold positions as university professors, researchers, senior educators, and policymakers.

How to Apply for PhD at Harvard University?

The following are the application process and the basic requirements for aspirants to know how to apply for PhD in Harvard University:

The first item to submit is a digital or online application. Only once the admission committee has received your completed online application form they will examine other application materials such as transcripts, test scores, essays, and so on. The Common Application (Common App), the Universal College Application (UCA), and the Coalition Application are all accepted by Harvard. Any of the application portals can be used to apply to Harvard.
Following the examination of all submissions, HGSE will invite chosen Ph.D. applicants to participate in a mandatory online interview with members of the admissions committee.
The interviews will take place in January, with exact dates to be confirmed.

A complete application to the PhD program typically consists of the following, submitted to the Harvard Graduate School of Arts and Sciences (GSAS):

Online application form (accessed through GSAS’s website )
Statement of Purpose
3 letters of recommendation
TOEFL or IELTS .
Transcript (s)
Application Fee : 105 USD(7,790 INR)
Supplemental form for the PhD in Education

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Harvard University PhD Fees

The following table denotes the current PhD in Harvard University fees for the academic year 2022-2023:

This was all you should be knowing about Harvard University PhD programs. Want to study PhD at Harvard University? Connect with our experts at Leverage Edu and kickstart your study abroad journey from today. Call us at 1800572000 to book your first FREE counselling session with us.

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HGSE Acceptance Rate By Program

acceptance rate

By James227 May 23, 2019 in Education Forums

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Increasingly, the kind of information you're looking for is becoming hard to find. Stanford, for example, is releasing less of this information, because the numbers are so grim. It's not good for business (or equity) for students to get the feeling that almost no one gets in. I did the Master's program at HGSE, and I would say there were a ton of Ed. Policy students. I heard that during my year, many of the PhD applicants who were denied and pushed to a Master's elected for Ed. Policy. That would make things more competitive. I don't think you're going to find anything official, unfortunately. I don't know you, but the advice I've been given was just to put together the absolute best application package you can, and apply to 3-5 programs. Just my two cents. Best of luck.

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Combatting Chronic Absenteeism with Family Engagement

Posted March 28, 2024
By Jill Anderson
Counseling and Mental Health
Disruption and Crises
Families and Community

Illustration of parents bringing children to school

Family engagement plays a pivotal role in combating chronic absenteeism, says Eyal Bergman , Ed.L.D.’21, senior vice president at Learning Heroes.

The number of students who are chronically absent — missing 10% or more of the school year — has skyrocketed since the pandemic. Bergman studied this issue and was surprised to discover how schools with robust family engagement had significantly lower rates of chronic absenteeism. “It shows that the strength of a school's family engagement is actually more predictive of a school's chronic absenteeism than their rates of poverty,” he says.

But fostering strong home-school partnerships has been a challenge for many school districts. “What we find is that schools often, despite really good intentions, have not really been designed to promote really strong partnerships with families,” he says. “This is why families are often treated as spectators to the work of schools. This is why their cultural wisdom and their expertise about their children aren't necessarily woven into the fabric of schooling. It's why we see that schools often apply assimilationist practices.”

Bergman emphasizes the need for trust-building between educators and families, personalized approaches to student learning, and systemic infrastructural support to enhance family engagement. In future work, Bergman will dig deeper into the data and try to gather more information about what certain school districts with strong family engagement did to keep chronic absenteeism down and a possible tool down the line to help schools with family engagement.

In this episode, he explains the soaring numbers of chronic absenteeism while underscoring the transformative potential of prioritizing family engagement in ensuring student well-being and academic success.

JILL ANDERSON: I'm Jill Anderson. This is the Harvard EdCast.

Eyal Bergman believes strong family engagement may counteract schools' growing problem with chronic absenteeism. Nearly 16 million students missed more than 10% of the 2022 school year — that's double pre-pandemic levels.

Bergman leads research on the impact of family engagement in schools. When he set out to study family engagement during the pandemic, he was surprised to see just how much better schools with pre-existing strong family engagement fared on attendance. Many schools struggle to develop strong family engagement, despite its well-known benefits and even funding available to help. I wanted to hear more about the challenges associated with chronic absenteeism and the role of family engagement. First, I asked how the pandemic impacted chronic absenteeism.

EYAL BERGMAN: If you compare chronic absenteeism numbers from pre-pandemic, from 2019, '18-'19, to '21-'22, which is the first full year once kids were fully back in school, it doubled. And we have about 15 million children that were chronically absent in the '21-'22 school year. And they're all over the country. So you have a little over 5 million kids in cities, about 5 million kids in suburbs. You've got about 4 million kids that live in rural or small towns. It's really everywhere. But it's especially important to note that it's especially pronounced in high-poverty communities.

So when you look at high poverty communities pre-pandemic, about 25% of schools were in what's called extreme chronic absenteeism. That's where 30% or more of students are chronically absent.

JILL ANDERSON: Right.

EYAL BERGMAN: So you've got 25% of schools in high-poverty communities that were chronically absent pre-pandemic, and that number shot up to 69%.

JILL ANDERSON: Wow.

EYAL BERGMAN: So nearly 7 in 10 schools in high-poverty communities are beset by extreme levels of chronic absence. It is a tremendous problem. Now, some of those numbers have started to come down, but only slightly. So '21-'22, we're currently two years removed from some of that data. And some states have released their data from this past school year, from the '22-'23 school year, but most of the states that have released data have had their numbers come down less than five percentage points. Some states have actually gone up. So we're really in, still, a very elevated level of chronic absence across the country.

JILL ANDERSON: Do we know a lot about why this is happening post-pandemic, or is it still kind of we need to figure it out?

EYAL BERGMAN: Well, there's a lot of different factors explaining why kids come or don't come to school. I think there's been changing norms.

EYAL BERGMAN: It's important to remember that chronic absence takes into account excused and unexcused absences. So norms around-- it used to be that a kid had sniffles, and they would still come to school. A lot of families have decided just to not send their kids to school at that point.

But I think also, norms have changed in schools around kids wanting to stay home, families choosing to send their kids home. And I think the way it relates to our study, and the work that we look at, and the relationship between home and school, is that it shows that in communities that have strong relationships with families, they can have real talk about how important it is to come to school regularly, what interventions can be placed that are mutually supported at home and at school, such that kids feel more welcomed in school, such that kids feel like school is an everyday experience and families feel that way too. I think it's helpful to see attendance as like a vital sign of a school's health. And the more that students and teachers and parents and all the community members are wrapping themselves around kids to really stress the importance and help them feel welcomed and safe and supported in schools, the more likely kids are to show up to school every day.

JILL ANDERSON: You set out to study this issue. Tell me a little bit about what you discovered-- why some schools were faring better than others?

EYAL BERGMAN: Let me give you a little bit of an explanation about where the data comes from, to give some context, and a little bit about where the study came from. Because Dr. Karen Mapp is a mentor of mine and was my advisor when the pandemic hit. And we were talking a lot about, surely, the pandemic would be a very useful time to study the impact of family engagement.

Because the hypothesis for this study was born in those first few months. We were hearing all sorts of anecdotal evidence in the spring of 2020, when schools were shuttered, that the schools that had strong relationships with families were going to be a little bit better equipped to withstand the disruptions in schooling. So that was the hypothesis that was set out. And Dr. Mapp was able to join on a Learning Heroes webinar. And in that webinar, where we are talking about this, it piqued the interest of some funders that were on the webinar. And so we were able to start to get some initial funding to be able to set out and conduct this study.

And as a part of the initial landscape assessment of preparing to conduct that study, we interviewed about 20 family engagement scholars, experts in the field. And one of the things that we learned from that landscape assessment is that there is really one really predominant data source for a large quantitative sample. And that is the Five Essentials, which is administered statewide in Illinois. It was designed by the University of Chicago.

If folks are familiar with Tony Bryk and Barbara Schneider's landmark study, "Trust In Schools," this found that the presence of trust in schools was highly predictive of whether schools would improve over time. And so this data has been-- is a very high teacher response rate, so it's very reliable and valid. And it measures the five essentials of school improvement, like classroom culture, principal efficacy, teacher efficacy-- a number of key essentials. And one of those is family-community ties.

And so there are over 3,000 schools in Illinois that respond to this survey every year. That doesn't really exist in many other places. And so it's a really important and rich data set. And so it dates back.

So that is the data that we used. And there is a lot of publicly-available data on achievement levels, and poverty rates, and a bunch of community and school characteristics that allow us to do statistical modeling. And so we're able to control for a lot of variables.

The way I like to think about statistics is that there's a lot of factors that contribute to chronic absenteeism. And what the stats allow us to do is start to tease apart, like, how big are the different pieces of the pie, right? For all intents and purposes, if you take two schools, and you say they had the same achievement levels, the same chronic absenteeism levels in 2018-2019, they have the same poverty rates, they're the same type of schools-- so you're not comparing high school to elementary school-- and so for all intents and purposes, these schools are essentially the same except for that one school scored in the 10th percentile of the Five Essentials family engagement metric, and the other school scored in the 90th percentile. So you're comparing two schools where one school performed very low, and one school performed very high. What this allows us to say is that the family engagement score accounts for a 39% difference in their chronic absenteeism rates. So that's tremendous. That 39% accounts for 6.2 percentage points on their chronic absenteeism score.

So those are real numbers. In a school of 500 kids, 6% of kids is 31 kids that are not chronically absent. In a school of 1,000 kids, that's 62 kids. That's multiple classrooms. That could be a whole grade level. So these are real numbers, and that's the most important finding from the study.

JILL ANDERSON: Were you surprised, though, to see this huge—

EYAL BERGMAN: Yes.

JILL ANDERSON: --number, this huge difference?

EYAL BERGMAN: We had to run the numbers multiple times to make sure that we were seeing the right thing. And we sent it out to external reviewers to make sure that we weren't missing something critical. We're like, this is pretty significant. There's also other findings where it shows that the strength of a school's family engagement is actually more predictive of a school's chronic absenteeism than their rates of poverty. JILL ANDERSON: Wow.

EYAL BERGMAN: We found that the strength of a school's family engagement was twice as predictive post-pandemic as it was pre-pandemic. So that 6.2 number is cut in half in pre-pandemic. In other words, we knew family engagement mattered before, but it really mattered in the pandemic. And considering that our levels are still pretty close, they're much closer to what they were in '21-'22 now than what they were pre-pandemic. So the importance of family engagement, to me, seems like it's here to stay if you're talking about addressing chronic absenteeism.

JILL ANDERSON: So it says that there was 6% less chronic absenteeism post-pandemic in schools with strong family engagement versus weak family engagement. I'm just going to ask you again if you can put that number into some kind of context, because I worry that people might hear that and think, 6% is really such a small number.

EYAL BERGMAN: Yeah.

JILL ANDERSON: It doesn't seem that dramatic, but it is.

EYAL BERGMAN: If you work in a school-- I imagine a lot of your listeners work in schools-- show me a school that doesn't want to lower its chronic absenteeism by 6 percentage points right now. And if you want to talk about real kids, like I said, in a school of 500 kids-- that's a normal-sized elementary school. That's an average-sized school in Illinois-- that's 31 children that are not chronically absent. In a school of 1,000, that's 62.

In terms of attendance, it's 800 fewer student absences in a year in a school of 500. And I'll put it in financial terms, too. In my state-- I live in California-- a lot of states like ours get their school funding based on something called average daily attendance. In other words, the days that students come to school is how schools actually get their funding.

So when I used to work in a school district here in California, our Attendance Office was located in Fiscal Services, just to give you a sense of where we situate the relative importance of attendance. So in a school of 500, that 6 percentage point equates to $45,000. A school of 1,000-- there's lots of schools with 1,000 kids-- that's $90,000 of your operating budget.

JILL ANDERSON: So it's not a case of just the value, of course, of getting kids into the school so that they can learn. It has significant funding repercussions.

EYAL BERGMAN: It has significant funding repercussions. And I also just think that anybody who's been a teacher understands that you can't do all the work that you want to do if your kids aren't in school. There's this saying that I don't necessarily love. It's like, they can't learn if they're not here.

I mean, I think kids learn wherever they are. Like, my kids learn at home. Our kids learn in the community. But the skills we want to impart on kids, the social development and the academic development we want to impart on kids, school offers an important sense of consistency for kids. And if they're not coming to school, then they can't get the benefits of everything we're trying to do in school.

JILL ANDERSON: Would you say that the majority of schools in the US have weak family engagement? EYAL BERGMAN: I'll put it this way. So Dr. Karen Mapp and I wrote a piece that was published in June of 2021. We really started thinking about it and writing it in the summer of 2020 amidst the renewed reckoning of racial injustice in America in the wake of George Floyd's murder and schools grappling with how to respond, how to think about themselves as service providers in communities-- particularly in communities of color-- but also the ravages of the pandemic upon low income and communities of color.

These dual pandemics just reveal a lot about the historical relationships between home and school in America. And what we find is that schools often, despite really good intentions, have not really been designed to promote really strong partnerships with families. This is why families are often treated as spectators to the work of schools. This is why their cultural wisdom and their expertise about their children aren't necessarily woven into the fabric of schooling. It's why we see that schools often apply assimilationist practices.

What do I mean by that? When you look at how most schools and systems allocate their funding for family engagement, it's usually things like parent liaisons. They hire parent liaisons who are from the community-- oftentimes in immigrant communities that speak the language and that are from that culture and that community-- and things like parent universities or training programs for parents. None of that is wrong. In many cases, that comes from requests from parents and from the communities themselves.

So the point there is that that's not wrong, but that it's incomplete. Because as a strategy, what it says is, in order to resolve this gulf between home and school, we need parents to come closer to the school.

EYAL BERGMAN: So we need to have staff explain things to parents so that they understand things and so that they are better equipped to support their kids. But there isn't very much in the way of strategy design or funding to help staff get to understand and know the communities better to build the staffing capacity for stronger and richer community engagement.

I mean, when I say that schools haven't really been designed for comprehensive engagement, I think you can look at most schools, like, teachers will tell you they don't really have the time to build relationships with families and to collaborate really richly with them. That is a product of design. What do we have time to do?

EYAL BERGMAN: It's A question of where our priorities are. When you look at most pre-service training programs in America, teachers do not receive training in their pre-service programs for building relationships with families and collaborating with them so that they can actually work in strong partnership, even though we know from research-- and it just makes intuitive sense, too-- if you're a parent, if you're a teacher, you know that if parents and teachers are actually talking to one another, if they're looking at data, if they're on the same page, then it feels like one of you is playing offense—

Like on a football team, the offensive players don't play defense, and the defensive players don't play offense. But they're both doing their part to help the team win. So you can imagine that the teachers doing their part in the classroom, the parents doing their part at home, if they're in strong partnership with each other, that actually really helps kids.

And this is what the research bears out. But the systems are not designed to promote that type of activity and behavior. That's why teachers don't have the time. That's why teachers aren't trained. That's why there's not much PD in the way of helping teachers improve in this work.

There are tools and tactics like apps that can be helpful, or text message opt-out, opt-in methods where parents get notified. There are important technical things that can be done, and that does help. That helps a little bit. But the fundamental questions of why parents and teachers don't have the time or the dispositions to be able to really build strong relationships, that's at the core of the nature of the challenge: What makes one school strong in family engagement versus another?

I can give examples from two pieces. One is the piece that Dr. Mapp and I wrote. It's called, "Embracing a New Normal, Toward a More Liberatory Approach to Family Engagement." We have a nice case study in there. And then, there's another piece that I wrote a few years ago called, "Unlocking the How, Designing Family Engagement Strategies that Lead to School Success." And that has about a dozen examples from across the country.

And in that piece, I sort of break down three basic pillars of what constitutes strong engagement. And all of this is rooted, of course, in the dual capacity-building framework for family school partnerships. That's Dr. Mapp's framework. And in that framework, which we borrow from the Three Pillars, the first pillar is the indisputable importance of trust-building.

EYAL BERGMAN: A lot of times, what I see is events, activities in schools where we invite parents to come in and do things, or we send out communications to parents. Those are the most common things. But if you're not building trust between teachers and parents, you're not going to see really strong engagement.

And so schools that really excel, they do things even with the resources at their disposal. Like, make Back to School Night less about all the things that I want to do this year with your kids in my classroom, and more like, let me get to know you a little bit. There are schools where the teachers just walk around and they have parents introduce themselves to each other, to their parents. They open the floor. They just ask questions.

You just build a relationship with another person. Schooling is fundamentally a human enterprise. So we get to know people for who they are and what they care about. You start by building relationships.

So some schools do home visits. To me, that's really powerful for teachers because it helps them conceptualize, like, what did I think about the kids and families that I've visited, and what did I actually observe in the home? And very often, it can start a conversation about some biases I thought-- I think I might have had about families.

Home visits are wonderful. Even if you don't do home visits, you can do like community visits. And one thing that I loved was just trust visits.

So the parents come to the school, but the point of the visit at the start of the year is just like, let's build a relationship. Let's get to know each other. At this one school that we featured in "Embracing a New Normal," they do welcoming meetings at the beginning of the year. 30 minutes, teachers meet with their students' parents for 30 minutes at the start of the year. That time is set aside by the schools.

In secondary schools, if I'm a math teacher in a high school, I can't meet with 150 parents at the start of the year. But oftentimes, there's advisories, or Zero Period. And so there are ways to chunk it out so that everybody does their part with just a few students. So that's one thing.

The second pillar is, this is all about student learning and well-being. I think a lot of times, what we see is that family engagement activities are more like feel-good. And that's not bad. In many cases, it can be really important for building a relationship.

But at the end of the day, we're all here for kids. And so family engagement is a means to an end. It's not an end in and of itself. The purpose should be, let's make sure we all have an accurate picture of how our children are performing in school.

So the organization that I work at, Learning Heroes, we do, practically every year, a national poll of parents and teachers and principals. The last data we have is from late in 2023, where we did a poll with Gallup. And again, we found that about 90% of parents in America think that their kids are at or above grade level in reading and in math.

Educators have one perspective. Families have a very different perspective.

EYAL BERGMAN: Families, for the most part, think that their kids are doing fine until they hear from the school that there was a problem.

JILL ANDERSON: Uh-huh.

EYAL BERGMAN: Well, also, more than 80% of parents in America report that their kids get A's and B's, or B's and higher, on their schools. So the primary method that families receive to let them know how their children are performing are report card grades. And report card grades have their benefit, but they're also deeply flawed. They're more of a reflection of effort and assignment completion than they are grade-level mastery-- or they can be-- and they're highly subjective.

So families have a distorted view of how their kids are doing in school. That has to change. And the best way to do that is to get on the same page, review data, make plans together, get together on a regular basis.

So there are schools, plenty of schools, that have a fall conference where they review data, and they make a plan. And then, they meet again in the winter to review how that's going and adjust as necessary, and then get together in the spring to review progress and make a summer plan. So let's focus on student learning and well-being. The pillar is to anchor in student learning and well-being.

And then, the third pillar is to build an infrastructure, because you have to build a scaffold for this to actually function in schools and systems. Like, you can't just lop on a good idea on a system that isn't prepared to manage it or lead it. So there are some school districts, for instance, that have senior, cabinet-level leaders for family engagement.

In many places, the leader for family engagement at the district is nowhere near the senior-level leadership. And so that limits the ability of family engagement to be on the agenda and to be integrated into these systemic strategies of the district. So I'll give you two examples.

In Baltimore, Baltimore, Maryland, Baltimore City Public Schools, you've got a senior-level family engagement lead. And so what they did coming out of the pandemic is that the Chief for Engagement and the Chief Academic Officer were able to work together on a Pandemic Recovery Plan that included student learning plans for every student that were co-designed by the teacher, by the student, and by the parent. And you know, any new policy in a large system is going to take some time. It's going to take its lumps. It's going to need to evolve and adjust. But now, they're getting to the point where it's becoming common practice that teachers are supposed to-- or at least expected to-- work closely with parents in order to build those student learning plans.

In Richmond, Virginia, you have a Chief Engagement Officer that was able to reframe attendance as an engagement challenge and redeploy resources. She has a whole dashboard where schools are able to input and track all of the efforts that they do to engage families directly on attendance. And she's able to see that, and she's able to help schools improve. And so now, they're like slowly-- like they've gotten much better attendance outcomes because they have a whole system-wide strategy to address it from the engagement perspective.

So you have senior-level leadership. You have PD time allocated. You have actual time in the teachers' calendars so that they can build a relationship. And you help them build the skills, and get over fears, and be able to feel comfortable and confident and collaborate with one another so that they can start to have more robust engagement strategies in the school that actually lead to improvements for kids.

JILL ANDERSON: We all know that changing the system takes time, but I'm wondering, are there any low-hanging fruits that exist for family engagement that a school district should definitely be doing-- should start as soon as possible if they're not currently doing them?

EYAL BERGMAN: Look, I think at the very least, we should be calling parents and telling them, ‘Hey, I'm going to be your child's teacher this year. I'm really excited to have them in school. I would love to hear a little bit about how last school year went for you, and what you're looking forward to this year.’ And let's have the mindset that we're going to treat parents as humans and then actively reach out to the other side.

There's a lot of barriers for parents to come up to the school, and it's not just that they're working two or three jobs. It's that school feels like a foreign place to them. It's that they're speaking to an authority. They're speaking to folks that they haven't necessarily had good experiences within their own lives. They may be coming with their own traumas.

So at the very basic, what we should be doing is taking it upon ourselves to reach out to parents. That's the most effective low-hanging fruit, is to reach out, build relationship on the front end. Any teacher will tell you that when you build a relationship with a family on the front end, it more than pays dividends throughout the year.

And so principals, what they can do is they can turn over a whole staff meeting and say, OK, instead of 60 minutes of us talking or me talking at you, I want you to call five parents and tell them how excited you are. And then, bring in PD, and build from there. There's plenty of apps that are helpful, also, for communication, but let's not assume that those apps that are for communication are going to necessarily build trust. We need to do one-on-one trust-building.

JILL ANDERSON: Eyal Bergman is the Senior Vice President at Learning Heroes. I'm Jill Anderson. This is the Harvard EdCast, produced by the Harvard Graduate School of Education. Thanks for listening.

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SDP Releases Findings on LAUSD Graduation Rates

Posted April 15, 2013
By Ashley Dixon

Findings released by researchers at the Strategic Data Project (SDP), based at the Center for Education Policy Research at Harvard University, highlight trends in progress towards graduation and college readiness for students in the Los Angeles Unified School District (LAUSD). Using an analysis of data accumulated on the class of 2011 that includes students' grades, credit accumulation, and exit exam results, SDP researchers uncovered a number of important findings about student success in high school.

Key SDP findings include: identifying a large gap between the number of students graduating and the number who are deemed college ready through completion of their A-G requirements — such that only one-third of 2011 graduates had completed the requirements necessary for admission to college within the University of California and California State systems. Other key finding show ninth-grade performance in coursework, particularly earning enough credits to be on-track for graduation, was strongly related to on-time graduation. In addition, the LAUSD average 59 percent four-year graduation rate was found to range widely by individual high school and by ethnicity, even when comparing students of similar eighth-grade English performance.

"The district’s most important goal is to have students graduate from LAUSD college ready and prepared for careers," said LAUSD Superintendent John Deasy. "The findings of this study help us to pinpoint best practices and identify areas of improvement to achieve our ambitious goal."

Study: Many High Achievers Do Not Attend College

Ed week examines new sdp findings, cepr announces new strategic data project partners.

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University News | 3.28.2024

Harvard College Admits Class of 2028

A smaller undergraduate applicant cohort—the first since supreme court ended affirmative action .

Harvard gates, John Harvard statue, Harvard building

1,937 of the 54,008 applicants to the class (3.6 percent) were granted admission. | PHOTOGRAPHS AND MONTAGE BY NIKO YAITANES/ HARVARD MAGAZINE

Harvard College today offered regular admission to 1,245 applicants to the class of 2028; combined with the 692 early-action applicants granted admission in December , 1,937 of the 54,008 applicants to the class (3.6 percent) were granted admission. The applicant pool declined 2,929 (5.1 percent) from the 56,937 who applied to the class of 2027 and 11.8 percent from the pandemic-enlarged cohort of 61,220 who sought places in the class of 2026 .

The overall rate of decline in applications this year lessened somewhat from that among the early-action cohort: applicants by the fall deadline decreased by 17 percent (from 9,553 in 2022 to 7,921 in the autumn 2023 cycle).

Nonetheless, in light of the changes in admissions mandated by the Supreme Court ruling against affirmative action last June , and the turmoil on campus last fall , observers and critics may be expected to weigh in from several perspectives on the diminished interest in applying to the College as they seek evidence or draw conclusions about these questions:

With Harvard the highest-profile defendant in the admissions cases, will admissions of black and Hispanic applicants decline (testimony in the trial and appeals suggested that would happen), as prospective applicants hesitate and the College proceeds to make decisions absent consideration of race and ethnicity as part of its holistic review process?

Did prospective black applicants pursue other options, given the harsh attacks on President Claudine Gay, the institution’s first black leader, in the wake of the Hamas terrorism last October 7?

Were Jewish applicants disinclined to pursue a place in the College given the extensive coverage of campus protests and the associated controversies over antisemitism (and related debate about bias against Palestinians and Muslims)?

Answers are not likely to be immediately at hand. To comply with the Supreme Court ruling, the University noted, “Based on advice from counsel, admissions readers will not be accessing applicants’ self-reported race or ethnicity data or aggregated data…at any time until the admissions process has concluded”—presumably, after final admissions from the wait list (if any) this summer. Data on the admitted early-action applicants released in December addressed socioeconomic characteristics, but not the racial or ethnic diversity statistics published in prior years. And admissions officers maintain silence on the other matters—noting, reasonably, that they don’t know why people decide not to apply. For what it is worth, the University of Pennsylvania and Yale each indicated that their undergraduate applications increased about 10 percent this year. But multiple factors may influence Harvard’s results (see “Selective Schools’ Admissions in Flux,” below).

Financial Aid Competition

The College maintained the Harvard Financial Aid Initiative at the level announced last year and applied to the first-year class that enrolled last August. Attending Harvard remains free for children of families with incomes below $85,000: their tuition, housing, food, and fees will be waived. Each eligible student will also receive a $2,000 transition grant to help with move-in and other expenses., and a $2,000 “launch grant” during the junior year to help defray costs in preparing for life after graduation (job searching, for example). The Faculty of Arts and Sciences (FAS) has to budget aid for both the College and graduate students, whose stipends—under sharp competitive pressure—were boosted substantially for the new academic year; see “Graduate Gains,” March-April, page 21.

The College thus has not increased the no-cost family-income threshold to approach or match peers Princeton (which is fully endowed for financial aid, unlike the FAS) and Stanford, both of which raised their threshold to $100,000 for the class of 2027. Upping the ante, on March 25, Dartmouth announced that a $150-million bequest would enable it to nearly double its free-attendance threshold from $65,000 of family income to $125,000—the highest in the country—effective with the new academic year: entering first-year students, and returning upperclassmen and -women, will be covered. More limited programs at Duke and the University of Virginia now make attendance tuition-free for students from local families with incomes under $150,000 (North and South Carolina) or $100,000 (Virginia), respectively, presenting still more competition.

At Harvard, Princeton, and Stanford, roughly one-quarter of undergraduates come from families under the income thresholds.

The Rising Term Bill

Harvard’s term bill —tuition, room, board, and fees—will increase 4.3 percent, to $82,866 (up $3,416 from the current $79,450). That rate of increase is higher than the 3.5 percent imposed in the prior year and 3.0 percent in preceding years. The acceleration may represent an attempt to catch up with inflation measured by the Higher Education Price Index: up 4.0 percent in fiscal year 2023 (down somewhat from the 5.2 percent of fiscal 2022).

For students who received financial aid during the current academic year, the average parent contribution was $13,000.

Class Characteristics and Demographics

According to the announcement, 20.7 percent of accepted applicants qualified for federal Pell grants, awarded to students from lower-income backgrounds, and 20.5 of those admitted are first-generation college students. Both proportions slightly exceed those in the cohort admitted to the class of 2027.

Of those admitted, 53.1 percent are women and 46.9 percent are men. The cohort is, as always, geographically far-flung, representing all 50 states, the District of Columbia, Puerto Rico, the U.S. Virgin Islands, and 94 countries beyond the United States. Some 15.4 percent are international students (9.6 percent are dual U.S. citizens). Among those accepted are 21 are veterans; 41 students expressed interest in ROTC.

Data on racial and ethnic diversity are no longer reported with this news release, as noted.

Selective Schools’ Admissions in Flux

Although much may be made of the size of Harvard’s applicant pool, it makes more sense to consider the changing context for admissions at the nation’s relatively few—if unquestionably high-profile—selective colleges and universities. Policies, practices, and prospective applicants’ responses to them are unsettled for numerous reasons, including:

•efforts to construct diverse classes in the wake of the June 2023 Supreme Court decision outlawing consideration of applicants’ race in schools’ holistic reviews of candidates ( “The Supreme Court Rules,” September-October 2023, page 14)—and associated changes in outreach and recruiting;

•evolving attitudes toward standardized testing; and

•legacy and other traditional admissions preferences, and new preferences possibly under development now.

•Diversity. Given the court ruling, colleges’ policies for admitting diverse classes clearly must change. Harvard was at the center of the 1978 Bakke decision which defined permissible ways of considering race in admissions—and again in the most recent litigation, which eliminated such practices. So it might be expected that prospective applicants would wonder how the College’s procedures would be altered, beyond the immediate steps taken to comply with the law (removing information about applicants’ race or ethnicity from all files, admission reviews, and aggregate data available during the process). It is a reasonable assumption that defining and promulgating new policies and practices was a high priority for Harvard during this academic year— until the campus turmoil following the October 7 Hamas attacks upended the campus, University leadership , and any existing agenda. As a result, other matters have had to be addressed urgently—but Alan Garber, interim president, has indicated that he will push ahead with work on admissions .

In the meantime, other institutions have more public about the steps they are taking to construct diverse classes while complying fully with the new legal realities. For example, Yale has been outspoken about pursuing outreach to students from lower-income and other communities underrepresented in its undergraduate population, and recently announced that the record cohort of applicants to the class of 2028 “By some measures…set new marks for diversity.” Cornell recently joined QuestBridge, a program through which low-income applicants seek early admission to selective colleges, commit to attend the highest-ranked school with which they match, and receive a full scholarship from the organization. Harvard is now the only Ivy institution not participating, and the College has, generally, been quieter about such matters than several peers.

Two interesting developments bear on what schools can and will do. In February, the Supreme Court declined to hear a challenge to the admissions criteria adopted by the elite Thomas Jefferson High School for Science and Technology, in Alexandria, Virginia . It eliminated an entrance exam and began offering admission to the top students from each middle school in its area (versus the top applicants from any school across the district), while also considering the “experience factors” students presented. Data on applicants’ race, sex, and name were withheld from admissions staff. Litigants objected that the effect was discriminatory, but an appeals court upheld the plan and the Supreme Court let that ruling stand. The school’s enrollment shifted from nearly three-quarters to slightly more than one-half Asian American, while becoming more nearly representative of the district’s population overall.

In light of that ruling, people who model admissions have theorized about what selective colleges might do to sustain diverse classes while considering data beyond test scores and applicants’ household income. In one vivid demonstration, a New York Times tool ( https://www.nytimes.com/interactive/2024/03/09/upshot/affirmative-action-alternatives.html ) illustrates how admitted classes can be made increasingly diverse racially and ethnically as increased preference is given to applicants based on the relative poverty of their high schools and each applicant’s outperformance compared to peers, combined with more effective outreach to such students who don’t often apply to the most selective colleges. Such preferences would have to be adapted alongside, or in place, of, traditional ones (discussed below).

•Standardized testing. During the pandemic, when it was difficult to sit for the exams, many institutions waived the requirement that applicants submit SAT or ACT test scores. Since then, test-optional policies remained widely in place, in part, on the theory that the tests themselves and differential access to private tutoring disadvantage lower-income applicants or students enrolled in under-resourced high schools. Of late, however, the tide has begun to turn. MIT reinstituted a testing requirement, noting that SAT math scores indicate whether applicants have the capacity to take on a highly quantitative curriculum—and reported enrolling its most diverse class.

Citing research on the usefulness of test scores in identifying qualified but overlooked applicants, Dartmouth has reinstated its standardized test requirement beginning with its class of 2029. Yale followed suit, with a “test-flexible” standard requiring SAT, ACT, International Baccalaureate, or Advanced Placement scores. And Brown reinstituted a requirement for SAT or ACT scores. Harvard College remains test-optional through 2030 . (Just ahead of today’s announcement about class of 2028 admissions, Emi Nietfeld ’15 argued in favor of mandatory standardized testing from the perspective of a disadvantaged applicant in this New York Times essay , “How the SAT Changed My Life.”)

•Legacy and other preferences. In March, Virginia outlawed legacy preferences for alumni-related applicants to public colleges; both the University of Virginia and William & Mary, which are selective-admissions schools, are public institutions covered by the measure. Something of a movement may be afoot. Similar legislation, covering all institutions in those states, has been introduced in Minnesota and Connecticut. ( Yale has testified against; that state’s legislation would also ban preferences for donors .) In reinstituting its test requirement, Brown decided to retain early decision (thought to disadvantage students who need to compare aid offers) and family preferences (for children of alumni and Brown employees)—but with the latter subject to further review.

As on other matters, Harvard has yet to weigh in on legacies—but a conversation about such preferences, and perhaps how athletic preferences figure into the mix, has surely been percolating here as the College seeks to sustain a broadly diverse class, without resorting to practices now rendered impermissible.

In the meantime , the brilliant youngsters just granted admission can be thankful that luck favored them, too, with fewer applicants competing for spot in Harvard College’s class of 2028. Prospective students can kick the tires in person during Visitas, April 14-15 , or virtually. They have until the end of the day on Wednesday, May 1, to reply to their offers of admission.

Read the University announcement here.

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Harvard's admissions office is located at 84-86 Brattle St. Harvard College accepted 3.59 percent of applicants to the Class of 2028, its highest acceptance rate in four years.

Harvard College accepted 3.59 percent of applicants to its Class of 2028 — the highest acceptance rate in four years — in the first admissions cycle since the fall of affirmative action prohibited the College from considering race during the process.

Harvard offered admission to 1,245 applicants at 7 p.m. on Thursday, all of whom join the 692 students who were accepted in the early admission cycle this December. In total, Harvard offered admission to 1,937 students to join the Class of 2028.

“We think they’re the greatest,” Dean of Admissions and Financial Aid William R. Fitzsimmons ’67 said of the admitted class in a Thursday interview. “We really want to see them come here.”

Harvard received a total of 54,008 applications, a 5.14 percent decrease from last year even as it marked the fourth year in a row that it received more than 50,000 applications.

Thursday’s announcement also contained one notable omission: race and ethnicity data for the incoming class. The College did not release the statistics when it announced its early admission results in December, and intends to withhold the data until admitted students accept or decline their offers later this summer.

The College is still in the midst of processing transfer applications, and waitlist decisions will be released once admitted students accept or decline their offers.

Tuition continued to rise this year, climbing to $82,866 for students who do not receive financial aid — a 4.3 percent increase from last year’s tuition of $79,450.

But even as tuition continued to climb, Harvard did not increase its threshold for receiving full financial aid. The decision is a break from the past two years when the College steadily increased the threshold for full financial aid by $10,000.

Like last year, the cost to attend Harvard will be free for students with annual family incomes below $85,000. By maintaining its financial aid threshold at 2023 levels, the College will likely face questions about whether the recent donor backlash to the University contributed to that decision.

This year, Pell Grant eligible students make up 20.7 percent of the class, an increase from 19 percent last year. More than 20 percent of accepted students are the first in their family to attend college.

Despite delays in the release of federal student aid data after recent miscalculations by the U.S. Department of Education, Fitzsimmons dismissed concerns that students’ financial aid packages will be delayed.

“Anybody who sent in material, they will have an award tonight,” Fitzsimmons said.

For the seventh consecutive year, women make up a slight majority — 53.1 percent — of Harvard’s admitted class.

The Class of 2028 also comes from all 50 states and every region of the United States: 20.1 percent of admitted students hail from the mid-Atlantic, while 18.5 percent come from the Western and Mountain states, 16.6 percent from New England, 16.2 percent from the South, 11.4 percent from the Midwest, and 0.4 percent from external U.S. territories, including Puerto Rico and the U.S. Virgin Islands.

In addition, the Class of 2028 accepted 254 applicants from Massachusetts, the most of any state, followed by California, New York, and New Jersey.

“We think it’s very important for us to do our part in educating future leaders of Cambridge, Boston, of the state of Massachusetts,” Fitzsimmons said. “We take that very, very seriously.”

Harvard also joined the Small Town Outreach, Recruitment, and Yield consortium — a group of universities aiming to recruit applicants in rural communities — following the Supreme Court’s ruling in June.

The Class of 2028 is also “unusually international,” Fitzsimmons said. More than 15 percent of accepted applicants are international students, hailing from 94 countries. Canada, the United Kingdom, and China are the top three most represented countries.

The College also offered 21 veterans admission, while a total of 41 students expressed interest in the Reserve Officers Training Corps — a training program that prepares for service in the military.

This is the fourth class admitted under test-optional policies, where applicants can choose not to submit standardized test scores. While multiple other colleges and universities, including Dartmouth, Yale, and Brown, have returned to requiring testing , Harvard will remain test-optional through the Class of 2030.

In the interview on Thursday, Fitzsimmons maintained that the office has “nothing new to report” as to when they will announce the College’s future plans.

The Class of 2028 will be invited to campus from April 14-15 for Visitas, the two-day annual program for admits.

Students have until May 1 to accept or deny their offer of admission to join the Class of 2028.

—Staff writer Elyse C. Goncalves can be reached at [email protected] . Follow her on X @e1ysegoncalves or on Threads @elyse.goncalves .

—Staff writer Matan H. Josephy can be reached [email protected] . Follow him on X @matanjosephy .

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After a Year of Turmoil, Harvard’s Applications Drop

With the exception of Brown University, some other highly selective schools saw a record rise in the number of students who applied for admission.

People walk on a path near the Harvard library.

By Anemona Hartocollis and Stephanie Saul

Applications to Harvard College were down this year, even as many other highly selective schools hit record highs.

The drop suggests that a year of turmoil — which went into overdrive with a student letter that said Israel was “entirely responsible” for the Oct. 7 Hamas attacks — may have dented Harvard’s reputation and deterred some students from applying.

Harvard’s announcement on Thursday evening came as all eight Ivy League schools sent out their notices of admission or rejection, known as Ivy Day.

While Brown University also saw a drop in applications, applications rose at many other elite colleges, including the University of Pennsylvania, Dartmouth, Columbia, M.I.T., Bowdoin, Amherst and the University of Virginia.

Harvard focused on the positive.

“Beyond another strong applicant pool, we are delighted by the stunning array of talents and lived experiences the class of 2028 will bring with them from throughout the United States and around the world,” William R. Fitzsimmons, dean of admissions and financial aid, said in a statement.

College counselors and admissions experts said that it was difficult to pin down the factors behind the decline in Harvard’s numbers, but that the scrutiny has been intense and, by some accounts, the reputational damage severe. It began with a historic Supreme Court decision on June 29, striking down decades of affirmative action policy at Harvard that had become a model for higher education across the country. It culminated in the resignation on Jan. 2 of Claudine Gay, who was not just Harvard’s president, but its first Black president. At that point, she faced accusations of plagiarism in her scholarly work, which she stood by, on top of complaints about her evasive testimony on antisemitism in December before the House Committee on Education and the Workforce.

The effect on Harvard was so striking that a cartoon in The New York Daily News by Bill Bramhall showed a girl telling her parents, “Darn. I got into Harvard.”

A private college admissions coach, Hafeez Lakhani, said that the anxiety over campus climate was particularly acute in the fall. “Students were terrified about the doxxing trucks, the C.E.O.s calling for protester names, students losing job offers for speaking up about Israel-Palestine,” he said. “I think that drove some applicants to less-spotlight schools.”

Another coach, Deb Felix, said she had referred her concerned clients to a Facebook group Mothers Against College Antisemitism , which has gained 55,700 members since it was formed in late October, as a resource on campus climate.

But some families, even Orthodox Jewish families, were not deterred by the bad publicity.

“Getting accepted to Harvard is still getting accepted to Harvard,” said Rivka Scheinfeld, whose daughter, Tamar, a student at YULA High School, a Jewish day school in Los Angeles, was accepted early. Tamar said she applied after Oct. 7, and thought she could be a voice against antisemitism. “I want to go, I want to advocate for something that I know is right,” she said.

Many schools have been shaken by protests over the war in Gaza, as well as by complaints of antisemitism and Islamophobia over the last few months. Brown saw its share of campus conflict over the war, with dozens of students arrested for trespassing following two sit-ins on campus.

But the University of Pennsylvania saw record applications — 65,230 — a nearly 10 percent rise from the year before, despite criticism of its then-president, M. Elizabeth Magill, for her legalistic testimony on antisemitism in the House hearing.

One significant difference between Harvard and Penn: Ms. Magill resigned swiftly — on Dec. 9, four days after her testimony. Dr. Gay, who testified the same day, lingered on until Jan. 2, as accusations of plagiarism against her mounted on top of the complaints that she had not taken a strong enough stance against antisemitism.

Overall, Harvard received 54,008 undergraduate applications in this admissions cycle, compared with 56,937 last year, a drop of about 5 percent. That continues a trend that began with early applications, which were down 17 percent this cycle. Regular applications were down by almost 3 percent, to 46,087 from 47,384.

The college offered admission to 1,937 students for the class of 2028. Harvard said that despite the year-to-year decline in numbers, this was the fourth year in a row that the college had received more than 50,000 applications.

Application numbers have been high since the start of the pandemic, after Harvard and other schools dropped their requirements for standardized test scores. Mr. Lakhani, the college consultant, said that the boost was fading as more students realized that they still needed to submit test scores to stay competitive.

But at M.I.T., which reinstated testing requirements, applications were up by almost 5 percent. Its president, Sally Kornbluth, survived the congressional grilling that helped topple Dr. Gay and Ms. Magill.

Among the Ivies, applications to Brown were down by almost 5 percent from last year, still the third-largest applicant pool it has ever had. Brian Clark, a Brown spokesman, said that some students were put off by a longer application with more essay questions.

Yale and Dartmouth said they had received a record number of applications, both up by 10 percent from last year. At Columbia, which also was in the news because of student protests, applications rose by about 5 percent. Cornell and Princeton said they had made a policy decision not to release the number of applicants or the admission rates.

Applications also rose at the University of Virginia and the University of North Carolina, Chapel Hill, which was a defendant in the landmark Supreme Court decision on affirmative action.

Because of the Supreme Court decision banning race-conscious admissions, colleges have said they will not be releasing the racial or ethnic breakdown of their applicants or admitted students until the summer or fall, after the waiting lists have been exhausted.

But it appeared that colleges were using other methods to enhance the diversity of their incoming classes, such as the recruitment of poor and rural students and students who would be the first generation in their families to go to college.

Harvard said that first-generation students made up about 20 percent of the class and that students eligible for federal Pell grants, a measure of poverty, made up almost 21 percent. Other colleges declined to release the poverty figures, saying the numbers were uncertain because of problems with the federal student aid application.

Anemona Hartocollis is a national reporter for The Times, covering higher education. More about Anemona Hartocollis

Stephanie Saul reports on colleges and universities, with a recent focus on the dramatic changes in college admissions and the debate around diversity, equity and inclusion in higher education. More about Stephanie Saul

In a post-affirmative action world, Harvard admits its first class — discounting race

Tourists walk in through Harvard’s gates

KirkCarapezza

For the first time since the U.S. Supreme Court struck down more than 40 years of legal precedent that had said colleges can consider applicants’ race, Harvard on Thursday released admissions data for the accepted class of 2028. Remarkably, recent legal and political events do not appear to have affected the demand for a Harvard degree or the economic makeup of those students offered a seat.

According to data provided by the College, Harvard admitted 1,937 applicants from a pool of more than 54,000 students, so its acceptance rate is now 3.6%. That’s up, nominally, from 3.4% last year.

These figures give the public its first glimpse behind the ivy of how this country’s oldest college plans to build a class in a post-affirmative action world. Still, Harvard is not releasing racial or ethnic demographic data of students to whom it has offered admissions, citing potential litigation.

“Based on advice from counsel, admissions readers will not be accessing applicants’ self-reported race or ethnicity data or aggregated data about applicants’ self-reported race or ethnicity at any time until the admissions process has concluded,” Harvard spokesperson Jonathan Palumbo said in a statement.

Since the Supreme Court’s decision in June 2023, Harvard said it reworked its holistic, widely replicated admissions process, making sure that officers do not have access to applicants’ race or even their application essay answers about race and ethnicity.

In his majority decision, Chief Justice John Roberts, a graduate of Harvard and Harvard Law, wrote that nothing in the ruling prohibits universities from considering “an applicant’s discussion of how race affected his or her life, be it through discrimination, inspiration, or otherwise.”

That means the Court allows applicants to mention their racial identity and experiences in admissions essays or interviews and that colleges may take those narratives it into account when making decisions.

This application season Harvard included new essay questions asking students to talk about, for example, how their life experiences have influenced who they are and how they might contribute to the campus community.

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COMMENTS

Doctor of Philosophy in Education
Learn about the Harvard Ph.D. in Education program, which trains researchers across disciplines to generate knowledge and translate discoveries into transformative policy and practice. Find out the application deadline, curriculum, concentrations, and faculty for this prestigious degree.
Harvard University
The Graduate School of Education at Harvard University has 42 full-time faculty on staff with a 3.6:1 adjusted ratio of graduate students to faculty. ... Acceptance Rate. 38.2%. Enrollment. 868.
Harvard Graduate School Of Education Acceptance Rate: A Detailed Look
Learn how competitive Harvard Graduate School of Education admissions are, how they compare to peers, and what factors influence them. Find out how to optimize your application with expert advice on GRE, personal statement, references, and education experience.
Harvard Graduate School of Education
Address 86 Brattle Street. Cambridge, MA 2138. United States. Contact Mr. James E. Ryan. Dean of the Harvard Graduate School of Education. Phone: 617-495-3401. Larger Map.
Ed.M. and Ed.L.D. Application & Requirements
The Harvard Graduate School of Education will accept a maximum of three applications from one individual over their lifetime. If your most recent application submission was for or prior to the 2020-2021 academic year, you are required to submit all new application materials. You are eligible to reapply for the 2024-2025 academic year without ...
Harvard Graduate School Of Education Acceptance Rate: A Detailed Look
With an acceptance rate consistently under 10%, HGSE is one of the most selective education schools in the United States. If you're short on time, here's a quick answer: The Harvard Graduate School of Education acceptance rate is typically around 5-7% each year, making it an extremely selective program to get into.
Do I Have a Chance to Get Into Harvard Graduate School of Education
Hi y'all, I am a fourth-year undergraduate student, and I am interested in applying to the Harvard Graduate School of Education for the Education Leadership, Organizations, and Entrepreneurship program! To keep this short, the program is exactly what I am looking for in every respect, but I am not sure if I have the academic/personal stats to get accepted.
Graduate School Acceptance Rates: Can You Get In?
This 4.8 percent acceptance rate is not the acceptance rate for Stanford's grad programs (what I searched for) but rather the acceptance rate for undergrads. So always cross-check any statistics Google gives you. You can also consult grad school data websites such as Peterson's and StartClass.
PhD Admissions FAQ
Admission to the PhD program is extremely competitive, so it is difficult to assess any qualified applicant's likelihood of admittance. However, on average, we admit approximately 10% of qualified applicants ... Harvard University does not provide any financial aid for AM students, however AM students may be eligible for on-campus employment.
Admissions
Assistant Director of Admissions and Director of the Visiting Students Program. Phone. 617-495-5315. Email. [email protected].
All About PhD at Harvard University
The Harvard Graduate School of Arts and Sciences received over 4300 applications for the fall 2020 class of graduate students across all PhD and master's programs and the university has only admitted 301 applicants. As a result, the acceptance rate for the Harvard Graduate School of Arts and Sciences is 7%.
Harvard Phd Acceptance Rate
Is Harvard PhD hard to get into? Plus, acceptance rates are much higher for Harvard's grad programs than they are for undergrads (for undergrads last year it was only 4.6%!). In my program, for instance, about 10% are accepted.
HGSE Acceptance Rate By Program
Hi, I'm looking into Harvard Graduate School of Education's Ed.M. programs for next year or the follow. But I'm not finding much on acceptance rates. Some places mention acceptances anywhere up to 50-something% for HGSE's masters programs, but I'm not seeing anything official.
Colleges release some acceptance rates and application data
Some highly selective non-Ivy institutions also boasted record-low acceptance rates, including Williams College and Rice and Duke Universities. Harvard's acceptance rate, however, rose this year, from 3.34 to 3.59 percent, its first increase since 2020; at the same time, applications to the university fell by over 5 percent from last year.
Harvard Graduate School of Education suspends PhD admissions ...
They admit 1 PhD each year in my field and I don't recognize any of the professors' names. I applied to their PhD, was rejected, emailed to ask if I could still be considered for the Master's, and was admitted within 24 hours with a $50k price tag. Avoid. This is months later, but extremely helpful post.
Post-COVID Absenteeism in Schools
This is the Harvard EdCast. Eyal Bergman believes strong family engagement may counteract schools' growing problem with chronic absenteeism. Nearly 16 million students missed more than 10% of the 2022 school year — that's double pre-pandemic levels.
SDP Releases Findings on LAUSD Graduation Rates
Key SDP findings include: identifying a large gap between the number of students graduating and the number who are deemed college ready through completion of their A-G requirements — such that only one-third of 2011 graduates had completed the requirements necessary for admission to college within the University of California and California ...
Harvard College Admits Class of 2028
Harvard College today offered regular admission to 1,245 applicants to the class of 2028; combined with the 692 early-action applicants granted admission in December, 1,937 of the 54,008 applicants to the class (3.6 percent) were granted admission.The applicant pool declined 2,929 (5.1 percent) from the 56,937 who applied to the class of 2027 and 11.8 percent from the pandemic-enlarged cohort ...
Harvard Bbs Phd Acceptance Rate
The Harvard Graduate School of Arts and Sciences received over 4300 applications for the fall 2020 class of graduate students across all PhD and master's programs and the university has only admitted 301 applicants. As a result, the acceptance rate for the Harvard Graduate School of Arts and Sciences is 7%.
Harvard Accepts 3.59% Of Applicants, Highest Rate In 4 Years
This year's Ivy League acceptance rates are low, but show signs of easing. Harvard University accepted 3.59 percent of applicants for the Class of 2028, its highest acceptance rate in four years.
Harvard Accepts 3.59% of Applicants to Class of 2028
Harvard's admissions office is located at 84-86 Brattle St. Harvard College accepted 3.59 percent of applicants to the Class of 2028, its highest acceptance rate in four years. By Elyse C. Goncalves
After a Year of Turmoil, Harvard's Applications Drop
The college offered admission to 1,937 students for the class of 2028. Harvard said that despite the year-to-year decline in numbers, this was the fourth year in a row that the college had ...
In a post-affirmative action world, Harvard admits its first class
According to data provided by the College, Harvard admitted 1,937 applicants from a pool of more than 54,000 students, so its acceptance rate is now 3.6%. That's up, nominally, from 3.4% last year. These figures give the public its first glimpse behind the ivy of how this country's oldest college plans to build a class in a post-affirmative ...

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Harvard Graduate School Of Education Acceptance Rate: A Detailed Look

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Graduate School Acceptance Rates: Factors and Trends

#1: School or Program Prestige

#2: Degree Type

#3: Amount of Funding

What Are the Current Graduate School Acceptance Rates?

How to Find Graduate School Acceptance Rates: 4 Methods

#1: Consult School Websites

#2: Check U.S. News

#3: Search Other Websites

#4: Contact Schools

Graduate School Acceptance: What Are Your Odds?

Step 1: Check Program Requirements

Step 2: Find Average GRE Scores and GPAs

Step 3: Decide Whether to Apply

Key Takeaways: Graduate School Acceptance Rates

What’s Next?

Ready to improve your GRE score by 7 points?

Author: Hannah Muniz