Educational Leadership and Policy Analysis: Educational Policy Analysis & Evaluation, MS
This is a named option in the Educational Leadership and Policy Analysis MS.
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, students 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.
Learn more about the Educational Policy Analysis and Evaluation program option and the master’s degree requirements.
There are three departments in the University that focus on educational policy-related issues.
The master’s program in Educational Policy Analysis and Evaluation has an emphasis on conducting educational policy research and analysis with a goal of advancing the achievement of all students through effective policy design, development, implementation, and evaluation of educational policies and programs. Students develop a knowledge base that includes a strong foundation in research methods (both quantitative and qualitative) and an ability to conduct sophisticated educational policy research and analysis grounded in understandings of the educational policy and governance system in the U.S. and the issues and challenges facing educational leaders embedded in school, university, community/technical college, or adult learning contexts.
Degree at-a-Glance
Format
Face-to-Face
Fall and Spring semester courses are offered during the evening. Summer courses are offered during the day.
Program Type
Master’s Degree
Credits
30 graduate credits
Tuition
Current tuition rates can be found on the Bursar’s Office website. Additional cost of attendance information can be found on the Office of Student Financial Aid’s website.
Application Deadline
Rolling admissions
Fall deadline: August 1
Spring deadline: November 1
Summer deadline: April 1
The La Follette School of Public Affairs provides education in public management and policy analysis, as well as in public policy and global governance. Faculty in the School are experts in social policy, health and aging, energy and the environment, international trade and development, and public management. The education provided focuses on gaining quantitative, policy analysis, and public management skills. Students may take elective courses in specific substantive policy areas that are of interest to them. Many La Follette students have an interest in education policy and choose to take courses in ELPA.
A third department, Educational Policy Studies, takes a multi-disciplinary approach (sociology, philosophy, anthropology, history) to the study of educational policy and practice. Students may focus on U.S. or international issues. Students often choose to focus on educational inequality.
If you are interested in policy analysis as it relates to broad social policy issues including, but not limited to education, we recommend the LaFollette MPA or MIPA programs. You would be trained in the tools necessary to analyze and design social policy and could take courses in our department and Educational Policy Studies.
If you were interested specifically in educational leadership and policy as a focus for your study (not the broader social policy issues) and intended to work in schools or in school-related policy, particularly in the U.S., we would recommend our department. If you were interested in a more theoretical understanding of educational policy systems and wanted to take a particular disciplinary focus and a mix of international and U.S. contexts, we would recommend Educational Policy Studies.
For program and curriculum information, please reach out to Dr. Kevin Lawrence Henry, Jr., program lead, at kevin.henry@wisc.edu
To inquire about admission, please contact Shari Smith, Graduate Program Manager and Academic Advisor, at ssmith@education.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
Frequently Asked Questions for Master’s Students in the Educational Policy Analysis and Evaluation Program
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.
No, courses do not need to be taken in any specific order.
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.
Please see this site.
Please see this site.
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.
30 credits
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.
No, the GRE is not required for this 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.
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.
No, a master’s thesis is not required for this program.
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).
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.
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.
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.
Graduate students enrolled in 8 credits are considered full-time students.
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.
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.
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)