phd education massachusetts

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Educational Leadership and Policy Studies (Hybrid) EdD

Information on acceptance to current programs.

The Educational Leadership and Policy Studies EdD program is only accepting new students for the Fall 2024 cohort. Please note the program is not currently accepting international applications. The Educational Leadership and Policy Studies PhD program is not accepting new students at this time.

Building the next generation of PK-12 education leaders

Earn your Education Doctorate in Education Leadership (EdD) from the UMass Dartmouth School of Education. The UMassD EdD 51-credit hybrid program offers hands-on learning experiences, peer-to-peer collaboration opportunities, and expert instruction. Develop into an exemplary school leader by building on your existing education knowledge, exploring organizational principles, and maximizing the collective potential through cohort-based courses. The UMassD EdD program can be completed in just three years and prepares you for PK-12 district leadership roles. Equip yourself to excel in today's high-intensity educational landscape.

Program features include:

• Three-year program featuring 7-week courses
• Hybrid format with online instruction
• Two in-person meetings per semester
• Perfect for emerging leaders and current administrators

Students in the EdD program at UMass Dartmouth meet the growing need for visionary leaders in today's complex educational landscape. Our hybrid program blends online instruction with in-person collaboration, allowing emerging leaders and current administrators to develop their skills while maintaining professional commitments. Students engage in rigorous coursework covering organizational behavior, transformative leadership, education law, and data analysis. They also complete a dissertation in practice, applying research methods to address real-world educational challenges.

Throughout the program, students are encouraged to think critically, communicate effectively, and advocate for social justice and equity in education. Focusing on practical application and cohort-based learning, the program prepares graduates to excel in PK-12 district leadership roles, driving positive change in their schools and communities. Join us to become part of the next generation of exemplary school leaders, equipped to navigate the high-intensity educational environment of today and tomorrow.

Student success

Umassd school of education mean starting salary: $ 64,362, degree requirements.

• Core courses (12 credits)
• Research design & methods courses (9 credits)
• Specialization courses (12 credits)
• Residency courses (3 credits)
• Dissertation planning and execution courses (12 credits)

University requirements for graduate admissions

• Submit an application via the online portal. Be sure to provide your full legal name and to capitalize the first letter of all proper nouns.
• Pay non-refundable $60 application fee (American Express, Discover, MasterCard or Visa) via the online portal. For Nursing applicants, the non-refundable application fee is $75.
• Statement of Purpose, minimum 300 words. Unless otherwise indicated in the program requirement details, indicate your graduate study objectives, research interests and experience, and business or industry experience if applicable. If you are applying for a teaching or research assistantship, include any special skills or experience that would assist us in making assistantship decisions.
• Transcripts for all post-secondary institutions attended (regardless of whether a credential is earned or not). Unofficial transcripts are accepted for admissions application review, once enrolled a final official transcript is required. International students applying with an transcript evaluation, please submit that document with your unofficial transcripts. International applicants for Data Science must submit semester-by-semester transcripts as well as consolidated transcripts. 
• Many programs have specific recommendations/requirements, please see the additional program-specific requirements for more information.
• International students : official TOEFL iBT, IELTS, Pearson PTE or Duolingo (if accepted by program) score. Unofficial scores are accepted for admissions application review, once enrolled official scores are required and must be sent by the testing agency (copies/scans not accepted). This is required of any applicant who did not earn a bachelor’s degree or higher degree from an accredited academic institution in the U.S. or accepted English-speaking country, see exemptions for more details . We require an overall/total minimum score of 72 on the TOEFL iBT or BAND 6.0 on the IELTS or a 52 on the Pearsons PTE Academic for entrance to any program and a minimum score of 79 on the TOEFL iBT or BAND 6.5 on the IELTS for consideration for a teaching assistantship. Some programs require higher minimum scores (see program-specific requirements). Most programs also accept the Duolingo with a minimum score of 95. The following programs do not accept the Duolingo: Art Education, Biology/Marine Biology, Nursing (MS, DNP, PhD), Psychology: Clinical, and Public Policy. 
• All official documents are required for enrollment, please have documents (ie. test scores) sent prior to the expiration. 

Program deadlines

Educational Leadership and Policy Studies faculty

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• Diversity, Equity, and Inclusion Statement
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Course descriptions, schedules and requirements

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Discover why UMass Dartmouth is the right place to earn an advanced degree or certificate.

Application deadlines

Fall: September 1 Spring: Fall only Summer: Not applicable

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UMass Boston

• Higher Education EdD / PhD

Developing scholar-practitioners who can bring about changes in colleges and universities to advance equity and racial justice.

The mission of the Higher Education Program (EdD/PhD) at UMass Boston is to develop scholar-practitioners who can, through their research, leadership, and educational practice, bring about changes in colleges and universities to advance equity and racial justice.

The Higher Education Program focuses on issues of concern to leaders in all types of higher education institutions, including community colleges and four-year institutions, both public and private. The curriculum covers topics such as organization and leadership, teaching and learning, college student development, diversity, public policy, institutional change, college access, equity, globalization, finance, and community engagement. Students also develop a strong foundation in both quantitative and qualitative research methods, as well as an understanding of the social and historical foundations of higher education.

Why Apply to UMass Boston's Higher Education EdD/PhD Program?

Founded in 1993, the Higher Education Program is one of the largest doctoral programs at UMass Boston. Six Higher Education scholars serve as full-time faculty in the program.

The Higher Education Program has an excellent track-record of graduating doctoral students and fostering their professional advancement. Here are a few highlights, based on our latest program review:

Retention and Degree Completion

• 87% retention and degree completion rate (the national average is 50%)
• 92% retention and degree completion rate for students of color
• 90% retention and degree completion rate for women

Professional Advancement

• 67% of students report they have been promoted at least once since joining the program
• 69% report they have been promoted at least once since earning their degree
• Students and alumni attribute these promotions to the knowledge and skills they gained in the program

Research Accomplishments of Program Graduates

• 57% have presented their dissertation research at academic conferences
• 55% have published at least one peer-reviewed journal article or book chapter

Start Your Application

Plan Your Education

Cohort model.

Each year, the program admits a cohort of between 10 to 12 students who take courses together throughout their program of study. The cohort model fosters collaborative approaches to learning, exploration, development, and problem solving. Through cohort development, students build strong peer-to-peer relationships that cultivate a vibrant learning environment founded in meaningful connection, active engagement, and a commitment to individual and group development. In the classroom, the cohort model fosters a learning environment in which students can establish meaningful connections to theory, research, and practice.

How to Apply

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• A bachelor’s degree from a regionally accredited U.S. institution of recognized standing or an international equivalent at the time of enrollment
• A minimum, cumulative GPA of 2.75 on a 4.0 scale (or international equivalent) in all undergraduate work
• A master's degree or the equivalent from a college or university of recognized standing
• Official transcripts for all institutions where you have earned more than 6 credits; if your transcript is in a language other than English, please include an English translation, validated by an official public translator
• Résumé or curriculum vitae
• Essay Applicants are asked to write an essay that addresses four areas: practice, preparation, leadership, and anticipated contributions to cohort-based learning. This essay should be approximately 2,000 words in length. Be sure to address the following areas:
• Reflect on your practice in higher education and how that practice relates to larger higher education issues.
• Reflect on your capabilities for leadership in higher education.
• Reflect on your preparation for doctoral-level work.
• Reflect on what you will contribute to the Higher Education Doctoral Program and what you will gain from it.
• Two (2) letters of recommendation Recommenders should have worked closely with the applicant in an academic, professional, or community service setting. Letters should not be written by friends or family members of the applicant and should focus on the applicant’s abilities and past academic performance. The letters should also assess the applicant’s level of motivation for and commitment to a leadership role in higher education. Former professors familiar with the applicant’s academic abilities could address the applicant’s capacity to perform graduate-level work. Supervisors or colleagues at the current place of employment could describe and give evidence of the applicant’s potential as an initiator and implementer of organizational change.
• Employer Agreement Form The Employer Agreement Form shows year-by-year how the applicant and their employer will arrange the applicant’s work schedule to permit the applicant to meet the program’s requirements. These include three June sessions and a full weekday (Friday) on campus each week during the semesters leading up to the dissertation seminars. Please upload the Employer Agreement Form to the Documents section in the GradCAS application.
• If applicable, request official TOEFL, IELTS, PTE and Duolingo scores to be sent to the University of Massachusetts Boston

All application materials should be sent directly to Graduate Admissions/GradCAS application. Do not send the materials to the Leadership in Education department office. Materials must be sent directly to admissions in order to be processed.

The admissions committee will interview all finalists before making its recommendations for acceptance into the program.

Deadlines & Cost

Deadlines: February 15 for summer

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar's website

Curriculum - Higher Education EdD

Core courses (21 credits).

• HIGHED 601 - Educational Leadership Skills 3 Credit(s)
• HIGHED 610 - Administration and Governance in Higher Education 3 Credit(s)
• HIGHED 611 - Access and Equity in Higher Education 3 Credit(s)
• HIGHED 612 - Research on Students 3 Credit(s)
• HIGHED 620 - Teaching, Learning, and Curriculum in Urban Contexts 3 Credit(s)
• HIGHED 632 - Organization and Leadership in Educational Institutions 3 Credit(s)
• HIGHED 634 - Public Policy Issues in Higher Education 3 Credit(s)

Research Courses (15 Credits)

Please take the four classes below and an additional advanced research methods class chosen in consultation with your pre-dissertation advisor or dissertation committee chair.

• HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)
• HIGHED 753 - Research Design in Higher Education 3 Credit(s)
• HIGHED 793 - Research Seminar on the Qualifying Paper 3 Credit(s)

Electives (3 Credits)

Complete one additional course chosen in consultation with your pre-dissertation advisor or dissertation committee chair.

Dissertation Seminars (6 Credits)

• HIGHED 891 - Dissertation Seminar 2-3 Credit(s)
• HIGHED 892 - Dissertation Seminar 3 Credit(s)

Dissertation Research (6 Credits)

• HIGHED 899 - Dissertation Research 3 Credit(s)

Curriculum - Higher Education PhD

Research courses (18 credits).

Complete the four courses below and two advanced research methods courses chosen in consultation with your pre-dissertation advisor or dissertation committee chair.

Electives (9 Credits)

Complete three courses chosen in consultation with your pre-dissertation advisor or dissertation committee chair.

• HIGHED 899 - Dissertation Research  3   Credit(s)

Graduation Criteria

Higher education edd.

Complete 51 credits from 17 courses including eight core courses, five research courses, one elective, two dissertation seminars, and six credits of dissertation research.

Doctoral candidacy: Completion of a qualifying paper. Dissertation: Compose and defend a dissertation based on original research. Independent study: Students can enroll in up to four independent studies (3 credit hours each).

Transfer courses: Students can transfer a total of 12 credits: 6 from prior or concurrent coursework at other institutions and 6 from prior coursework at UMass Boston. No transfer coursework from other institutions or UMass Boston taken more than seven years before admission to the program will be accepted.

Statute of limitations: Seven years.

Higher Education PhD

Complete 60 credits from 20 courses including seven core courses, six research courses, three electives, two dissertation seminars, and six credits of dissertation research.

Doctoral candidacy: Completion of a qualifying paper. Dissertation: Compose and defend a dissertation based on original research Independent study: Students can enroll in up to four independent studies (3 credit hours each).

Transfer coursework: Students can transfer a total of 12 credits: 6 from prior or concurrent coursework at other institutions and 6 from prior coursework at UMass Boston. No transfer coursework from other institutions or UMass Boston taken more than seven years before admission to the program will be accepted.

Student Outcomes

Student success.

The success of our program is measured by the success of our students. The program review team highlighted the following: “the retention and graduation rate [of the Higher Education Doctoral Program] is well above national averages for all students and students of color, at 87.1% and 91.1%, respectively.

Students described how their participation in the program was already contributing to their professional advancement. Two-thirds of student survey respondents (34 of 51, 66.7%) indicated that they have received a job promotion since starting the program. In fact, 9 students (17.6%) reported that they have received two or more job promotions since starting the program. Furthermore, 75.6% of student survey respondents indicated that they have taken on increasing levels of responsibility in their job, since starting the program. The students attributed their job promotions and new responsibilities to the knowledge and skills that they gained in the program:

“My most recent promotion is directly attributable to the knowledge and skills that I have developed in the program. Specifically, the knowledge I gained about student success, university policy, and finances were key factors in my job interview and that led to this promotional opportunity.”

Educating Scholar-Practitioners

Students noted that the curriculum is relevant to their work as a practitioner. A total of 61.5% of student survey respondents strongly agreed with the statement that “the content in the program's required courses is relevant to my work as a higher education practitioner,” and 35.9% agreed with that statement. Only one student disagreed (fall 2016 survey). The survey of recent alumni demonstrated a similar level of agreement for this item: 58.3% strongly agree and 41.7% agree (fall 2016 survey).

Survey results showed that students find the curriculum to be highly relevant to higher education as a field of study. Current students noted that the program’s courses have enhanced their understanding of research and theory in the field of higher education; 77.5% strongly agreed and 22.5% agreed (fall 2016 survey).

The program is distinguished by five defining characteristics:

• The program serves experienced professionals who are committed to strengthening and expanding their capacities for leadership to advance equity and racial justice in higher education.
• The program contributes to increasing the racial and gender diversity of leaders in higher education and promotes critically conscious, equity-minded, and asset-based approaches to leadership.
• The program is structured through a cohort model, with cohorts comprised of students from a range of identities and experiences, who enter the program at the same time and take a series of courses together. The knowledge contributed and developed by cohort members serves as an important learning resource as students move forward through the coursework.
• The program prepares scholar-practitioners as educational leaders who can contribute to organizational change for equity and racial justice in higher education.
• The program emphasizes the development of equity-minded scholar-practitioners who can apply research and theory to issues of policy and practice, as well as contribute new knowledge to the field of higher education through their own research.

Graduate Program Director Jay Dee jay.dee [at] umb.edu (617) 287-7694

Leadership in Education

Learn more about UMass Boston's Leadership in Education department, our research, and our faculty.

College of Education & Human Development

Learn more about the faculty, research, and programs that make up our College of Education & Human Development.

Berkeley School of Education

Ma and phd programs, about our ma and phd.

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

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

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

What Doctoral Students Can Expect

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

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

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

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

What Master's Students Can Expect

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

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

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

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

Critical Studies of Race, Class, and Gender

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

Language, Literacy, and Culture

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

Learning Sciences and Human Development

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

Policy, Politics, and Leadership

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

Social Research Methodologies

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

School Psychology

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Higher Education

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The Higher Education Doctoral Program focuses on issues of concern to leaders in all types of higher education institutions, including community colleges and four-year institutions, both public and private. The curriculum covers topics such as organization and leadership, teaching and learning, college student development, diversity, public policy, institutional change, college access, equity, globalization, finance, and community engagement. Students also develop a strong foundation in both quantitative and qualitative research methods, as well as an understanding of the social and historical foundations of higher education. If students plan to pursue a career that includes one or more of the following: College teaching/faculty, Research, Policy analysis, and/or Provost or chief academic officer, then apply to the PhD in Higher Education. CIP Code: 13.0101

Possible Career Paths

Education Teachers, Postsecondary

The University of Massachusetts Boston is a nationally-ranked public research university known for its inclusive culture, student-centered teaching and deep connections to the booming economy and rich civic life of Boston. Nationally recognized as a model of excellence for urban public research universities, UMass Boston is the most diverse research university in the Northeast.

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PhD Funding

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PhD Funding and Benefit Packages

Charles river campus.

Boston University’s PhD programs on the Charles River Campus subscribe to a full funding model. This system guarantees all PhD students in good standing five years of stipend support, 100% tuition scholarship, and a health insurance credit. This approach reflects BU’s commitment to nurturing the next generation of researchers across the humanities, social sciences, sciences, and engineering. Stipend level minimums vary by PhD program, but for the 2024-25 academic year, minimums will range from $27,318 for 8 months to $40,977 for 12 months. Students receive health insurance (the SHIP basic plan) through Aetna Student Health. Full tuition and student services fees are also covered for PhD students on the Charles River campus.

Medical Campus

PhD students in Graduate Medical Sciences (GMS) at Boston University’s School of Medicine and the School of Public Health (SPH) also enjoy a full-funding model. GMS and SPH PhD students receive a full tuition scholarship, are exempt from paying student fees, receive health insurance coverage as part of their support, and are entitled to an annual stipend. For more specific information, please visit the PhD funding sections of GMS and SPH .

PhD Stipend Extensions for Students Impacted by the COVID Pandemic

Boston University believes it is crucial to ensure that current PhD students who have had their progress impeded by the pandemic are able to complete their degrees. While individual PhD programs and the schools/colleges in which they are housed are the primary source of academic and financial support for PhD students, in rare circumstances, programs and schools/colleges may not have adequate resources to support all students whose progress has been hindered by the pandemic. For this reason, the Office of the Provost has established a fund to support PhD stipend extensions necessitated by this circumstance. Learn more about this funding opportunity and how to apply .

Please note that this program will end after the 2023-2024 academic year, concluding in early spring 2024 for logistical and operational purposes.

PhD Funding by School/College

You can learn more about specific funding packages through the school or college to which you are applying or in which you are enrolled:

• Graduate School of Arts & Sciences
• Wheelock School of Education and Human Development
• College of Engineering
• College of Communication
• College of Fine Arts
• PhD Human Physiology
• PhD in Rehabilitation Sciences
• PhD in Speech, Language and Hearing Science
• Faculty of Computing and Data Sciences
• School of Medicine (Graduate Medical Sciences)
• PhD in Biostatistics
• PhD in Environmental Health
• PhD in Epidemiology
• PhD in Health Services Research
• School of Social Work
• School of Theology
• Questrom School of Business

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Master’s programs.

Master’s programs are full-time, intensive programs that integrate educational theory and practice. The small cohort sizes provide an intimate setting for academic inquiry and foster individual contact with faculty and fellow students.

Education Data Science (EDS)

Sep 12, 2024

Sep 22, 2025

The EDS program combines modern data science analyses and computational methods with a deep understanding of learning, schools, and education policy. With rigorous academics and real-world experience, the program prepares the first generation of education data science leaders.

Learn about EDS

Individually Designed MA (for current Stanford doctoral students)

The Individually Designed MA in Education is intended for doctoral students at Stanford who would like to earn a master's in education while studying for their PhD outside of the GSE. Students develop their individual program of study in consultation with a GSE advisor and must finish in three years. 

Learn about the Individually Designed MA

International Comparative Education / International Education Policy Analysis (ICE/IEPA)

ICE/IEPA addresses educational practice in a rapidly changing global context, in both less-developed and industrialized countries. Students examine such problems as the political economy of underdevelopment and educational planning in comparative perspective. The major research project requirement provides students the opportunity to develop excellent research skills.

Learn about ICE/IEPA

Learning Design and Technology (LDT)

Sep 12, 2024

LDT integrates powerful contemporary ideas about learning with emergent technologies to design and evaluate learning environments, products, and programs. LDT graduates bring their skills to bear in a variety of settings, including schools, museums, research institutions, and educational technology companies.

Learn about LDT

Policy, Organization, and Leadership Studies (POLS)

POLS emphasizes the knowledge, theory, and skills necessary for effective leadership in a variety of education-focused organizations. Students design their own programs of study focused on pre-K-12 education, non-profit leadership, policy analysis, higher education, or a combination of these broad areas.

Learn about POLS

Stanford Teacher Education Program (STEP)

June 23, 2025

MA + teaching credential

STEP offers both an elementary and secondary route. Both programs lead to teacher certification in the state of California, and both require intensive, supervised practice at school sites as well as academic course work that focuses on cutting-edge, school-based research.

Learn about STEP

The following degree program will not accept applications for 2025-26 enrollment. Please check back in July 2025 for more information about the 2026-2027 academic year:

Curriculum and teacher education (cte).

CTE is an individualized, research-intensive program intended for students with prior professional experience in education. 

Learn about CTE

Joint MA programs

Joint ma/jd in law and education.

The joint MA/JD degree combines study for the JD degree in law with an individualized program in education.

Learn more about the joint MA/JD

Joint MA/MBA in education and business administration

The joint MA/MBA allows students to pursue an MA in education at the GSE and an MBA at the Graduate School of Business. Students complete both degrees in two years.

Learn more about the joint MA/MBA

Joint MA in public policy and education

The MA/MPP joint degree allows students in the POLS program to simultaneously pursue a master's in public policy from the School of Humanities and Sciences. Students complete both degrees in two years.

Learn more about the joint MA/MPP

"Many of the classes I've taken have helped me connect the dots on various educational issues and understand how institutions and education leaders have a role to play in improving the educational opportunities of all students, especially those from underserved populations."

Master’s graduates were employed (full time or part time)

STEP graduates hired as teachers

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

To meet the Academic Services team:

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Cost of attendance: Graduate cost of attendance

The annual graduate student budget, or cost of attendance, is the total price of an MIT education—per student, per year.

The cost of attendance is the total amount we estimate it will cost a graduate student to attend MIT for one year. ⁠It includes costs that are billed by MIT, such as tuition, and estimates for other expenses, such as housing, food, books, supplies, and personal expenses. We use this budget to determine the loan eligibility ⁠ 01 Loan eligibility is the maximum amount you can borrow in loans in a given year.   for every student.

Cost of attendance

The chart below is an account of costs and fees associated with an MIT graduate education prior to any funding or aid.

• The standard academic year of September–May is shown in the 9-month cost column.
• The 12-month cost column is used if a student is also registered for the summer academic session.

Please note: If your student health insurance is covered via a Fellowship, Research Assistant or Teaching Assistant appointment, you are still responsible for the enrollment and cost of the Student Health Insurance Plan premium for a spouse or partner and any dependents.

Cost of attendance for the 2024–2025 academic year

*Graduate programs at the Sloan School of Management have their own tuition , and certain other graduate programs at MIT also employ  “non-standard” tuition .  Special students  and  visiting students  should refer to the tuition and fee information specific to them.

**Health insurance will only be included in your cost of attendance if you choose to enroll in the MIT Student Health Insurance Plan.

What if my expenses are higher than the cost of attendance estimates?

When looking at loan options, the maximum amount you may borrow is the total cost of attendance amount, minus any financial aid you receive from MIT or outside sources (this includes funding from employers). If you do not see the funding you received, or will receive, reported in your financial aid, please reach out to us at [email protected] as this will impact your loan eligibility.

Federal Loan fees will be automatically included in your loan borrowing eligibility.

If your actual living expenses are significantly higher than the cost of attendance, we may be able to adjust your budget and increase your loan eligibility. Visit the special circumstances page for details.

Computer purchases

When you take out a loan for your educational expenses, the amount you can borrow is based on the cost of attendance. For first year grad students, MIT includes a $2,300 allowance for a computer. This lets you take out a bit more in order to purchase a computer if you need one.

If taking out a loan creates a credit on your student account, you may request a refund and put it towards your computer.

Loaner laptops

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• Loan eligibility is the maximum amount you can borrow in loans in a given year. ⁠ back to text ↑
• Tuition covers your specific graduate program. ⁠ back to text ↑
• These help fund student clubs, organizations, and the sports and fitness center. ⁠ back to text ↑
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• Food budgets vary depending on the individual, but we use the following numbers to calculate your loan eligibility. ⁠ back to text ↑
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• This out-of-pocket expense varies a lot depending on the student, but we use these numbers to calculate your loan eligibility. This covers things like clothes, laundry, phone, Internet, and personal care. ⁠ back to text ↑
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• This is the "full" price, before any loans are applied. ⁠ back to text ↑

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Chinese Graduate Students' Experience of U.S. Higher Education Through Covid and U.S.-China Tensions

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• M-RCBG Associate Working Papers

M-RCBG Associate Working Paper No. 241 Chinese Graduate Students' Experience of U.S. Higher Education Through Covid and U.S.-China Tensions Richard Yarrow Victoria Li Introduction

About 300,000 students from the People’s Republic of China study in the United States. Since 2015, American universities have hosted more students from China than from any other country. This population of students lay the base for academic ties between the U.S. and China. Today, university relations are near the heart of U.S.-China relations—encapsulating issues of intellectual property, national security, cultural exchange, and scientific and economic progress.

These issues are magnified for the subset of Chinese citizen students who pursue graduate degrees in STEM fields. Such students are alternately desired for their talents and politically mistrusted, and find themselves increasingly watched, by authorities on both sides of the Pacific.

On one hand, American universities must be cautious about improper information transfers involving Chinese students and which might harm the position of the United States in an increasingly tense “tech race.” On the other hand, American universities rightly fear that political pressures on Chinese students will alienate talent from a large country that could bring scientific and economic stimulus to the U.S. Historically, Chinese scientists who immigrated to the U.S. have contributed to a growing number of great scientific breakthroughs, from Jiangsu-born Chien-Shiung Wu’s under-appreciated contributions to the Manhattan Project and particle physics, to Hebei-born Feng Zhang’s work in the development of CRISPR. On top of the contributions of specific individuals, if spending by international students is counted in terms of trade, then higher education has become one of the U.S.’s largest exports and one of its most vibrant industries.

Download the paper in PDF format. 

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Three umass amherst graduate students garner boren fellowships.

Three UMass Amherst graduate students have received  Boren National Security Graduate Fellowships to study languages in regions critical to U.S. interests. 

Doctoral Oral Exams for August 26, 2024 – September 6, 2024

The Graduate Dean invites all graduate faculty to attend the final oral examinations for the doctoral candidates scheduled as follows:

Graduate School Awards Dissertation Completion Fellowships

This summer, the Graduate School was pleased to launch a new Dissertation Completion Fellowship program for doctoral students in SBS and HFA. 

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