You've signed in with a UCLA undergraduate student account.
Sign in features are only available for UCLA graduate students at this time.
Program Requirements for Education (Education)
Applicable only to students admitted during the 2025-2026 academic year.
Education
School of Education and Information Studies
Graduate Degrees
The Department of Education offers the Master of Education (M.Ed.) degree, the Doctor of Education (Ed.D.) degree, the Master of Arts (M.A.) and Doctor of Philosophy (Ph.D.) degrees in Education, and the Doctor of Philosophy (Ph.D.) degree in Special Education (with California State University, Los Angeles). In addition, the Department also offers an articulated degree program (M.D.-M.A.) with the School of Medicine.
Education
Master of Arts
Advising
When admitted, the student is assigned a faculty adviser who assists them with planning their program of study.. The assigned faculty adviser, assisted by the administrative staff of the Office of Student Services, directs all academic affairs for graduate students in the department. Students should meet with their assigned adviser a minimum of once per quarter.
Areas of Study
The degree in Education is highly interdisciplinary. Students develop areas of expertise in consultation with their advisors. Our students and faculty engage in research on a variety of areas and topics, including but not limited to: assessment in education; advanced qualitative methodologies; advanced quantitative methodologies; cognitive development; community engagement; comparative and international studies; education and gender equity; education policy; environmental science; higher education and organizational change; human development and psychology; language, literacy, and learning; learning sciences; neuroscience; program evaluation; social development; special education; race and ethnic studies; schooling, immigration, and sociopolitical contexts of education; and teaching, curriculum, and pedagogies.
Faculty maintain formal links with other departments, programs, and initiatives including African American Studies, American Indian Studies, Anthropology, Asian American Studies, Center for the Study of International Migration, Chicana/o and Central American Studies, Center for the Study of Women, and Psychology. A defining feature of the Education Department is its Infant-12 School Partnerships. Partnership schools include the UCLA Lab School, UCLA Community School (CS1), Mann UCLA Community School, UCLA Geffen Academy, and UCLA Care and Education.
Foreign Language Requirement
None.
Course Requirements
Students must complete nine (36 units) graduate (200-series) or upper division (100-series) courses for the degree; no specific upper division courses are necessary. Six courses (24 units) must be taken in the Education 200 and/or 500 series; no more than two 500-series courses (eight units) may be applied toward the course minimum and toward the graduate course minimum.
Two research methods courses (8 units) approved by the faculty adviser must be selected. Additional courses to complete the 36-unit requirement may be selected from offerings in Education and/or other departments with consent of the assigned faculty adviser. An overall grade point average of 3.0 must be maintained.
For specific questions about electives or course sequencing in each division or emphasis field, students should contact the Office of Student Services and their faculty adviser.
Medical Doctor (M.D.) and Master of Arts (M.A.) in Education
M.D.-M.A. Articulated Degree Program requires the completion of M.A. Course Requirements as stated above, in addition to the requirements for the M.D. degree.
Teaching Experience
Not required.
Field Experience
Not required.
Capstone Plan
For all academic advising areas of expertise, students either take a comprehensive examination or engage in a capstone project, such as a comprehensive research paper. The comprehensive examination or capstone project is concerned with central topics in the selected academic advising area of expertise and field of emphasis. Questions on the examination or the focus of the capstone project are comprehensive in nature and are designed to measure the breadth and depth of knowledge, as well as ability to focus that knowledge on specific problems. The decision for a student to take a comprehensive examination or complete a capstone project is determined by respective program faculty.
The comprehensive examination is offered twice yearly, once in Fall Quarter and once in Spring Quarter. The examination is graded pass, pass with honors, or fail. Students who fail the examination are given a second opportunity to take the examination in discussion with the student’s faculty adviser and a third opportunity on a two-thirds majority of all department faculty voting on this issue. No fourth sitting for the examination is permitted. Students who fail the comprehensive examination and have been allowed to retake it may do so at any scheduled sitting with consent of the department faculty.
Thesis Plan
Every master’s degree thesis plan requires the completion of an approved thesis that demonstrates the student’s ability to perform original, independent research.
Before beginning work on the thesis, students must obtain approval of the subject and general plan from the department and from the thesis committee chair. The thesis committee must be formed and a petition for advancement to candidacy for the degree must be filed no later than one quarter prior to completion of course requirements for the degree. The Division of Graduate Education publication, Policies and Procedures for Thesis and Dissertation Preparation and Filing, provides guidance in the final formatting of the manuscript. The department does not require a formal examination for the thesis plan.
Time-to-Degree
From graduate admission to completion of required courses, normal progress is three quarters (one year) for those taking the comprehensive examination or capstone project and six quarters (two years) for those writing a thesis. The comprehensive examination may be taken during the last quarter of course work or during a quarter subsequent to the completion of course work. Students on the thesis plan prepare the thesis subsequent to the completion of course work. A maximum of seven quarters is permitted for completion of the degree.
| DEGREE | NORMATIVE TIME TO ATC (Quarters) | NORMATIVE TTD |
MAXIMUM TTD |
| M.A., Comprehensive Exam | 3 | 3 | 7 |
| M.A., Capstone Project | 3 | 3 | 7 |
| M.A., Thesis | 5 | 6 | 7 |
Master of Education
Advising
When admitted, the student is assigned a faculty adviser within the selected field. The assigned faculty adviser, assisted by the administrative staff of the Office of Student Services, directs all academic affairs for graduate students in the department. Students should meet with their assigned adviser a minimum of once per quarter.
Areas of Study
Student Affairs, Teacher Education, Transformative Coaching and Leadership, and Administrative Credential (Principal Leadership Institute).
Foreign Language Requirement
None.
Course Requirements
Students must complete nine (36 units) graduate (200-or 400-series) or upper division (100-series) courses for the degree. At least five courses (20 units) must be in the professional education (400) series. A field experience minimally approximating one course is required for all M.Ed. emphases.
Student Affairs emphasis: 14 courses (56 units) are required, including seven graduate courses. One Education 596 course may count toward the degree and required coursework. Education 597 may be taken on an optional basis but does not count toward required coursework.
Teacher Education and Administrative Credential (Principal Leadership Institute) emphases: No 500-series courses may be applied toward these degrees. State credential requirements will add required course work above the 36-unit requirement, as set forth by the California Commission on Teacher Credentialing.
Transformative Coaching and Leadership emphasis: 9 courses (36 units) are required. One Education 596 course may count toward the degree and required coursework.
Information regarding specific course requirements in a selected M.Ed. emphasis may be obtained from the Office of Student Services.
Teaching Experience
Teaching Observations and Student Teachings are required for students in the Teacher Education Program if earning the California state teaching credential. To fulfill this requirement, students enroll in Education 330A-B-C.
Field Experience
Required for all students. The type of field experience varies depending on the specialization. Examples of the required field experience include observation and participation in K-12 classrooms and administrative offices, student teaching, and internships in student affairs settings at the post-secondary level or student athlete settings at the K-12 or post-secondary level.
Capstone Plan
Student Affairs emphasis: Students in the Student Affairs emphasis complete an individual capstone project known as the portfolio. Through the capstone project, students reflect on theories, foundations, and values of the student affairs profession that they have studied throughout the MSA program. The project allows students to connect what they have learned while enrolled in the program to their future practice in student affairs. The portfolio is presented in spring quarter.
The capstone project is graded pass, pass with honors, or fail. Students who fail this capstone project are given a second opportunity to submit it at the discretion of the student’s faculty adviser and a third opportunity on a two-thirds majority of all department faculty voting on this issue. No fourth submission is allowed.
Transformative Coaching and Leadership emphasis: Students in the Transformative Coaching and Leadership emphasis complete an individual capstone project known as the portfolio. Students address coaching philosophies and teaching approaches studied in the program and link those philosophies and approaches to the practices in areas of coaching, teaching, leadership, equity and access, and professional growth. The capstone project is submitted in the student’s final term of the program and is graded pass, pass with honors, or fail. Students who fail the capstone are given a second opportunity to resubmit it at the discretion of the student’s faculty adviser and a third opportunity on a two-thirds majority vote of all program faculty. No fourth submission is allowed.
Teacher Education emphasis: Students in the Teacher Education emphasis complete an individual capstone project known as the inquiry project. The inquiry project process represents the developmental and collaborative philosophical approach of the teacher education program. Students submit essays on various topics ranging from cultural, linguistic, and pedagogical practices in education. The inquiry project is submitted in December or May of the student’s second year.
Administrative Credential (Principal Leadership Institute) emphasis: Students in the Principal Leadership Institute complete an individual capstone project known as the portfolio. Students address major theories studied in the program and link those theories to the practices in areas of leadership, teaching and learning, equity and access, and professional growth. The portfolio is submitted in spring quarter.
For both the Teacher Education and Principal Leadership Institute emphasis, the capstone project is graded pass, pass with honors, or fail. Students who fail the capstone are given a second opportunity to resubmit it at the discretion of the student’s faculty adviser and a third opportunity on a two-thirds majority vote of all program faculty. No fourth submission is allowed.
Thesis Plan
None.
Time-to-Degree
From graduate admission to completion of required courses, normal progress is one summer session and one year (three quarters) for the Student Affairs Program; one year (three quarters) for the Transformative Coaching and Leadership program; one to two years (four to six quarters) for the Teacher Education Program; and two summer sessions and one year (three quarters) for the Principal Leadership Institute. The comprehensive examination or capstone project may be taken during the last quarter of course work or during a quarter subsequent to completion of course work. A maximum of nine quarters is permitted for completion of a master’s degree.
| DEGREE | NORMATIVE TIME TO ATC (Quarters) | NORMATIVE TTD |
MAXIMUM TTD |
| M.Ed., Student Affairs | 3 + 1 summer | 3 + 1 summer | 9 |
| M.Ed., Transformative Coaching and Leadership |
3 | 3 | 9 |
| M.Ed., Teacher Education | 6 | 6 | 9 |
| M.Ed., Principal Leadership Institute | 3 + 2 summers | 3 + 2 summers | 9 |
Doctor of Philosophy
Advising
At the time of admission to the department, the student is assigned a faculty adviser who assists them with planning their program of study. The assigned faculty adviser, assisted by the administrative staff of the Office of Student Services, directs all academic affairs for graduate students in the department. Students are required, as part of their degree requirements, to find a faculty member who agrees to serve as their dissertation chair of the doctoral committee. Students should meet with their assigned adviser a minimum of once per quarter.
Major Fields or Subdisciplines
The degree in Education is highly interdisciplinary. Students develop areas of expertise in consultation with their advisors. Our students and faculty engage in research on a variety of areas and topics, including but not limited to: assessment in education; advanced qualitative methodologies; advanced quantitative methodologies; cognitive development; community engagement; comparative and international studies; education and gender equity; education policy; environmental science; higher education and organizational change; human development and psychology; language, literacy, and learning; learning sciences; neuroscience; program evaluation; social development; special education; race and ethnic studies; schooling, immigration, and sociopolitical contexts of education; and teaching, curriculum, and pedagogies.
Students also may receive specialized interdisciplinary training in culture, brain, development, and mental health. Interested students should consult the Center for Culture, Brain, Development, & Mental Health website.
Faculty maintain formal links with other departments, programs, and initiatives including African American Studies, American Indian Studies, Anthropology, Asian American Studies, Center for the Study of International Migration, Chicana/o and Central American Studies, Center for the Study of Women, and Psychology.. A defining feature of the Education Department is its Infant-12 School Partnerships. Partnership schools include the UCLA Lab School, UCLA Community School (CS1), Mann UCLA Community School, UCLA Geffen Academy, and UCLA Care and Education.
Foreign Language Requirement
The department does not have a foreign language requirement for the Ph.D. degree.
Course Requirements
A program of study for a Ph.D. student is determined by the student and the faculty adviser and must conform to division and department requirements. 18 courses (72 units) are required for the degree, as indicated below. At least 10 of the total courses must be in the 200 series.
- A sequential three-quarter proseminar series (Education in Society; Learning and Development Across Contexts; Designing for and Evaluating Educational Transformation) designed to provide an overview of research in the field of education.
- Five research methods courses (20 units) to enable demonstration of intermediate level competence in qualitative and quantitative research methodologies.
- Reflections on Methods in Education Research
- Education 222A
- Education 222B
- Education 230A
- Education 230B
- Three advanced methods courses (12 units) to enable demonstration of intermediate/advanced level competence in at least one area of research methodology.
- The remainder of the courses to complete the required total of 18 courses (72 units) may be chosen by the student and must be approved by the student’s faculty adviser. Up to three courses can be taken outside of the department. Wherever additional academic background is needed, a faculty adviser may require other course work.
Teaching Experience
Not required.
Written and Oral Qualifying Examinations
Academic Senate regulations require all doctoral students to complete and pass university written and oral qualifying examinations prior to doctoral advancement to candidacy. Also, under Senate regulations, the University Oral Qualifying Examination is open only to the student and appointed members of the doctoral committee. In addition to university requirements, some graduate programs have other pre-candidacy examination requirements. What follows in this section is how students are required to fulfill all of these requirements for this doctoral program.
All committee nominations and reconstitutions adhere to the Minimum Standards for Doctoral Committee Constitution.
Doctoral Screening Examination.All students admitted to a doctoral program without a master’s degree are required to take the doctoral screening examination.
Students taking the doctoral screening examination ordinarily are not allowed to take more than nine courses before taking the examination. This limit is intended to ensure that students demonstrate basic competencies as early as possible in their doctoral training.
The screening examination is taken during the spring of the student’s first year of study.
This examination is concerned with central topics in the student’s area of study. Questions are comprehensive in nature and are designed to measure the breadth and depth of knowledge, as well as to focus that knowledge on specific problems.
In a first sitting for this examination, students may be passed or failed. Students who fail the first sitting are given a second opportunity to take the examination.
Students who fail the doctoral screening examination and who have been allowed to retake the examination must do so at the next sitting. They can take up to 12 units per quarter until they have successfully completed the examination. Of these 12 units only four may be a doctoral 200- or 400-level course; the remainder must be the 597 course. After satisfying the above requirements, students are eligible to take the doctoral written and oral qualifying examinations.
Doctoral Written Qualifying Examination. Students are required to pass a written qualifying examination by the fall quarter of their third year. The written qualifying examination tests the core knowledge of the department and emphasis the student has selected.. This examination is graded pass, fail, or revise and resubmit. Students who fail this examination can petition to take the examination a second time. A two-thirds majority of all department faculty voting on this issue must approve the petition. No third sitting for the examination is allowed. Students who fail the doctoral written qualifying examination and who have been allowed to retake it should do so at the next scheduled sitting with consent of the department faculty.
University Oral Qualifying Examination. The oral examination is conducted by the student’s doctoral committee, which selects topics from both education and the cognate discipline(s) that are related to the student’s written research proposal. On a majority vote of the doctoral committee, the University Oral Qualifying Examination may be repeated once.
Advancement to Candidacy
Students are advanced to candidacy upon successful completion of the written and oral qualifying examinations.
Doctoral Dissertation
Every doctoral degree program requires the completion of an approved dissertation that demonstrates the student’s ability to perform original, independent research and constitutes a distinct contribution to knowledge in the principal field of study.
Final Oral Examination (Defense of Dissertation)
Not required for all students in the program. The decision as to whether a defense is required is made by the doctoral committee.
Time-to-Degree
From admission to the doctoral program to the written and oral qualifying examinations: three to four years (nine to 15 quarters).
A maximum of 21 quarters is permitted for completion of a doctoral degree.
| Requirement | Standard Time to Completion |
| Screening Examination | Spring Quarter of the first year |
| Course Work | Spring Quarter of the second year |
| Written Qualifying Examination, Part One (Written Exam or Paper) | Spring Quarter of the second year |
| Written Qualifying Examination, Part Two (Oral Presentation) | Fall Quarter of the third year |
| Oral Qualifying Examination (Advancement to Candidacy) | Spring Quarter of the third year or Fall Quarter of the fourth year at the latest |
| Dissertation Filed | Within the fourth or fifth year |
| DEGREE | NORMATIVE TIME TO ATC (Quarters) | NORMATIVE TTD |
MAXIMUM TTD |
| Ph.D. | 12 | 15 | 21 |
Academic Disqualification and Appeal of Disqualification
University Policy
A student who fails to meet the above requirements may be recommended for academic disqualification from graduate study. A graduate student may be disqualified from continuing in the graduate program for a variety of reasons. The most common is failure to maintain the minimum cumulative grade point average (3.00) required by the Academic Senate to remain in good standing (some programs require a higher grade point average). Other examples include failure of examinations, lack of timely progress toward the degree and poor performance in core courses. Probationary students (those with cumulative grade point averages below 3.00) are subject to immediate dismissal upon the recommendation of their department. University guidelines governing academic disqualification of graduate students, including the appeal procedure, are outlined in Standards and Procedures for Graduate Study at UCLA.
Special Departmental or Program Policy
A student may be recommended for academic disqualification either by the Committee on Degrees, Admissions and Standards, or by the faculty of a division or program. The student’s adviser or the program head is given the opportunity to review and respond to a recommendation for academic disqualification from the Committee. In addition to the standard reasons outlined above, a student may be recommended for academic disqualification who fails or passes with a master’s performance on the doctoral screening examination. A student may appeal a decision by the Committee to the dean of the school.