- Close opportunity gaps with evidence-based leadership — Use research to address inequities in K–12 systems and student outcomes.
- Expand your impact beyond one school — Influence districts, policy, and systems that shape student success.
- Generate New Knowledge – Demonstrate your ability to craft extensive, original dissertation research that makes a significant contribution to the field of education.
- Use data to drive real change — Build advanced skills in analyzing outcomes, identifying gaps, and implementing solutions.
- Cultivate your network – Develop meaningful relationships with colleagues, mentors, and advisors who enrich your career.
- Lead equity-focused transformation — Address systemic barriers with research-backed strategies.
- Translate classroom experience into system leadership — Elevate your perspective from site-level to system-level thinking.
- Prepare for district and policy leadership roles — Including superintendent pathways and state-level impact.
The PhD (Doctor of Philosophy) in Education with a concentration in K–12 Education & Equity reflects the School of Educational Studies’ mission to prepare leaders who advance positive change through education, research, and community engagement. Grounded in a commitment to educational equity and social justice, the program develops scholar-practitioners who understand schools as both reflections of society and powerful sites for transformation.
Through a transdisciplinary approach, students examine the complex intersections of teaching, learning, families, communities, and policy—exploring how systems can better serve diverse student populations. Areas of inquiry may include child and youth development, instructional practices, teacher preparation, institutional structures, and the policies that shape educational access and outcomes. Students are prepared to generate new knowledge and apply it to challenges such as educational inequities, student well-being, and college and career readiness.
At SES, education is approached as a vehicle for change. This program equips students to critically analyze systems where inequities persist while also designing and advancing practices that promote inclusion, opportunity, and community well-being. Graduates are prepared to lead as researchers, faculty, policymakers, and practitioners—working to transform K–12 education into a more just, equitable, and responsive system for all learners.
Program At-a-glance
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72 units
required units
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PhD in Education
degree awarded
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Hybrid
modality
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Spring, Summer, Fall
program start
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4-7 years | full time*
estimated completion time
Faculty
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Deborah Faye Carter
Associate Professor of Higher Education
Research Interests
Higher education; transition to college; college student outcomes; access to college; race in education; mentoring, equity, and diverse learning environments in STEM
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DeLacy Ganley
Dean, School of Educational Studies
Professor of EducationResearch Interests
Culturally relevant education; resiliency and achievement of marginalized populations; intersection of families, community, and school; language acquisition; social capital theory; systems theory
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Dina C. Maramba
Professor of Education
Research Interests
Equity and diversity issues in higher education; theory and practice in student affairs; college student development; access and retention; first-generation college students; Asian American and Pacific Islander populations; minority serving institutions
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Frances Marie Gipson
Clinical Professor of Education
Director, Urban Leadership ProgramResearch Interests
Urban schooling; distributed leadership; social-emotional learning; culturally relevant and linguistically responsive education; systems theory; learning and achievement; talent and leadership development; P-20 school policy
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Gwen Garrison
Clinical Professor of Education
Director of Educational Evaluation and Data Analysis
Research Interests
Organizational effectiveness; diversity & inclusion; research & evaluation process; data systems; data management; data visualization and storytelling
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Mary Simpson Poplin
Senior Research Fellow
Professor EmeritaResearch Interests
Highly effective teachers in Los Angeles area; effective teaching methods; students, schools and poverty; differences between Judeo Christian and secular thought; Mother Teresa (worked with her in 1996)
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Susan J. Paik
Professor of Education
Research Interests
Educational productivity; talent and leader development; giftedness and creativity; learning and achievement; psychosocial and environmental factors; urban and international studies; underserved students; Asian Americans and education; family-school-community partnerships; research methods, design, and evaluation
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Tom Luschei
Professor of Education
Research Interests
International and Comparative Education; Economics of Education; Teacher Quality, Teacher Policy, and Teacher Distribution; Education Policy across the Americas
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Guan K. Saw
Associate Professor, Joseph B. Platt Chair in Management of Technology
Research Interests
Educational inequality; STEM education and workforce; rural education; college access and success; social capital; mentorship; teacher victimization; health disparities; research methodology
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Carl Cohn
Senior Research Fellow
Professor EmeritusResearch Interests
Education, Urban education, Education policy
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Daryl G. Smith
Senior Research Fellow
Professor EmeritaResearch Interests
Organizational implications of diversity, Assessment and evaluation, Leadership and change, Governance, Diversity in STEM fields, Faculty diversity
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Eligio Martinez
Senior Research Fellow
Research Interests
P-20 education pipeline; college access and retention; community colleges; boys and men of color; middle school education; Chicana/o and Latina/o Students
Curriculum
Program Features
- You will take an introductory course, Proseminar for Doctoral Study, designed to orientate you to doctoral study. Toward the end of your program, you will take another course, Capstone for Doctoral Research, to prepare you for the move from coursework into doctoral research and dissertation writing.
- Sample research and methods courses include: Introduction to Educational Evaluation, Assessment & Effectiveness, Introduction/Advanced Qualitative Inquiry, Introduction/Advanced Quantitative Research Methods, Research Methods & Design, Community-based Participatory Research – Focus on Transformative Movement Organizing, Research Practicum
- CGU embraces transdisciplinary learning and thinking. To foster the ability to communicate across discipline areas, you will take at least one transdisciplinary course.
Below are all examples of typical SES 4-unit course offerings. It does not include all SES courses.
- EDUC 525. Preparing Highly Effective & Socially Just Educators
- EDUC 584. Cultural Models of Education: International Perspectives
- EDUC 616. The Future of Education
- EDUC 646. K-12 Education & the Law
- EDUC 667. Research on Effective Schools & Teachers
- EDUC 694 Chicana/os & Latina/os & Education
Application Guidelines
| University Requirements | |
|---|---|
| Application Fee | $80 (fee is non-refundable) |
| Official Transcripts | Undergraduate/graduate Applicants must submit a sealed, official transcript from every undergraduate and graduate institution that has granted the applicant a degree. Electronic transcripts sent to admissions@cgu.edu are also accepted. For undergraduate coursework, applicants are required to submit proof of a completed bachelor’s degree from a regionally accredited college or university. Unofficial copies of transcripts are accepted for review purposes, but official copies will be required upon admission. Applicants currently earning a degree that will be completed prior to attending CGU are required to submit a transcript showing work in progress for evaluation purposes. Once the degree has been granted, a final official transcript documenting the degree conferred must be submitted to CGU. International applicants are advised to review the International Transcript Guidelines for additional information on submitting international transcripts. |
| English Proficiency Exam | Required (international applicants only) A valid score on one of the following examinations TOEFL, IELTS, Pearson PTE, Duolingo English Test is required of all non-native English-speaking applicants. The examination is not required for the following applicants:
CGU’s school code for the TOEFL exam is 4053. International applicants are encouraged to visit our International Applicants page for more information, including score requirements. |
| Resume | Applicants must submit an up-to-date copy of their resume. |
| Program Requirements | |
|---|---|
| Statement of Purpose | Please submit a five-page, double-spaced personal statement that answers the following questions: 1. Who are you? |
| Letter of Recommendation | 3 letters required When filling out the online application, please enter references acquainted with your potential for success who will submit a written recommendation on your behalf. In most academic departments, references from faculty members who can speak to your academic ability are preferred; applicants with substantial work experience may request professional references. Please do not enter family members as references. You will be required to input information for your recommenders (whether they are submitting online or not) in the “Recommendations” section of the online application. Please follow the directions in this section carefully before clicking on “Recommendation Provider List” to input the names and contact information for each recommender. You will have an opportunity to indicate if the reference writer will be submitting online. These reference writers will receive an email from CGU with instructions on submitting an online recommendation. Recommenders who are indicated as offline will not receive an email from CGU with instructions to submit. These reference writers can submit via traditional mail and should use the supplemental New Student Recommendation Form. Recommenders can also email their letter of recommendation to the Office of Admissions at admissions@cgu.edu. |
| Standardized Test Scores | GRE (optional) Applicants who have taken the Graduate Record Examinations (GRE) General Test are invited to submit scores but are not required to do so. Applicants who feel that their Grade Point Averages do not adequately represent their ability to succeed in a graduate program may find it helpful to submit GRE scores for consideration. CGU’s school code: |
Key Dates & Deadlines
CGU operates on a priority deadline cycle. Applicants are strongly encouraged to submit complete applications by the priority dates in order to assure maximum consideration for both admission and fellowships.
Once the priority deadlines have passed, the University will continue to review applications for qualified candidates on a competitive, space-available basis. The final deadlines listed are the last date the University can accept an application in order to allow sufficient time to complete the admissions, financial aid, and other enrollment processes.
Spring 2027
Priority Deadline – November 1, 2026
Final Deadline (International) – November 15, 2026
Final Deadline (Domestic) – December 1, 2026
Classes begin – January 19, 2027
Summer 2027
Priority Deadline: February 1, 2027
Final Deadline (International) – March 1, 2027
Final Deadline (Domestic) – April 1, 2027
Classes Begin: May 17, 2027
Fall 2027
Priority Deadline: February 1, 2027
Final Deadline (International) – June 1, 2027
Final Deadline (Domestic) – August 1, 2027
Classes Begin: August 30, 2027
Cost & Aid
ESTIMATED TUITION (CALIFORNIA RESIDENTS, NON-RESIDENTS, INTERNATIONAL)
*Based on 2025-2026 tuition rates.
STUDENT FEES (PER SEMESTER)
| $245 Student Fee |
| $150 Technology Fee |
| International Student Services Fee**: $802 fall semester, $898 spring semester **Applies to all international students (F-1 visa only) who are registered in coursework, doctoral study, or continuous registration. The fee is assessed each fall and spring semester for annual ISO accident and sickness plans and administrative fees. Subject to changes. |
For estimates of room & board, books, etc., please download CGU’s Cost of Attendance 2025-2026.
| Program | 72 units |