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University of Pennsylvania Graduate School of Education

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At Penn GSE, students and faculty enjoy an Ivy League environment that supports both practical knowledge building and high-quality research. Our alumni are recognized as some of the world’s most influential education leaders, and our distinguished professors are pacesetters in their fields.

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Online Master's in Education

Contact Information

Connect with program staff.

If you have program-specific questions, please contact OEL Assistant Director Nicole Barone . 

Upcoming OEL Virtual Information Sessions

• Monday, November 20, 7–8 p.m. ET

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Today’s education landscape needs leaders like you — dynamic educators and innovators committed to making sustainable and scalable change for all students by building on your professional experience in PreK–12 classrooms and districts; on college and university campuses; or in philanthropies, nonprofits, policy organizations, and ed-tech initiatives.

That’s why the Harvard Graduate School of Education launched an online Master's in Education Leadership, a two-year, part-time Ed.M. program with Higher Education and PreK-12 pathways specifically designed for working education professionals who bring at least seven years of relevant or transferrable work experience. The program will strengthen the invaluable skills you’ve already developed and give you the tools to propel yourself to new leadership opportunities and to even greater impact.

“Skilled leadership is essential to creating opportunity and overcoming the longstanding inequities that create barriers to success. At HGSE, we are committed to helping you meet today’s complex challenges by becoming the type of leader education needs.” Bridget Long Dean and Saris Professor of Education and Economics Harvard Graduate School of Education

A New Option for Experienced Educators

The online Master's in Education Leadership from HGSE consists of a diverse cohort of professionals like you — leaders who are advancing in their careers, and who bring important perspectives grounded in real-world challenges. Our program is conducted almost exclusively online — except for one short on-campus experience, where you'll meet your cohort in person and build community prior to the start of the first fall semester.

The program offers a distinctive Harvard experience — including deep engagement and interaction with Harvard faculty and talented peers, as well as a lifelong professional network — within an intentionally designed curriculum and robust opportunities for mentorship and coaching. The program is career-embedded — so you can immediately apply what you are learning, in real time, to the work you are doing on the ground. 

Two Pathways: Higher Education and PreK–12

In the online Master’s in Education Leadership, you will choose between two Professional Pathways — Higher Education or PreK–12 — that align with the area of practice or the student community in which your work will make an impact. Students interested in advancing into senior leadership roles in colleges and universities, or in organizations that impact higher education, should study in the Higher Education Pathway . Students who want to do change-making work within the education ecosystem on behalf of students from early childhood to secondary education levels should select the PreK–12 Pathway .

Our prescribed curriculum is intentionally designed to meet your professional needs. It is anchored in both foundational knowledge and core competencies in education leadership related to the U.S. education system. You will also complete pathway-specific courses to advance your leadership in higher education or preK–12 education, as well as the Foundations courses. You will also have the opportunity to select courses from a small subset of electives. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the curriculum are: 

Foundations Courses

Throughout the two-year program, you will participate in Foundations courses in four areas: How People Learn, Leading Change, Evidence, and Equity and Opportunity. In these courses, you’ll build core skills central to the profession of education.

• The online Ed.M. program commences with How People Learn, which runs online June–July and requires a time commitment of 10–15 hours per week.  
• You’ll participate in Equity and Opportunity, Evidence, and Leading Change throughout the two-year program.

Professional Pathways

All students will choose between the Higher Education and PreK–12 Pathways. Throughout the program, you will take both cross-pathway courses and pathway-specific courses. Cross-pathway courses will allow you to develop leadership skills that are important across sectors, as well as have discussions about how higher education and preK–12 can work more effectively together. Cross-pathway courses include:

• Real Talk: The Art and Practice of Communications 
• Strategic Finance for Nonprofit Leaders

Pathway-specific courses are directed to the knowledge and skills important for leadership in the Pathway professional setting. 

Elective Coursework

Students will have the opportunity to choose from a curated list of electives during the optional January terms, and during the fall and spring of their second year. Sample elective courses: 

• Law and Higher Education
• Leading a School through Challenge and Crisis   
• Race, Equity, and Leadership 
• Teaching Exceptional Learners in Inclusive Classrooms 
• Why Can’t Higher Education Change? 
• Writing Workshop   

Note: Though some courses may include comparative and international examples, applicants should expect a focus on leadership within U.S. domestic educational institutions and systems. 

Leadership Core Competencies

To help you manage, lead, and implement change in complex organizations, our curriculum explores the core leadership competencies that you'll need to elevate your skills, knowledge, and expertise, wherever you are in your career. Throughout your coursework, you will strengthen your ability to:

• Lead change and think strategically 
• Foster productive organizational conditions 
• Navigate politics and practice political inclusion
• Communicate effectively 
• Cultivate self-development and team professional development skills 

Higher Education Pathway

All students will choose between the Higher Education and PreK–12 Pathways. The Higher Education Pathway prepares you to be a dynamic leader in a diverse range of postsecondary education contexts. It is designed to increase your knowledge of the practices, policies, processes, challenges, and opportunities in American postsecondary education. You will enhance your repertoire of strategies and management skills for tackling critical issues and introducing change — while preparing you to advance in your current career or move into other important leadership roles in higher education.  

Sample courses for the Higher Education Pathway: 

• Creating the Future of American Postsecondary Education 
• Higher Education Leadership & Governance 
• Student Affairs in Higher Education: Theory-Driven Practices to Help Students Thrive 

You will also have the opportunity to engage with accomplished leaders through HGSE’s unique President-in-Residence program. 

Students interested in the Higher Education Pathway currently hold administrative and mid-level leadership roles: 

• Colleges and universities, including in academic affairs, student affairs, admissions and enrollment management, advancement, and institutional research
• Nonprofit education organizations
• State and federal government agencies 
• Policy organizations focused on higher education

PreK–12 Pathway

All students will choose between the Higher Education and PreK–12 Pathways. The PreK–12 Pathway equips you to advance your leadership across the preK–12 landscape, including in such positions as teacher leader, principal, afterschool director, education agency representative, education nonprofit/philanthropic leader, or education entrepreneur.  

Sample courses for the PreK–12 Pathway: 

• Strategic Leadership in the PreK–12 Ecosystem 
• Creating Conditions for Effective School, Family, and Community Partnerships 
• Leading Learning

Students interested in the PreK-12 Pathway currently hold administrative and mid-level leadership roles in:

• PreK–12 schools, including as principals, assistant principals, and department heads
• Nonprofit education organizations (I.e., foundations, advocacy organizations, technical assistant organizations).
• Policy organizations focused on preK–12 education 

Projected Time Commitment

Courses combine synchronous meetings and asynchronous work and assignments. Live or synchronous aspects of required courses will occur on weekdays (Monday–Friday) between 6 and 9 p.m. ET . Some elective courses, outside the required curriculum, may be offered at alternative times. On average, this degree requires 12 to 18 hours of work per week, though the weekly commitment will vary by term, courses taken, and students' own work styles. Students can expect to spend approximately five to seven hours per week in synchronous online class sessions with faculty members and classmates. The remaining hours will be spent working independently on asynchronous class preparation, in self-scheduled small-group work with other students or working on assignments. 

Weekly Time Estimate

To complete the online Ed.M. in Education Leadership, students must complete 42 total credit hours of coursework over the two-year program. While the weekly time commitment varies, the graphic below provides a snapshot of the estimated weekly time commitment students may experience during the fall and spring semesters, when they will typically take 8 credits, the equivalent of two courses . 

Synchronous

Includes live, scheduled sessions with faculty members and other students.

Asynchronous

Self-paced activities, discussion posts, and other course-related work.

Assignments

Readings, projects, papers, research, etc.

Total Estimated Weekly Hours

Hours reflect estimates and vary by term, course, and student work style.

Occurs between Monday-Friday, according to a specific schedule.

Asynchronous work and assignments will have clear deadlines or milestones, but students can set their own schedules to complete this work. Note that there may be days or weeks during the semester that are busier than average, requiring more than the estimated time shown.

Program Faculty

The faculty co-chair for the Higher Education Pathway is Francesca Purcell . The faculty co-chair for the PreK–12 Pathway is Irvin Scott .

Faculty Co-Chairs

Francesca Purcell

Francesca Purcell is a specialist in higher education policy and practice, with expertise on topics including college completion, student transfer, and developmental education.

Irvin Leon Scott

A former teacher, principal, assistant superintendent, chief academic officer, and foundation leader, Irvin Scott's focus is on education leadership and faith-based education.

James P. Honan

Karen L. Mapp

Timothy Patrick McCarthy

Mary Grassa O'Neill

Alexis Redding

On-Campus Experience

Prior to kicking off your first fall semester, you will participate in the On-Campus Institute, an immersive experience on the HGSE campus in Cambridge. This will provide the opportunity to not only form deep relationships with your cohort, but also learn together with the faculty and advisers with whom you will spend two years. The immersive residential experience is a core component to the two-year degree program that is required of all students in the program. 

Over several days in late July and/or early August, you and your fellow peers will discuss your professional experiences and examine some of the persistent challenges in your organizations. You will immerse yourself in rich exercises and community building, set expectations of what it means to be in a rigorous HGSE degree program, and set intentions for yourself, your cohort, and your course of study. 

Career Pathways

The Master's in Education Leadership Program prepares you to advance to a senior leadership role in a variety of career pathways, including:

• Academic affairs 
• Admissions and financial aid
• Development
• Diversity, equity, and inclusion
• Institutional research
• Student affairs

PreK-12 Pathway

• Education entrepreneur
• Executive director for an education nonprofit
• Principal* or head of school 
• Program officer for a foundation 
• School department head
• School designer and developer
• School district or network leader
• Teacher leader

Overall Program

• Education nonprofit CEO/COO 
• Educational advocate and organizer 
• Entrepreneur 

*Note: This program is not able to provide principal certification at this time.

Introduce Yourself

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Program Highlights

Explore examples of the Online Master's in Education experience and the impact its community is making on the field:

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Education Leadership (online)

Graduate Program

The Master’s in Education (Ed.M.) prepares students with the skills needed to change the world through education. The online Master’s in Education Leadership is a part-time, two-year Ed.M. program from the Harvard Graduate School of Education with Higher Education and PreK-12 pathways. The program is specifically designed for working education professionals who bring at least seven years of relevant or transferrable work experience. Through this program, students will strengthen the invaluable skills they’ve already developed and develop the tools to propel themselves to new leadership opportunities and to even greater impact.

What are you looking for?

USC President Carol Folt takes a photograph with the Yip family during the Graduate School centennial celebration on April 4, 2024. (Photo/Gus Ruelas)

Why graduate education is vital to our nation

For 100 years, the USC Graduate School has developed advanced educational programs to service the nation’s growing legal, political, commercial and creative infrastructure.

Graduate studies had their formal beginnings at the USC in 1910, but it wasn’t until 1923 that the university formed the  Graduate School ’s official constitution.

More than 100 years later, on April 4, USC President Carol Folt spoke at a celebration of the Graduate School and talked about why graduate education is vital to the nation and the world.

“When I think about graduate school, I can’t help but think about the fundamental value of graduate education,” Folt said at the afternoon event held at the Graduate School’s offices in the Gwynn Wilson Student Union building. Moreover, she said, “Our competitiveness as a nation hinges on it, our humanity hinges on it, the arts hinge on it, the way we speak to the future hinges on it.” She said her own graduate education was fundamental to her career and that she still celebrates Thanksgiving every year with her friends from grad school.

Folt praised the staff and faculty who work with graduate students in the Graduate School because they are “doing everything to build community within what is our most disparate population from 491 programs.”

Andrew Stott, dean of the Graduate School, unveiled a mural on the walls of the offices that celebrates the milestones of the city of Los Angeles and the USC Graduate School. “Our story is the story of our city, as USC developed advanced educational programs to service the burgeoning legal, political, commercial and creative infrastructure of the growing metropolis,” he said.

Stott also presented alumna Joycelyn Yip with the Graduate School Centennial Award for outstanding alumni. Yip was a member of the Trojan Marching Band and a former president of USC’s Graduate Student Government from 2016 to 2020, among many other activities. She received her bachelor’s, master’s and doctoral degrees from USC.

As USC recalls the last 100 years of graduate education, Stott said, “Graduate education itself is always looking forward, ever optimistic that there are new breakthroughs around the corner, new discoveries to be found, and new ways of expressing the human condition.”

100 Years of the USC Graduate School and Beyond

USC is founded with 53 students and 10 teachers.

Future USC president George F. Bovard receives a Master of Arts degree and becomes the first graduate alumnus of USC.

The Graduate Council is established.

Vada Somerville graduates with a Doctor of Dental Surgery, becoming the first Black woman to be licensed to practice dentistry in California. She later co-founded the Los Angeles County Human Relations Committee and established the Pilgrim House Community Center, designed to assist Black families who migrated to Los Angeles during World War II.

The Graduate School is founded and Rockwell Dennis Hunt is named the first dean. Trojans form the Associated Students of the Graduate School to increase the spirit and solidarity among graduate students.

USC confers its first PhD to David Welty Lefever in the School of Education. Lefever’s dissertation explored “The Prognostic Values of Certain Groupings of the Test Elements of the Thorndike Intelligence Examination for High School Graduates.”

The Graduate School celebrates its 25th anniversary  with a conference titled “The Social Application of Academic Scholarship” that highlighted the importance of graduate research as a public good.

Emory S. Bogardus (1882-1973) is named dean of the Graduate School. Bogardus joined the faculty of USC as a professor of sociology in 1915. He developed a sociological principle, the Bogardus Social Distance Scale, that is still used today to empirically measure people’s willingness to participate in social contacts with members of diverse racial and ethnic groups.

Joseph Medicine Crow earns a master’s in anthropology while on scholarship, becoming the first member of the Apsáalooke (Crow) to earn a graduate degree. After serving in the U.S. Army during World War II, he was appointed a tribal historian for the Apsáalooke (Crow) Nation for more than 50 years, publishing seminal and influential works about Native American history and culture. He received an honorary doctorate in 2003; in 2022, the Dr. Joseph Medicine Crow Center for International and Public Affairs was named in his honor.

Corita Kent receives a master’s degree in art history. Born Frances Elizabeth Kent and known as Sister Mary Corita Kent, she was an American artist, educator and former religious sister. In the 1960s, her vibrant serigraphs drew international acclaim and reflected her concerns about poverty, racism and war. Kent’s spiritually informed social commentary promoted love and tolerance.

The National Science Foundation launches the Graduate Research Fellowship Program, which celebrates and supports exceptional graduate students in STEM fields. Approximately 70 NSF fellows are enrolled at USC annually. Brian Leung PhD ’18, who received the fellowship in 2014, now works for the NSF. While at USC, Leung received funding to travel to Washington, D.C., to talk about his research with a congressman who had doubts about the impacts of air pollution. He explained the connection between pollution and Alzheimer’s disease, a link that researchers at USC had explored. He said, “I believe, in that moment, the congressman grasped the power of science and when the time came to cast his vote, he stood with science, not against it.”

The Rockwell Dennis Hunt Scholastic Award is established, honoring current graduate students who received their undergraduate degree from USC. Forty-seven students have received the award to date, including Joycelyn Yip ’15, MS ’17, PhD ’20. Yip, who served as president of USC’s Graduate Student Government, said the “Beyond the PhD Conference” event, hosted by the Graduate School and the Career Center, influenced her professional trajectory. It “highlighted the strength of the Trojan Family, and it has been a real honor to be part of it as an alum.”

The Dr. Rodolfo Montes Memorial Scholarship is established to recognize USC graduate students who have an outstanding academic record, and a history of involvement in the local Hispanic community. To date, more than 500 students have received support.

A fellowship is created in honor of Theodore Hsi-En Chen (1902-1991) and his wife Wen-Hui Chen (1903 – 2010). Originally from Fuzhou, China, Theodore and Wen-Hui both earned PhDs from USC. After graduating, Theodore Chen became USC’s first professor of Chinese descent in 1939.

Dean Barbara Solomon calls interdisciplinary graduate degrees the “wave of the future.” She lists the study of the environment, multiculturalism, communications and international relations as particularly important for facilitating discussions across disciplines.

For the first time, the number of enrolled graduate students (17,024) at USC exceeds the number of undergraduates (16,384).

USC signs a Memorandum of Agreement with the Ministry of Education in Taiwan launching the USC Global Fellows program.

USC Graduate Student Government holds the first International Student Appreciation Week, which aims to emphasize the presence of international students in the graduate community.

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70 years after brown v. board of education, new research shows rise in school segregation.

As the nation prepares to mark the 70th anniversary of the landmark U.S. Supreme Court ruling in Brown v. Board of Education , a new report from researchers at Stanford and USC shows that racial and economic segregation among schools has grown steadily in large school districts over the past three decades — an increase that appears to be driven in part by policies favoring school choice over integration.

Analyzing data from U.S. public schools going back to 1967, the researchers found that segregation between white and Black students has increased by 64 percent since 1988 in the 100 largest districts, and segregation by economic status has increased by about 50 percent since 1991.

The report also provides new evidence about the forces driving recent trends in school segregation, showing that the expansion of charter schools has played a major role.  

The findings were released on May 6 with the launch of the Segregation Explorer , a new interactive website from the Educational Opportunity Project at Stanford University. The website provides searchable data on racial and economic school segregation in U.S. states, counties, metropolitan areas, and school districts from 1991 to 2022. 

“School segregation levels are not at pre- Brown levels, but they are high and have been rising steadily since the late 1980s,” said Sean Reardon , the Professor of Poverty and Inequality in Education at Stanford Graduate School of Education and faculty director of the Educational Opportunity Project. “In most large districts, school segregation has increased while residential segregation and racial economic inequality have declined, and our findings indicate that policy choices – not demographic changes – are driving the increase.” 

“There’s a tendency to attribute segregation in schools to segregation in neighborhoods,” said Ann Owens , a professor of sociology and public policy at USC. “But we’re finding that the story is more complicated than that.”

Assessing the rise

In the Brown v. Board decision issued on May 17, 1954, the U.S. Supreme Court ruled that racially segregated public schools violated the Equal Protection Clause of the Fourteenth Amendment and established that “separate but equal” schools were not only inherently unequal but unconstitutional. The ruling paved the way for future decisions that led to rapid school desegregation in many school districts in the late 1960s and early 1970s.

Though segregation in most school districts is much lower than it was 60 years ago, the researchers found that over the past three decades, both racial and economic segregation in large districts increased. Much of the increase in economic segregation since 1991, measured by segregation between students eligible and ineligible for free lunch, occurred in the last 15 years.

White-Hispanic and white-Asian segregation, while lower on average than white-Black segregation, have both more than doubled in large school districts since the 1980s. 

Racial-economic segregation – specifically the difference in the proportion of free-lunch-eligible students between the average white and Black or Hispanic student’s schools – has increased by 70 percent since 1991. 

School segregation is strongly associated with achievement gaps between racial and ethnic groups, especially the rate at which achievement gaps widen during school, the researchers said.  

“Segregation appears to shape educational outcomes because it concentrates Black and Hispanic students in higher-poverty schools, which results in unequal learning opportunities,” said Reardon, who is also a senior fellow at the Stanford Institute for Economic Policy Research and a faculty affiliate of the Stanford Accelerator for Learning . 

Policies shaping recent trends 

The recent rise in school segregation appears to be the direct result of educational policy and legal decisions, the researchers said. 

Both residential segregation and racial disparities in income declined between 1990 and 2020 in most large school districts. “Had nothing else changed, that trend would have led to lower school segregation,” said Owens. 

But since 1991, roughly two-thirds of districts that were under court-ordered desegregation have been released from court oversight. Meanwhile, since 1998, the charter sector – a form of expanded school choice – has grown.

Expanding school choice could influence segregation levels in different ways: If families sought schools that were more diverse than the ones available in their neighborhood, it could reduce segregation. But the researchers found that in districts where the charter sector expanded most rapidly in the 2000s and 2010s, segregation grew the most. 

The researchers’ analysis also quantified the extent to which the release from court orders accounted for the rise in school segregation. They found that, together, the release from court oversight and the expansion of choice accounted entirely for the rise in school segregation from 2000 to 2019.

The researchers noted enrollment policies that school districts can implement to mitigate segregation, such as voluntary integration programs, socioeconomic-based student assignment policies, and school choice policies that affirmatively promote integration. 

“School segregation levels are high, troubling, and rising in large districts,” said Reardon. “These findings should sound an alarm for educators and policymakers.”

Additional collaborators on the project include Demetra Kalogrides, Thalia Tom, and Heewon Jang. This research, including the development of the Segregation Explorer data and website, was supported by the Russell Sage Foundation, the Robert Wood Johnson Foundation, and the Bill and Melinda Gates Foundation.   

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When is graduation? Here's when Canton-area high school seniors graduate in Stark County

• Area high school graduations kick off tonight with Central Catholic and Minerva High School seniors getting their diplomas.
• Area graduation ceremonies continue through June 2.

It's the time of year. Area graduates are ready to flip the tassel from right to left and embark on their next journey. Graduations kick off tonight with Central Catholic and Minerva High School seniors getting their diplomas.

Here is a guide to Stark County-area graduations:

Alliance City Schools - 2 p.m. May 19 at the high school auditorium.

Brown Local Schools - 2:15 p.m. May 19 at the high school gym.

Canton City Schools - 6 p.m. May 21 at Tom Benson Hall of Fame Stadium.

Canton Local Schools - 7 p.m. May 24 at Brechbuhler Stadium.

Carrollton Exempted Village Schools - 7 p.m. May 24 at the high school gym.

Central Catholic - 7 p.m. May 16 at the high school gym.

Dalton Local Schools - 2:30 p.m. May 25 at the high school gym.

Fairless Local Schools - 7 p.m. May 17 at Fred Brideweser Stadium.

Jackson Local Schools - 5 p.m. May 18 at Fife Stadium.

Lake Local Schools - 3 p.m. May 25 at Blue Streaks stadium. No tickets are required. Rain date is May 26.

Louisville City Schools - 3 p.m. May 23 at Leopards Stadium.

Marlington Local Schools - 2 p.m. June 2 at Canton Civic Center.

Massillon City Schools - 6:30 p.m. May 21 at Paul Brown Tiger Stadium. Rain date is May 22 or 23.

Minerva Local Schools - 8 p.m. May 16 at Robert Hine Stadium.

North Canton City Schools - 7 p.m. May 19 at Hoover Stadium.

Northwest Local Schools - 7 p.m. May 20 at First Christian Church.

Osnaburg Local Schools - 2 p.m. May 19 at the high school gym.

Perry Local Schools - 5 p.m. May 26 at Wakefield Stadium. Rain date is May 28.

Plain Local Schools - 7 p.m. May 21 at the high school stadium. Rain dates are May 23 and 25.

St. Thomas Aquinas - 6 p.m. May 21 at the high school gym.

Sandy Valley Local Schools - 2 p.m. May 19 at Sandy Valley Stadium.

Sebring Local Schools - 2 p.m. May 19 at the high school gym.

Tuscarawas Valley Local Schools  ‒ 2 p.m. June 2 in the middle/high school gymnasium.

Tuslaw Local Schools - 7 p.m. May 20 at the high school gym.

West Branch Local Schools - 7 p.m. May 24 at the Fieldhouse.

The Key Points at the top of this article were created with the assistance of Artificial Intelligence (AI) and reviewed by a journalist before publication. No other parts of the article were generated using AI. Learn more .

Watch CBS News

Thousands of students cross the border from Mexico to U.S. for school. Some are now set to graduate.

By Lauren Fichten

Updated on: May 11, 2024 / 2:16 PM EDT / CBS News

For most high school students, forgotten homework or gym clothes might entail a text to a parent. In Jose M. Vazquez's case, one forgotten item in particular— his birth certificate— meant no school that day.

Vazquez, 24, now a senior at San Diego State University Imperial Valley, has been crossing the U.S-Mexico border into California to attend school for around nine years. On May 12, he will graduate during a convocation in Mexicali, Mexico. His mother is attending the ceremony, put together by his college, something she would otherwise be unable to do because she can't get a visa to enter the United States.

Vazquez is one of tens of thousands of transborder students, some as young as kindergarteners, who cross the border from Mexico into California, Arizona, New Mexico and Texas to pursue an education in the United States.

Transborder students have documentation that allows them to cross into the U.S. for school, like a passport, birth certificate or naturalization certificate, but living in Mexico is often more cost-effective and allows them to stay with their families. Students crossing the border during middle and high school often use a U.S. address, sometimes of a friend or family member, to avoid scrutiny from the school district.

Some students are U.S. citizens who have lived in Mexico the majority of their lives, while others return to Mexico after living in America for economic reasons or family reunification, said Laura Dicochea, a Ph.D candidate at Arizona State University, who researches transborder students.

"It's like a circular migration," Dicochea told CBS News.

The first in his family to graduate college, Vazquez reflected on his – and so many others – educational journey.

A transborder school commute  

After his father was deported from the United States in 2006, Vazquez — who was born in Arizona — moved to Mexicali, Mexico when he began crossing the border a few years later to attend Central Union High School in El Centro, California.

Although he is a U.S. citizen, for Vazquez, like many transborder — or transfronterizo — students, living in Mexico with his family made sense because it is "so part of my culture, of me, that I think it's going to be so hard for me if I have to leave that," he said, noting that he's grateful to study in the United States.

During high school, Vazquez would wake up at 4:30 a.m. local time, wait at the border for around two hours, and arrive at school before his first class at 8 a.m. In 2019, he enrolled at Imperial Valley College, a community college 15 miles from Mexicali, before landing at San Diego State University Imperial Valley.

Vazquez's story mirrors that of Diana Lara Zamora, 21, now a senior at Arizona State University, who crossed into the U.S. from eighth grade through high school. 

"I would cross three different states: Baja California, Sonora and Arizona every single day," Lara Zamora said.

She began attending school in the U.S. at 14, living with a family friend in San Luis, Arizona, at times. A typical school day for Lara Zamora began around 4 a.m. local time.

Her mom would drive 30 minutes to the border to drop off her and her younger sister, where they would wait among other students before walking 25 minutes or taking a cab to PPEP TEC High School in San Luis. During the winter, when seasonal farmworkers cross into Arizona, the wait at the border could be up to two hours. 

"They're freezing," she said of the mornings. "I remember my nose being red."

When Lara Zamora became a student at ASU in 2020, she secured on-campus housing, a meaningful experience that allowed her "to get to know people from around the world," Lara Zamora said. 

Javier Melara, 21, who will be graduating alongside Vazquez in Mexico, has been crossing the border to attend school in California since he was 11. 

"You have to face a lot of challenges," he said. "You have to face a lot of fear, a lot of pushback from some people."

Melara said that up until college, he would not share with his friends that he crossed the border daily out of concern that the school district might find out.

"I lived with the fear because some people were kicked out of school," he said, noting that it was something he saw happen to several classmates including a friend.

Lara Zamora told CBS News it doesn't "feel like for me transborder means the border itself." 

"For me, it's more about having two cultures in yourself."

For transborder students, the benefits of living in Mexico mean regularly confronting the challenges of crossing the border: long wait times, tense interactions with U.S. Customs and Border Protection agents and backlash from community members— all against the backdrop of a nationwide migration debate centered on the border. This week, CBS News reported that illegal crossings along the U.S. southern border dropped by more than 40% this year to 129,000 crossings in April, defying historical trends. Though transborder students cross into the U.S. legally, the act of crossing the border makes them vulnerable to scrutiny. 

Scrutiny, fear and then graduation

Another source of unease for Melara was his interactions with Customs and Border Protection officers. 

"I feel like we have this ingrained fear, this constant fear, like flight or fight," Melara said of being sent often for secondary inspection, which allows officers to conduct additional questioning.

Lara Zamora, noticing that her male friends were often pulled into secondary inspection, said that she was careful about her interactions with customs officers. Vazquez said that he felt that CBP personnel sought to intimidate— a consistent issue that tarnished his commute. "They think you're a criminal," he said.

CBS News reached out to the U.S. Customs and Border Protection agents for comment but didn't receive a response before publication. 

Some students are put under a microscope by residents of their school district. For Lara Zamora, the frustration of community members who felt their taxes benefitted non-residents resulted in her transferring to a different high school.

"I felt like that was really unfair because it's not my fault," Lara Zamora said. "My parents don't want to be illegal immigrants here." 

Lara Zamora, Vazquez and Melara graduate this month. Lara Zamora, plans to enroll in graduate school. Vazquez is taking a gap year to pursue his passion of performing as a drag queen. Melara plans to pursue a master's in education, someday achieve a doctorate degree and "dream without barriers," he said.

Vazquez's mother, who has attended his drag performances, will have the opportunity to see him on a different stage in the coming days at SDSU's graduation convocation in Mexicali. Since she was unable to cross the border to attend his high school graduation, Vazquez said having her at the ceremony in Mexico is important— particularly given that he is the first in his family to graduate. 

Lara Zamora, also a first-generation student, says the realization that millions of other students have experienced similar challenges inspires her to help students like herself.

"First generation means that you are the first one, but hopefully you won't be the last one," she said.

• U.S.-Mexico Border
• U.S. Customs and Border Protection

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The Many Types of Education Degrees: How to Pick Your Path

Education degrees aren't just for classroom teachers.

Education Degrees: Picking Your Path

Getty Images

Though some education degree programs focus on teacher training, others concentrate on education administration, policy or technology. Some education majors explore the unique challenges faced by rural or urban schools.

One common misconception about education degrees is that they're only useful for future classroom teachers.

However, education degrees can lead to all sorts of careers: They're often held by education administrators, policymakers, researchers, technologists, curriculum designers, learning scientists, school counselors or psychologists , standardized test-makers and textbook authors. Staffers at education-oriented government agencies at the local, state and federal level – such as the U.S. Department of Education – frequently have academic degrees in education as well, and the same is true for representatives of education-related charities and nonprofit organizations.

Here's what you need to know about the hierarchy of education degrees and how to choose the right one.

How to Tell if an Education Degree Is a Good Fit

An interest in helping others learn and a desire to work with children are common and compelling reasons for studying education, says Daniel A. Domenech, the executive director of AASA, The School Superintendents Association. Education majors tend to earn less than people who receive a comparable level of training in other fields, so a majority of people who become educators do so for non-financial reasons, he adds.

According to an August 2022 report from the Economic Policy Institute, a Washington, D.C.-based think tank that analyzes working conditions for low-income and middle-income workers in the U.S., the pay disparity between teachers and similarly educated professionals reached an all-time high in 2021, when teachers received 23.5% lower wages on average relative to other workers with comparable credentials.

However, some education occupations typically lead to six-figure salaries. For example, the median salary among U.S. school district superintendents, the majority of whom have doctorates, was $147,000 in 2022, according to a recent report from AASA.

Laura W. Perna, vice provost for faculty at the University of Pennsylvania Graduate School of Education , says education degree recipients can use their degree to do good work and benefit society. "If we think about the important problems that need to be addressed in our world, you know, so much of the answer comes down to education," Perna says.

Stacey Ludwig Johnson, senior vice president and executive dean of the school of education at Western Governors University , an online university, emphasizes that schools and school districts aren't the only places where education degree recipients can use their skills. For instance, an educator can work as a corporate trainer, helping a business to increase the skills of its workforce, she says.

The Many Kinds of Education Majors

Among teaching degree programs, some focus on a particular level of education, such as preschool, elementary, middle or high school. Teaching degree programs may also hone in on how to teach a particular subject, or they can emphasize teaching methods that work well with a specific student population, such as adult learners, multi-lingual learners or individuals with disabilities.

When comparing education degree specializations, keep in mind that the earning potential of educators varies widely depending on which part of the education system they are trained for and what credential their job usually requires. For example, according to the U.S. Bureau of Labor Statistics, the median salary among U.S. high school teachers, who typically had a bachelor's degree, was about $61,820 in May 2021. That's about twice the median salary of preschool teachers, who usually had an associate degree and earned $30,210. The median salary among principals, who usually had a master's degree, was $98,420.

Sometimes educators with the same level of education earn different amounts depending on their area of focus. For instance, BLS data reveals that though teachers who specialize in basic adult education generally had the same amount of training as high school teachers – a bachelor's degree – their 2021 median salary was roughly $2,100 lower.

Education Degree Levels and How to Find the Right Tier

Leadership roles in the education sector generally require graduate education . The more training educators have, the higher their salaries tend to be. For example, according to PayScale, a compensation data company, the average base salary for U.S. workers with a Bachelor of Education , or B.Ed. degree, was $57,000, whereas the average annual base salary among those with a Doctor of Education, or Ed.D. degree, was $80,000.

Prospective education students should analyze the resumes of people who have jobs they are interested in to figure out the highest level of education to pursue, experts say.

Associate Degrees

Many preschool teaching jobs require at least a two-year associate degree in early childhood education. Teachers' assistants or paraprofessionals usually need at least two years of college coursework or an associate degree to work in public school classrooms.

Bachelor's Degrees

A bachelor's is the minimum amount of education needed for an entry-level K-12 teaching position at a U.S. public school.

Master's Degrees

A few states require teachers to begin pursuing a master's degree within several years of beginning teaching to maintain their license. Teachers may also move up the pay scale with a master's. According to the National Center for Education Statistics, 58% of U.S. public school teachers who taught during the 2017-18 school year had a more advanced degree than a bachelor's.

Instructional coordinators or curriculum specialists, the educational administrators who oversee curricula, standards, teaching materials and often assessments, usually have a master's, and their median salary was $63,740 in May 2021, BLS data shows.

College and university administrators, who earned a median annual salary of $96,910 in May 2021, also typically have master's degrees, according to the BLS. Work in education policy typically requires a master's degree as well.

Master's degrees in education usually require two years of coursework.

College faculty who research and teach about education typically have Doctor of Philosophy, or Ph.D., degrees, and they sometimes have Ed.D. degrees. According to PayScale, the average salary for a worker with a Ph.D. in education was $87,000. Doctoral programs in education usually last at least three years and often take longer to finish.

School district administration positions sometimes require doctoral education, and certain managerial roles at government agencies and nonprofit organizations are reserved for individuals with doctorates. Education researchers frequently have doctorates, and so do school psychologists.

Guidance on Figuring Out How Much Schooling You Need

When deciding how high of a degree they should aim for, education students should think about the level of expertise and the kinds of skills that their desired job requires, says Carol Basile, dean of Arizona State University's Mary Lou Fulton Teachers College . "As you continue to move up in any education organization, there begins to be more of a requirement for a doctorate," she says.

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

Grad Degree Jobs With $100K+ Salaries

Tags: education , education policy , education graduate school , teachers , careers , students

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Improving the Teacher Workforce

• Posted May 20, 2024
• By Elizabeth M. Ross

Mary Laski understands how vital effective teachers are. “I had the privilege of having great teachers and know how important that was for me getting here,” says the HGSE doctoral marshal whose mother was also a teacher. Inspired by her own positive experiences, Laski wants to help put more great teachers in front of more students.

For her doctoral dissertation called Essays on the Teacher Workforce , Laski wrote three separate pieces. Two of her papers have already been shared publicly, including research on lessons the teaching profession can learn from encouraging developments in the nursing field and an evaluation of a pilot teaching program in Mississippi .  The pilot allowed some school principals in the state to tackle teacher shortages by selecting in-house paraeducators and other experienced staff, who had not been able to pass Mississippi’s traditional licensing exams, to fill open teaching positions using provisional licenses. Because Laski found positive results with the program, Mississippi has moved forward with a performance-based licensure pathway for some teachers based on their success in the classroom. Laski’s third paper examined the role that principals play in the quality of teachers in schools.

“If you read the education news, all you hear about is how hard it is to be a teacher and how everything is going wrong with the teaching profession, and there's some truth in that,” Laski explains. “But I ended my research journey on an optimistic note. There are bright spots and places where we could be thinking more carefully about supporting teachers and getting great teachers in the classrooms.”

Laski recently reflected on ways to improve the teaching field and shared what she values most about her time at HGSE.

Where do you think the hope lies for the teaching profession, following the research that you’ve done?   I think the pandemic really put a spotlight on how hard it is to be a teacher and a lot of issues with the profession, so I think this is a prime moment now to be thinking more critically about this role that we all know is really important but is also really hard. It doesn’t have to be this way. Nursing has figured out a way to be a more appealing profession and there are ways that we could be thinking about teaching differently to make it more appealing. Also, principals clearly can be doing things to support their schools in their management of teaching. And we could be thinking more carefully about how to support principals in making the best decisions for their schools.

How has your time at HGSE helped you?   Six years is a long time and the amount of things that have happened is mind blowing to me. There was the global pandemic. I also became a parent, which was a huge personal change, so I feel like a very different person than I was six years ago. I feel very grateful for all of the opportunities I've had. I think I'm most grateful for my cohort of other doctoral candidates. We became really, really close our first year and I’m so glad about that because we were able to keep our community going when we all went virtual the second year [during the pandemic.] We had Zoom study groups and regular reading groups.  We were able to keep supporting each other continuously. That community, I feel, is the only way that I made it through this program so, I'm very, very thankful for them. 

How did you balance being a new mom and getting your Ph.D. at the same time? 

Several of my friends also became parents for the first time so there's a group of new mom friends and having other people going through that big change with you or that have done it recently is very helpful. But yes, particularly managing being in a Ph.D. program, I could not have done that without many other women in my same program who helped me understand how to manage it.... I'm actually expecting another kid this summer. There are also some other people that are graduating pregnant. We have a good community of moms.

What does it mean to be chosen by your peers to be a Commencement marshal?   It’s really one of the most meaningful parts of graduation for me. I built lifelong friendships in this program. I learned a lot in my classes, but I think I maybe learned more from my cohort mates and that is really one of the greatest benefits of this program. I didn't even appreciate, before applying or starting here, how much I would benefit from having that group of colleagues who were thinking about similar things and so smart and so caring and going through the same things as me. I'm just very, very flattered and honored.

What are your future plans?    I actually have already started a position at Arizona State University as a research principal, continuing a lot of the same work, thinking about how we can be reimagining what teaching looks like to make it more sustainable and attractive to folks. Arizona State has this big initiative called the Next Education Workforce. It's basically getting teachers to work together in teams, sharing a roster of students, and distributing their expertise — really making the job look different, so that they're working together a lot more, collaborating. Everyone always talks about the first year of teaching being so hard, but when you're all alone in a classroom all day with kids and it's really hard, that just makes it even worse. The opportunity to have more support with your co-workers is something that we look for in a lot of professions. What I like about my job is collaborating with really smart, caring people and we don't always offer teachers that opportunity.

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

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