M.Ed. Education Policy Analysis and Leadership Curriculum

This M.Ed. emphasis requires a minimum of 36 units.

Foundational Courses
Students complete at least three (3) of the following courses for a minimum of 12 units from:
EDUC 202: Democracy and Education
EDUC 209: Education Policy Analysis
EDUC 210: Sociology of Education
EDUC 245G: Inequality in Educational Opportunity and Achievement

Research Methods
Students must complete two (2) courses, for a minimum of eight (8) units:
EDUC 214A: Introduction to Quantitative Methods
EDUC 241B: Introduction to Qualitative Methods or EDUC 223A: Qualitative Research Methodologies in Education

Elective Courses
Students complete at least three (3) courses for a minimum of 12 units, in consultation with faculty advisor, from:
EDUC 203: History of American Education or EDUC 281: History of Educational Policy and Reform
EDUC 225: Chicana/o Curricula K-12: Their Into Praxis
EDUC 226: Ethnic Studies and Education
EDUC 233: Differential Achievement and the School Learning Environment
EDUC 238: Education and Gender
EDUC 248G: Higher Education Governance
EDUC 248J: Higher Education Policy
EDUC 248N: Higher Education Scholarship and Literature Review
EDUC 248O: Organization and Administration in Higher Education
EDUC 257: Language, Culture, and Education
EDUC 260: History of Curriculum
EDUC 266: Language, Schooling, and Identity
EDUC 269M: Topics in Education
EDUC 275A: Race and Educational Inequity
EDUC 276: Diversity and Curriculum
EDUC 278: Critical Race Theory in Education
EDUC 279: Politics of School Knowledge
EDUC 284: Theory and Research on Schooling and Social Inequality
EDUC 298I: Individual Internship (4 unit max)

Directed Research
Students must complete at least four (4) units of EDUC 297 directed research with their faculty advisor in the final term of their coursework.

Other courses may be used to complete degree and elective requirements, in consultation with the Faculty Advisor and approval by the Graduate Advisor.

Analytical Report
Student will be required to complete a culminating policy report. The report will either be organized as a literature review or as a policy analysis. The project is expected to take at least two regular academic terms to complete and many well include one or more of the following: research, service learning, or program internship opportunities, tied to an in-depth investigation of the topic of study. The goal of the project is to enable the student to explore work in an area in significant depth and to help prepare that student for the work they wish to do upon graduation. A final version of the project will be submitted to the School of Education and evaluated by faculty in the Education Policy Analysis and Leadership area.