The master’s in Educational Policy Analysis and Evaluation (EPAE) assists students with the ability to critically analyze policy. In doing so, students examine how leaders can design, shape, implement, and evaluate school policy. Throughout our program, they will work with faculty on a variety of timely and relevant education policy-related matters.
In order to allow students to tailor their program around their research interests, students choose among three pathways (e.g., evaluation, education law, or general studies). During the EPAE program, students also complete an internship with one of our many education policy partners. In the past, our students have found the internship to be an invaluable part of the program. ELPA also offers a Certificate in Education Law and Civil Rights, which is easy to earn during the EPAE master’s program.
To provide students with flexibility, our program can be completed within three semesters (fall/spring/summer) or can be spread out over two years for those who might be working full-time. Our graduates have worked for state departments of education, at non-profits, for K-12 schools/universities, or have pursued doctoral or law programs.
Please scroll down to find a few student profiles and an FAQ. We hope that you consider the EPAE program in the Educational Leadership and Policy Analysis Department at the University of Wisconsin-Madison! If you have any additional questions, please reach out to Dr. Suzanne Eckes (seeckes@wisc.edu).
Meet Some of Our Alumni
Nate Kelty
Blending theories of educational policy with data analytics, Nate currently works as a Data and Policy Analyst for the Wisconsin School of Business at the University of Wisconsin–Madison. In this role, Nate utilizes data to inform evidence-based decision-making across a wide range of administrative practices including probationary policies, enrollment trends, capacity planning, and metrics related to student performance. The Educational Policy Analysis and Evaluation Master’s degree played an integral part in growing Nate’s skill set. With curriculum focused on both educational policy and statistical research methods, Nate learned how to discuss analytics with administrators to identify areas of improvement, determine program effectiveness, and reach policy goals. As a first-generation college student, Nate is grateful for the opportunities his education has given him and is proud to apply his expertise in a role with his alma mater.
Some of Nate’s favorite courses include: Issues in Educational Policy Analysis; Data Management for Educational Policy Analysis; Financing Post-Secondary Education; Applied Policy Analysis in Higher Education
Sarah Volk
I chose to pursue a policy-related focus with my master’s at UW-Madison’s Educational Leadership & Policy Analysis Department after receiving my undergraduate degree in economics and working in education research grant management for 4 years. After working directly with researchers, I knew I wanted to supplement my quantitative research background by going back to school to deepen my education-specific knowledge and learn alongside scholars from all different backgrounds. It’s been incredibly helpful to learn from my classmates who have previously and currently work as teachers, administrators, and policymakers. The ELPA department is very collaborative and I enjoyed taking classes with students from different PhD programs and concentrations. ELPA has provided me with the learning experiences necessary to feel confident as I pursue a career in education research through the Education Policy Analysis & Evaluation concentration in ELPA. When not at work, she enjoys spending time with her family, which often looks like hiking, exploring Long Beach, or generally being outside.
Favorite classes:
- CRT in Education
- Diversity and Inequality in Higher Education
- Introduction to Qualitative Inquiry
- Introduction to Educational Policy Analysis
Recent Faculty Research and Awards
Our faculty conduct timely research on some of the nation’s most pressing educational policy issues and have been nationally recognized for our work in this area.
Recent Faculty Publications
Dr. Suzanne Eckes shared insights about the implications of cuts to the U.S. Department of Education on PBS and recent legal developments concerning charter schools in the New York Times and Forbes. Dr. Eckes was also cited in an article by The Brookings Institution about the implications of the 2025 Supreme Court term for K-12 education.
Dr. Ain Grooms examined the gendered racism faced by Black women educational leaders and provided policy recommendations for superintendent preparation programs in a work published in Educational Administration Quarterly. Dr. Grooms and colleagues also examined the need to build state-level capacity in order to implement equity-focused computer science policies in the Journal of Research in Science Teaching.
Dr. Kevin Lawrence Henry, Jr., co-edited a special issue on social justice policies and educational transformation for Educational Policy. Dr. Henry also co-edited a book on policies related to youth anti-citizenship movements. Dr. Henry co-authored the second edition of another book alongside ELPA professor emerita, Dr. Colleen Capper, that offers a nuanced, diversity-oriented perspective on organizational theories used in educational leadership practice and research.
Dr. Mollie McQuillan co-authored an article in the Educational Administration Quarterly on gender-based bias and bullying. Dr. McQuillan, Dr. Janelle Anderson (ELPA alum), and Dr. Lydia Gandy-Fastovich (ELPA alum) also published a piece about school leaders’ understanding of laws related to gender diversity in the American Educational Research Journal.
Dr. Christopher Saldaña described how California’s fiscal accountability system contributed to worsening student outcomes, particularly for Hispanic/Latinx students, in Educational Evaluation and Policy Analysis. Dr. Saldaña was also the lead author on a National Education Policy Center report exploring one state’s study of the educational, social, and economic policies needed to close opportunity gaps in pre-K-12 public education in the U.S.
Dr. Anjalé Welton co-authored an article in Educational Policy on the school-to-prison pipeline. In another piece, Dr. Welton and colleagues (including EPAE alum, Dr. Deonte Iverson) describe an anti-racist policy decision-making protocol and how educational practitioners can be anti-racist policy agents in Educational Policy. Dr. Welton also published a case study of a research-practice partnership where she describes how Black women leaders navigate whiteness and anti-Blackness in an urban high school with EPAE alum, Dr. Deonte Iverson.
Recent Faculty Awards
Dr. Kevin Lawrence Henry, Jr.
- 2025 Emerging Scholar Honor by Diverse: Issues in Higher Education
- Early Career Award in Educational Policy and Politics from the American Educational Research Association’s (AERA) Division L (2023)
- Jack A. Culbertson Award, an Early Career Award from the University Council for Educational Administration (UCEA) (2023)
Dr. Mollie McQuillan
- Early Career Award from the American Educational Research Association’s (AERA) Division L (2025)
- William T. Grant Scholars Program (2025)
- Outstanding Short Policy Report in Educational Policy and Politics Award from the American Educational Research Association’s (AERA) Division L (2023)
Dr. Anjalé Welton
- Linda C. Tillman Social and Racial Justice Award from the University Council for Educational Administration (UCEA) (2024)
Frequently Asked Questions for Master’s Students in the Educational Policy Analysis and Evaluation Program
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When are the required courses typically offered?
Courses are offered at various times throughout the fall/spring/summer. Required courses will be offered within a two-year window to allow students to finish the program. A student may not be offered every elective listed within the two-year period but will have the opportunity to meet graduation requirements via the courses offered.
Do I need to take the courses in any specific order?
No, courses do not need to be taken in any specific order.
How many courses should I take per semester?
Most students find that 1-2 courses in the fall and in the spring semester is a full load if they are employed full time. If a student is working part-time or not at all, some students take 3-4 courses per semester. In the summer, students sometimes take 2-4 courses, depending on their schedules. Our courses are rigorous. Students should expect to spend at least 120 hours for each class on outside readings and assignments.
What is the difference between this master’s offered in ELPA and the one offered in the Educational Policy Studies Department?
Please see this site.
What are the program requirements?
Please see this site.
How long does the program typically take to complete?
Many students take two years to complete the program — those who are working. It is possible to complete the program over one year (e.g., fall/spring/summer), but some of your course choices might be slightly limited. For example, ELPA 841 (higher education law) is not offered every year. Nevertheless, if you are flexible with courses, you could finish in one year.
How many credits are in the master’s program?
30 credits
Can I transfer any courses into the master’s program?
Please see our policy on prior coursework here.
It is up to Shari Smith and your advisor to decide whether the credits will transfer. In order to transfer, the coursework cannot be too old. Also, the course that a student is requesting to transfer in must be deemed an equivalent of what we require in our master’s program. Thus, you should supply a syllabus of the course from the other institution to your advisor. Your advisor will then decide if the course is equivalent to what we require.
Do I need to take the GRE?
No, the GRE is not required for this program.
How are advisors determined in this ELPA program?
Your advisor will be assigned by the start of the first fall semester by the ELPA faculty. We try to assign advisors based on research interests, expertise, and professor availability. Please see this site for a list of education policy faculty.
When should I meet with my advisor?
Your advisor can answer questions about which courses to take and overall questions about the program. Most students check in with their advisors about one time each semester.
Is a master’s thesis required?
No, a master’s thesis is not required for this program.
Is the internship course required?
No, but many students find great value in the internship course (under ELPA 890). It is highly recommended that students complete the internship course. Several students have done their internship with the Wisconsin Public Education Network, but there are other possible placements. Please contact Dr. Mollie McQuillan for more information about the internship program (mmcquillan@wisc.edu).
Is the Education Law and Civil Rights Certificate available to students in this master's program?
Yes. If interested, students can choose to take the courses that are required in the education law and civil rights certificate program and have them simultaneously count in the master’s program. Students should discuss their courses with the certificate’s coordinator, Dr. Suzanne Eckes, to ensure they are selecting the correct courses. Information about ELPA’s Education Law and Civil Rights Certificate can be found here.
Do master’s students receive funding from the department or school?
No. Only full-time Ph.D. students are eligible for funding. In the past, some master’s students have been successful in finding hourly work or other scholarships on their own. Some students have also found employment in the community or within the university.
Where can I get more information about financial aid and tuition?
Students can find information on these topics at this site. Please direct questions about these topics to that office; your advisor in ELPA is not knowledgeable about this area.
How many credits do I need to enroll in to be considered full time?
Graduate students enrolled in 8 credits are considered full time students.
Do I need to apply for graduation?
Yes. All master’s students must apply online to graduate with the university and the department. The student is responsible for submitting this form before the required deadlines. You must also apply to participate in the UW commencement ceremony. More information can be found at the following site.
What do students typically do with this degree?
Students have secured a variety of different positions after completing this degree within education and elsewhere. For example, some students work for local and state education-related agencies or non-profits. Others might pursue graduate school.