

Demand has never been higher for data analysts who can help organizations, technology companies, governments, and nonprofit agencies grasp their organizational, societal, and scientific needs. The value of understanding and supporting evidence-based decision-making is more and more essential.
The STEM M.S. in Applied Statistics and Psychometrics program prepares you to respond to today’s “new normal” with a depth and breadth of statistical expertise that will serve you, your employers, and your partners well. You will graduate ready to conduct a wide range of advanced statistical analyses. A grounding in the burgeoning field of psychometrics will give you an edge.
In the M.S. in Applied Statistics and Psychometrics program at Boston College, you will:
This program will enable you to:
Psychometrics is the field of science associated with the development of quantitative instruments, such as tests and psychological scales, that measure knowledge, skills, and attributes.
This program consists of 10 courses for a total of 30 credits.
Students typically spend 2–3 years pursuing the program on a full-time or part-time basis.
You can begin the program in the spring, summer, or fall semester.
You can enroll full or part time, whichever suits your schedule.
Course | Course Title | Credit |
---|---|---|
MESA7462 | Assessment and Test Construction This course addresses the major issues of educational assessment, with emphasis on the characteristics, administration, scoring, and interpretation of both formal and informal assessments, including but not limited to tests of achievement. All forms of assessment are examined including observation, portfolios, performance tasks, and paper-and-pencil tests, including standardized tests. Basic techniques of test construction, item writing, and analysis are included. Standardized norm-referenced tests and statewide testing programs are also examined. |
3 |
MESA7601 | Introduction to Mathematical Statistics Quantitative methods in educational and psychological research have become increasingly complex over time, employing more sophisticated models and estimation strategies. This course helps students to develop a deeper understanding of the strengths and limitations of different approaches to inference and to appreciate some of the ongoing arguments among the adherents of the different philosophies regarding statistical inference. |
3 |
MESA8667 | General Linear Models Addresses the construction, interpretation, and application of linear statistical models. Specifically, lectures and computer exercises cover ordinary least squares regression models; matrix algebra operations; parameter estimation techniques; missing data options; power transformations; exploratory versus confirmatory model building; linear-model diagnostics, sources of multicollinearity; diagnostic residual analysis techniques; variance partitioning procedures; dummy, effect, and orthogonal coding procedures; and an introduction to structural equation modeling. |
3 |
MESA7469 | Intermediate Statistics Topics and computer exercises address tests of means, partial and part correlations, multiple regression, analysis of variance with planned and post hoc comparisons, analysis of covariance, repeated measures analysis, elements of experimental design, and power analysis. |
3 |
MESA8668 | Multivariate Statistical Analysis This course provides lectures, examples, and lab analyses that address multinomial and ordinal logistic regression models, multiple group discriminant analysis, cluster analysis, multivariate analysis of variance, principal component analysis, factor analysis, and structural equation modeling. We cover various issues related to research design, model building, and the interpretation of the output from SPSS, R, Lisrel, and SAS software programs. |
3 |
MESA8669 | Psychometric Theory: Classical Test Theory and Rasch Models Presents a study of theoretical concepts, statistical models, and practical applications in educational and psychological measurement. General topics include the history of measurement, Thurstone and Guttman scales, classical true-score theory, and item response theory. Specific topics include principles of Rasch measurement, parameter estimation procedures, fit statistics, item banking, and computer adaptive testing. |
3 |
MESA8670 | Psychometric Theory II: Item Response Theory This course presents an advanced study of theoretical concepts, statistical models, and practical applications in educational and psychological measurement. Topics include item response theory, two-parameter model, three-parameter model, methods for estimating latent trait and item parameters, models for polytomously scored items, differential Item Functioning(DIF), test equating , vertical scaling, computerized adaptive testing, standard setting, and multidimensional item response theory models. The IRT software or tools used in this course include R, IRTPRO, BILOG-MG, PARSCALE, NOHARM, DIF related software, STUIRT, ST., EQUATE, etc. |
3 |
MESA8861 | Multilevel Regression Modeling This course introduces students to multilevel regression modeling (aka hierarchical models or mixed effects models) for analyzing data with a nesting or hierarchical structure. We discuss the appropriate uses of multilevel regression modeling, the statistical models that underpin the approach, and how to construct models to address substantive issues. We consider a variety of types of models, including random intercept, and random slope and intercept models; models for longitudinal data; and models for discrete outcomes. We cover various issues related to the design of multilevel studies, model building and the interpretation of the output from HLM and SPSS software programs. |
3 |
Students will select 2 electives (3 credits each) with the help of their advisor.
Course | Course Title | Credit |
---|---|---|
MESA8100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to complete a written comprehensive examination covering the broad areas of the core courses. |
0 |
The national and international demand for sophisticated education researchers is reflected through the two world renowned MESA‐affiliated research centers:
The Center conducts comparative studies in math, science, and reading educational achievement throughout the world under the auspices of the International Association for the Evaluation of Educational Achievement.
CSTEEP conducts its work on both small and large scales, working with individual schools, districts, states, as well as countries to advance educational testing practices and policy, and to improve the quality and fairness of education.
Learn about MESA M.S. alumni careers.
“Boston College has established a strong local network and alumni network, and we have very good internship and job placement. There are nearly limitless things you can do with a stats background.”
Researcher
Assistant Professor
Project Analyst
Research Associate
Director of Efficacy Analytics and Studies
President
Principal Psychometrician
Director, Innovation Lab
Senior Vice President of Research
Senior Consultant
Career paths chosen by previous graduates of the MESA Department.
Education should level the playing field. We feel the same way about financial aid.
The Lynch School of Education and Human Development provides more than $8.4 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable.
A non-refundable application fee of $75 is required, however, this fee is waived for select applicants.
To be uploaded to your online Application Form.
In addition to your academic history and relevant work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
To be uploaded to your online Application Form.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Identification of recommenders/instructions to recommenders are outlined in the online Application Form.
Two letters of recommendation are required with at least one required from an academic source. Applicants with significant relevant professional experience may submit additional recommendations from supervisors.
Unofficial transcripts will be accepted in lieu of official transcripts for the application review process. In the event that one is admitted into a program and enrolls, our office will need official transcripts prior to course registration. To expedite application processing times, our office encourages you to send unofficial transcripts electronically to our email address at GSOE@BC.EDU. Please note that unofficial transcripts must include all of the following items:
If you are able to secure official transcripts, please note the following:
Official electronic transcripts are accepted when sent directly to gsoe@bc.edu from the institution. When requesting electronic transcripts, you must manually type in gsoe@bc.edu to ensure it is received by our office.
Mailed transcript(s) should be sent to the following address:
Lynch Office of Graduate Admissions, Boston College
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
Submitting GRE test scores is optional and not required for 2021 entry term(s). If you wish to send GRE scores, the Lynch School GRE code is 3218.
Not required.
International applicants are encouraged to apply to the Lynch School of Education and Human Development.
gsoe@bc.edu
617-552-4214