hunter college graduate school of education tuition

School of Education Admissions

School of education: admission general information.

Admission to a professional program at the School of Education is based on an applicant’s potential for success as a graduate student. Prospective students are evaluated based on their expressed commitment to the field of education, their related professional experiences, letters of recommendation from academic or professional references, and undergraduate and any prior graduate school preparation. In general, competitive candidates have completed a bachelor’s degree at a regionally accredited institution and have a grade point average (GPA) of 3.0 or better in undergraduate studies and 3.5 or better in graduate studies.

School of Education: How to Apply

The Hunter College School of Education offers admission twice a year for most programs, in Fall and Spring. Applicants should consult the School of Education’s How to Apply page prior to submitting an application: education.hunter.cuny.edu/admissions/how-to-apply.

School of Education: Application Deadlines

Fall admission deadlines.

February 1st: School Counseling, Mental Health Counseling, and Applicants with Foreign Credentials

February 15th: Instructional Leadership (Ed.D.)

March 15th: All other programs

Spring Admission Deadlines

September 1st: Applicants with Foreign Credentials

October 15th: All programs

Consult education.hunter.cuny.edu/admissions/how-to-apply for program specific deadlines, deadline extensions and application terms. Select programs do not offer Spring admission.

School of Education: Standardized Tests

Graduate record exam (gre).

In accordance with New York State law, School of Education programs leading to teacher certification require the GRE for admission. Certified teachers or administrators who already hold a graduate degree are exempt from this requirement. Programs that do not lead to teacher certification such as Counseling and Educational Psychology are excluded from the GRE requirement. To view a complete list of graduate programs that do not require the Graduate Record Exam (GRE), visit the School of Education's Graduate Record Exam (GRE) additional information page at education.hunter.cuny.edu/admissions/how-to-apply/gre-additional-information.

Oral Proficiency Interview (OPI)

Applicants to Foreign Language programs (Chinese, French, Italian, and Spanish) are required to take the Oral Proficiency Interview (OPI) from Language Testing International and achieve a minimum proficiency standard of Advanced Low.

Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) 

The Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) Exam is required for applicants with foreign credentials. Applicants with foreign credentials who hold a prior Master’s or Doctoral degree from an English speaking country are exempt from this requirement. Admission is offered only to those students who are fully prepared in English as demonstrated in the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) exam. Official scores must be sent to Hunter College, Graduate Admissions Office, institutional code 2301. Applicants must meet the minimum score requirements in each section and overall listed below.

Minimum Test of English as a Foreign Language (TOEFL) scores for all programs

Overall: TOEFL iBT: 90/ Paper Based Test: 575/ Computer Administered Test: 233

Writing: TOEFL iBT Writing Section: 22/ Paper Based Test of Written English: 4.5

Speaking: TOEFL iBT Speaking Section: 23/ Paper Based Test of Spoken English: 45

Minimum International English Language Testing System (IELTS) scores for all programs

Overall IELTS: 6.5 Overall Band Score

Writing: 6.5

Speaking: 7

View additional information about the TOEFL/IELTS requirements at Hunter College at hunter.cuny.edu/graduateadmissions/faq/toefl-ielts-scores.

School of Education: Readmission

Readmission to a graduate program is available to students who have previously attended and completed at least one semester as a graduate student at Hunter College and wish to resume studies in their program. Students must submit an online application for readmission to the Graduate Admissions Office. A student with a GPA below 3.0 must apply for special permission for readmission while on probation. Review the readmission deadlines, policies and procedures on the Hunter College Graduate Admissions page at hunter.cuny.edu/graduateadmissions/applying/readmission-application/procedure-policy. Students who were previously enrolled in an alternative certification program must first contact the School of Education Office of Partnership Programs ([email protected]) before submitting a readmission application.

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CUNY--Hunter College (Bellevue) Ph.D in Nursing

Graduate School (Nursing) • New York, NY •  

Graduate School (Nursing) • New York, NY

CUNY--Hunter College (Bellevue) Doctor of Philosophy in Nursing (Ph.D.)

CUNY--Hunter College (Bellevue) is a public school. The Hunter Bellevue School of Nursing has an application fee of $75 for U.S. residents. Tuition for the PHD program at CUNY--Hunter College (Bellevue) is Full-time: . The Hunter Bellevue School of Nursing at CUNY--Hunter College (Bellevue) has 22 full-time faculty members. The total PHD enrollment is 5.

At-a-Glance

Tuition & Fees

Full-time: $11,090 per year (in-state) and $20,520 per year (out-of-state)

Enrollment (ALL Programs)

Programs Offered

Master's, Ph.D., DNP

Nursing Ph.D Program Admissions

Application fee (U.S. residents)

CUNY--Hunter College (Bellevue) Admissions

Applicants :

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Nursing Ph.D Program Cost

Tuition & Fees (In-State)

$560 Per Credit

Tuition & Fees (Out-of-State)

$965 Per Credit

Required Fees

CUNY--Hunter College (Bellevue) Cost

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Nursing Ph.D Program Student Population

Minority Students

International Students

CUNY--Hunter College (Bellevue) Student Body

Minority Enrollment

Black or African American

Hispanic/Latino

Two or More Races

Native Hawaiian or Other Pacific Islander

International

Not Specified is not included in this breakdown due to an enrollment of 0%.

Gender distribution (full-time) :

Nursing Ph.D Program Academics

Department Concentrations

• clinical nurse specialist community health / public health
• nurse practitioner: adult-gerontology primary care nurse practitioner: family
• nurse practitioner: psychiatric-mental health, across the lifespan dual majors

CUNY--Hunter College (Bellevue) Academics

• Nursing Administration/Urban Policy and Leadership

Nursing School details based on 2023 data.

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Graduate Tuition Discount for Lancaster and Lebanon County K–12 Employees Now Available at Lebanon Valley College

Employees of Lancaster and Lebanon county public and private K–12 schools can now take graduate courses in Education at a reduced rate at Lebanon Valley College (LVC).   Dr. Jennifer Kanupka, Chair and Associate Professor of Education at LVC, announced that through an expanded partnership between LVC and Lancaster-Lebanon Intermediate Unit 13 (IU13) educators across the two counties can benefit from a 15% or 25% graduation tuition discount depending on their program of choice.  

“We are excited to provide Lebanon and Lancaster county educational employees with a discount to further their education and enhance their skills and knowledge,” said Kanupka. “These experienced school employees working with our regional students will benefit from the extensive professional and academic experiences of LVC’s Education faculty, and strong alumni support in many area school districts.”

Lebanon Valley College has graduated thousands of teachers during its 159-year history, including numerous educators who have become principals, superintendents, and trained specialists. All LVC Education programs are accredited by the Pennsylvania Department of Education and the Middle States Commission on Higher Education.

LVC and IU13 have a history of successful collaborative programs to support local students and educators. Last year, LVC opened their doors to students in the IU13 School-to-Work program to provide community-based training in real work settings for high school students with disabilities. LVC also provides a tuition benefit for IU13 employees enrolled in LVC’s Social, Emotional, and Behavioral Wellness certificate program to help build student resiliency by facilitating social, emotional, and behavioral wellness to address non-academic barriers to learning. And most recently, hosting Lancaster-Lebanon Principals’ Collaborative Meetings.

LVC will offer a 25% graduate tuition discount to any individual working in a school in Lancaster or Lebanon county in five of its graduate certificate programs: Comprehensive Curriculum and Assessment for PreK-12 , Integrative STEM Education , Modern Band , Online Teaching and Learning , and Social, Emotional, and Behavioral Wellness . The partnership includes a 15% discount for anyone working in a Lancaster County or Lebanon County public or nonpublic school on standard tuition for LVC’s Master of Education or Master of Music Education programs.

“We are pleased to partner with Lebanon Valley College and to support local K-12 educators as they pursue an advanced degree in Education, stated Dr. Lauren Beal, Associate Program Director for Educational Partnerships for IU13. “Lebanon Valley College is a valuable community partner, and this program is another example of their dedication to education.”

Eligibility requirement and other details about the program are posted on IU13’s website under Tuition Discount Programs .

Please contact Cherie Van Zant ’92, P’26 , associate director of graduate & professional studies, at [email protected] with any LVC-related questions.

About LVC’s Included Certificate Programs

The Comprehensive Curriculum and Assessment for PreK-12 Certificate is designed to provide educators with the skills to understand, create, implement, and assess successful curriculums and assessment in their educational institutions.

The Integrative STEM Education Certificate enables educators to develop an integrated STEM pedagogy to inspire their students by helping them make connections across disciplines and understand real-world applications. Educators will gain the tools and best practices to integrate K-12 STEM concepts, design a standards-based curriculum, apply for funding, and develop a digital portfolio of teaching evidence.

The Modern Band Certificate will help teachers develop a music curriculum that inspires and engages students through self-selected popular music. The coursework emphasizes performance, composition, and improvisation as key teaching and learning tools for students of all ages.

The Online Teaching and Learning Certificate requires four courses to teach educators how to design an online environment, deliver effective online instruction, assess online learning, and be a professional in an online learning environment.

The Social, Emotional, and Behavioral Wellness Certificate will help educators recognize and make decisions about how to support students experiencing social or emotional difficulties. The certificate is designed on the Social, Emotional, and Behavioral Wellness Program Endorsement Guidelines from the Pennsylvania Department of Education (PDE).

Lancaster-Lebanon Intermediate Unit 13  (IU13) is an education service agency dedicated to delivering services to school districts and communities across the state.

IU13 is a leader in recognizing the needs of schools and implementing programs to meet those needs, with a core compelling purpose of improving student learning.

IU13 serves the 22 public school districts in Lancaster and Lebanon counties, as well as students in nonpublic schools, preschoolers, and adult learners throughout Pennsylvania.

IU13 also administers the Harrisburg location of the  Pennsylvania Training and Technical Assistance Network  (PaTTAN). PaTTAN, an initiative of the  Pennsylvania Department of Education , works in partnership with families and education agencies to support programs and services to improve student learning and achievement.

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Families from all economic backgrounds—many just like yours—are making Georgia Southern work. Scholarships, grants, and loans are the resources that help make Georgia Southern possible.

The total cost of a Georgia Southern education includes direct costs which may appear on your student bill such as tuition and required fees. You should also anticipate incurring some indirect costs that would not show on your student bill such as books, personal expenses, and transportation. While every student’s actual costs vary, the following figures should provide a helpful, general guideline.

The information provided below is broken down per campus, per academic year, and is based on 15 hours of enrollment each semester for Undergraduate students. Graduate enrollment is based on 9 hours of enrollment each semester. Ranges are provided for both housing and food.

**Kindly be aware that the prices listed are for the academic year, encompassing both the Fall and Spring semesters exclusively.**

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University Housing costs range by building and room. *First-year students are required to live on campus.

The Eagle Blue and Eagle Gold dining plans provide unlimited access to three residential dining facilities.

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Alternatively, you can click on the link below to access Georgia Southern University’s Net Price Calculator.

The calculator is intended to give students an early approximation of what they could expect to pay at Georgia Southern University as well as the average aid that students may qualify for. This calculator is not an application for financial aid and the results are estimates, not guarantees. Students should apply for financial aid as soon as possible. February 1st is the priority deadline for Federal Financial Aid.

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Childhood Education

• Childhood Education with a Specialization in Science, Technology, Engineering and Math (STEM)
• Dual Certification-Childhood Special Education: Behavior Disorders
• Dual Certification-Childhood Special Education: Learning Disabilities
• Dual Certification-Childhood Special Education: Severe/Multiple Disabilities
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• Childhood Special Education: Severe/Multiple Disabilities for NYS Certified Teachers
• Childhood Special Education: Learning Disabilities for NYS Certified Teachers

Program Overview

This program will prepare you to teach in elementary school settings in grades 1 to 6 and leads to New York State (NYS) teacher certification in Childhood Education (Grades 1 to 6).

Coursework and Clinical Experiences

The Childhood Education program offers two tracks:

• Track 1 is a flexible, evening program (40 credits) . Courses are mostly offered in the afternoon and evening, with some daytime options. Two semesters of fieldwork in New York City public schools are linked to select courses, with a full semester (five days per week) of student teaching or supervised teaching (practicum) at the culmination of the program. Students can pursue this track either full-time, part-time, or with an individualized plan.
• Track 2 is a two-year, full-time, daytime, clinically-rich program (43 to 53 credits, contact advisor for sequence) . This program follows a cohort model with courses mostly offered in the daytime, with few afternoon and evening options. Students work in New York City public schools with mentor teachers for the entire two years of the program. Fieldwork begins every day for the first two weeks of school then continues two days per week, Wednesdays and Thursdays. This is a classroom-immersive program with fall admissions only.

Eligibility and Admission Requirements

• A bachelor’s degree from an accredited institution with a grade point average of at least 3.0
• A liberal arts or sciences major (or interdisciplinary concentration) of at least 30 credits
• General education core in the liberal arts and sciences including coursework in artistic expression, communication, information retrieval, concepts in history and social sciences, humanities, a world language other than English, scientific and mathematical processes, and written analysis and expression (Waived for Spring 2024 and Fall 2024 applicants)
• A statement of purpose, in which you list your preferred track
• Two letters of recommendation
• An official Graduate Record Examination (GRE) score report (Waived for Spring 2024 and Fall 2024 applicants)

Applications to Track 1 (Evening, self-paced) are accepted each Fall and Spring semester. Applications to Track 2 (Daytime Clinically Rich Cohort) are accepted each Fall semester.

To start your application, visit the  Hunter College Online Application.

When applying to this program under Program of Study, select School of Education – Childhood & Early Childhood Education and Childhood Education Grades 1-6.

Application Deadlines

• March 15 (Priority Deadline)
• June 1 (Extended Deadline)

Spring Start – Track 1 only

• October 15 (Priority Deadline)
• November 1 (Extended Deadline)

Visit  How to Apply  for information about deadline extensions.

Related Programs

This program is not designed for those with Initial NYS certification in Childhood Education; Teachers who already hold Childhood Education certification should consider one of our Master’s Degree Programs for Certified Teachers .

Contact an Admissions Advisor

[email protected]

Program Leader for Childhood Education Track 1

• Debbie Sonu

Program Leaders for Childhood Education Track 2 (Clinically Rich)

• Nicora Placa

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Student Protest Movement Could Cause a Tumultuous End to School Year

Protesters were arrested at the University of Minnesota and Yale, and the House speaker, Mike Johnson, said he would come to Columbia to speak to Jewish students about antisemitism on campuses.

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By Troy Closson

As a wave of pro-Palestinian activism on college campuses showed few signs of abating on Tuesday, the demonstrations have raised new questions about what shape the end of the semester may take for thousands of students across the United States.

At Columbia University, where the arrests of more than 100 protesters unleashed a flurry of national protests, students will have the option to attend their last week of lectures remotely for safety reasons. At the University of Texas at Austin, protesters announced plans to occupy a campus plaza and said that, at least for them, “class is canceled.”

And at the University of Michigan, administrators were already looking ahead and bracing for graduation. They set up designated areas for demonstrations, and agreed to “generally be patient with lawful disruptions.”

“Commencement ceremonies have been the site of free expression and peaceful protest for decades,” the university said in an online message, adding, “And they will likely continue to be.”

The steps are an acknowledgment that the last weeks of the spring could be among the most difficult for administrators at some of the nation’s most prestigious universities. On Tuesday, the campus police at the University of Minnesota took nine people into custody after they erected a protest encampment, following dozens of arrests at Yale and New York University.

Other demonstrations continue to emerge from coast to coast, including at the University of New Mexico and Emerson College. At California State Polytechnic University, Humboldt, students took over a campus building, and barricaded the exits with chairs and trash bins.

The pro-Palestinian student movement has disrupted campus life, especially for Jewish students. Many have said they no longer feel safe in their classrooms or on university quads as the tone of protests at times has become threatening. Speaker Mike Johnson said he would meet with Jewish students at Columbia University on Wednesday and give remarks about the “troubling rise of virulent antisemitism on America’s college campuses,” according to a news release.

At the same time, many school leaders may face the possibility of graduation ceremonies transforming into high-profile stages of protest over the war in Gaza.

No matter how administrators approach these final weeks, the stakes are uniquely high for students who are graduating. Many graduated from high school in the first months of the coronavirus pandemic, and never walked across the stage or celebrated alongside their classmates.

The tumult on campuses escalated after Columbia’s administration called in the police last week to arrest student protesters who had organized a large encampment on a school lawn and refused to leave.

At the New School in Manhattan, where protesters have set up tents inside a school lobby, a couple dozen students formed a picket line on Tuesday as they chanted to the beat of a drum. When one student was asked how long protesters intended to continue the demonstrations, she said there was no immediate end in sight.

“We’re demanding something,” said the student, Skylar Schiltz-Rouse, a freshman who joined the protest on Monday. “So if it doesn’t happen, we’re going to have to keep going.”

It was not yet apparent whether the turmoil at schools would prompt additional arrests, or whether college leaders would adopt a less aggressive playbook as the semester winds down.

Many administrators, watching the uproar at Columbia, seem to be choosing other strategies to handle the protests. Several universities, including Harvard and schools in the California State University system, have shut down parts of their campuses in an effort to avoid major clashes and conclude the school year quietly.

“What you’re seeing is an inability to find spaces for dialogue and conversation and understanding,” said Benjie Kaplan, the executive director of Minnesota Hillel, a Jewish student group.

After school leaders often inflamed unrest with their initial responses, some have begun to hit the brakes.

At Barnard College, Columbia’s affiliate school, many student protesters had received interim suspensions for last week’s tent demonstration. But in a Monday night email, the school’s president, Laura Ann Rosenbury, extended an olive branch.

The school would lift most of the suspensions and restore students’ access to campus, she said, as long as they promised to follow the rules. Those who still face discipline would have access to hot meals, mental health counseling and academic support. And with a professor’s permission, they could also finish out the semester virtually.

“I strongly believe that exposure to uncomfortable ideas is a vital component of education, and I applaud the boldness of all of our students who speak out,” Ms. Rosenbury said in the email, her first message since the arrests of protesters on Columbia’s campus last week, several of whom were Barnard students.

“But,” she said, “no student should fear for their safety while at Barnard.”

She added: “In these last few weeks together before our seniors graduate, let’s be good to one another.”

Some pro-Palestinian students, though, may regard commencement as an opportunity.

Protesters at many schools have vowed to press on until their universities divest from companies with ties to Israel, often chanting “We will not stop. We will not rest.” Administrators are on high alert for demonstrations or threats, as tens of thousands of families travel to campuses in May and June to attend graduations.

Dagmar Michelson, a senior at the New School, was unsure if protests were planned for the university’s May 17 ceremonies. But if they are, she added, she would not be upset.

“It’ll be nice for those who haven’t recognized their privilege,” she said.

Earlier this month, the University of Southern California cited security concerns when it canceled a speech by its valedictorian , a first-generation Muslim student who questioned the university’s explanation. The school later said it would also not host outside honorees.

Already, students have organized demonstrations meant to disrupt cherished college traditions.

At Michigan, several dozen protesters took over a celebration for honors students last month, waving signs that read “Divest Now” and interrupting a speech by the university’s president, Santa J. Ono, according to The Michigan Daily .

“Protest is valued and protected,” Dr. Ono said in a statement after the event. “Disruptions are not.”

Shira Goodman, the senior director of advocacy at the Anti-Defamation League, said the disturbance at Michigan “may unfortunately be a harbinger for what’s to come.”

The group is concerned about the potential of harassment or “identity-based hostility” toward Jewish families at graduation ceremonies. “We remain deeply concerned,” Ms. Goodman said in a statement.

Some colleges are now stepping in to promise Jewish students a safe haven. Brandeis, a historically Jewish university in Massachusetts, said this week that it would extend its deadline for transfer applications in response to campus protests.

The president, Ronald D. Liebowitz, said the school would provide an environment “free of harassment and Jew-hatred.”

Other schools have had little time to look ahead to the future as they reel from the last few days.

At N.Y.U., where at least 120 people were arrested on Monday night after refusing to vacate a plaza, several students said on Tuesday that they would continue to voice support for Palestinians, and were unconcerned that their protest activities might upend final essays and assignments.

The university had said it turned to the police because “disorderly, disruptive and antagonizing behavior” of protesters created safety concerns. But on Tuesday, a professional faculty organization shot back.

The school’s chapter of the American Association of University Professors called “much of their account” false, referring to the administration, and criticized the decision to call the police as an “egregious overstep.”

And at Columbia, the university’s president, Nemat Shafik, is facing the threat of a formal censure resolution from the school’s faculty for her handling of demonstrations. Many Republican lawmakers are also still calling for her resignation, arguing that the school has failed to safeguard its Jewish students.

The decision to offer hybrid classes at Columbia seemed to be a tacit acknowledgment that many students were, at the very least, uncomfortable there. Many are expected to log on from their dorms and apartments. Others might attend from a large protest encampment that remained in the center of campus.

Along with the demonstration, occasional outbursts at rallies have occurred outside the campus’s gates over the past several days. But otherwise, Columbia has been quiet during what is typically a bustling final week of the semester.

Angela V. Olinto, the university provost, said in an email on Monday night that if even one student wanted to finish out the year online, professors should offer hybrid classes — or move to fully remote if that was not an option.

“Safety is our highest priority,” Dr. Olinto said.

Maia Coleman , Eliza Fawcett , Colbi Edmonds , Jose Quezada , Ernesto Londoño , Kaja Andric , Coral Murphy Marcos , Dana Goldstein , Karla Marie Sanford and Stephanie Saul contributed reporting.

Troy Closson reports on K-12 schools in New York City for The Times. More about Troy Closson

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The Hunter College School of Education offers master’s degree programs in education that cultivate deeply thoughtful, knowledgeable, and highly effective teachers, administrators and counselors. We meet you where you are in life, as 83% of our students are enrolled part-time and able to retain employment. Our faculty and administration are devoted to lead you to the next level of academic and professional achievement and success.

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I want a teaching certificate., i am a certified teacher and want a master’s degree., i am a certified teacher and want an additional teaching certificate., i want to be a counselor., i want to be a bcba and/or a licensed behavior analyst., i want to be an assistant principal, principal or superintendent., i want to study how people learn., i am an education professional and want a doctorate degree., i want to see an alphabetical list of all graduate programs..

Applicants who majored (or completed significant coursework) in subjects ranging from English to Latin, Physics to Social Studies, will find their path to professional success through Hunter’s wide range of Adolescent Education programs. For applicants entering with a master’s in hand, several program tracks also offer a Post-Master’s Advanced Certificate.

Students shape their course of study to fit individual professional and pedagogical goals. “Embedded” in schools from the very beginning of the program, they gain a wealth of clinical and field experience while learning from expert faculty who care. Program tracks in Special Education provide teachers with the opportunity to specialize in clinically-effective practices for engaging students with Learning Disabilities or Behavioral Disorders. Other programs include Literacy, Bilingual Education (in Spanish, French, and Chinese), and Elementary Math Specialist. Also offered is the Childhood Specialist in STEM program, one of the first of its kind in the country.

Computer Science, Math and STEM

Hunter’s School of Education is the first in New York State to offer graduate and post-graduate programs preparing educators to train the next generation of coders. New York has and will continue to have a strong demand for tech professionals. We are committed to preparing teachers to deliver high-quality instruction so that our students have the hands-on experience to step into technology jobs in the future.

Our supportive, knowledgeable faculty introduce students to the most advanced counseling theories. Throughout their studies, students apply their learning and gain clinical experience in supervised practice throughout the city, in a wide variety of agency placement sites.

Creative Arts

Dual certification.

Students enrolled in one of our Dual Certification master’s degree programs become eligible for New York State teacher certification in two areas upon completion of their master’s degree. Graduating with two certifications allows you to be more marketable in the field and provides the foundation of a base certification required for additional certifications and extensions. Dual certification programs at Hunter College include general and special education options or specialized certifications paired with general Early Childhood or Childhood education.

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