

MESA has been training students to examine educational programs, design quantitative research studies, develop assessment instruments, and analyze educational, psychological, and social science data to help inform policy-making for over 50 years. Our geographic proximity to the concentration of academic and nonprofit institutions in the Greater Boston and Northeast region—and our extraordinary alumni network—provide significant opportunities to enhance your professional career.
The doctoral curriculum emphasizes research methodology and data analysis and includes advanced coursework in research design, statistical methods, and testing and assessment as well as seminars in statistical and measurement topics. MESA students have the opportunity to tailor coursework to their particular interests and background. The doctoral degree requires a minimum of 54 credits beyond a master's and satisfactory completion of comprehensive exams and a dissertation.
For students accepted with a master's, the program consists of 18 courses for a total of 54 credits.
For students without a master's, the program consists of 24 courses for a total of 72 credits.
Students accepted with a master's typically complete the program in 4-6 years.
Students without a master's typically take 5-7 years to complete the program.
Students begin the program in the fall semester.
Only full-time students are accepted into the Ph.D. programs.
Applicants must demonstrate evidence of their preparation for doctoral study, typically through completion of a Master's degree. Students applying for admission without a Master's degree generally have a combination of research-relevant undergraduate courses, and research project and paid work experiences that convey a commitment to and skill in independent scholarship.
Based on their background, students will complete the 54-credit or 72-credit program of study:
Course | Course Title | Credit |
---|---|---|
MESA7642 | 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 |
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 |
MESA7466 | Evaluation Practice and Methods This course introduces the process of conducting evaluations from beginning to end. Evaluation is a form of applied social science research focused on systematically assessing the value--merit, worth, or significance--of interventions. Taking an interdisciplinary approach to evaluation, this course draws on scholarly articles and examples from multiple fields including education, public health, social services, and international development and addressing evaluation at various scales including program, organizational, and systems-level evaluations. By the end of the course, students will gain knowledge of how to carry out evaluations; apply this knowledge to develop evaluation plans for real-world interventions; and gain skills to critique existing evaluations supporting their development as informed, critical consumers of evaluations. |
3 |
MESA7467 | Evaluation Theory and Research Evaluation as a professional practice and academic discipline is characterized by variation in perspectives on what evaluation is and how it should be practiced. This course introduces students to evaluation theory, key debates, and research on evaluation in order to develop students as critical, responsible evaluators and evaluation scholars. |
3 |
MESA7561 | Seminar in Evaluation and Public Policy The course will examine some issues that arise in educational accountability. The purpose is to develop a deeper understanding of the policy issues and a critical appreciation of the relevant methodological strategies. Topics include the establishment and use of state-specific performance standards under NCLB and the quantification of the relative rigor of those standards; the evaluation of school or teacher effectiveness using so-called value-added models; and the policy evaluation of school reform efforts (such as charter schools) using data from large-scale cross-sectional surveys. The latter two topics both involve causal inferences from observational studies. |
3 |
MESA7565 | Large Scale Assessment: Methods and Practice Examines large scale assessment procedures internationally (TIMSS and PIRLS) and nationally (NAEP and NCLB). Considers technical, operational, and reporting procedures in view of requirements for reliability and validity as well as resource constraints and political issues. Uses examples from the TIMSS and PIRLS international assessments in mathematics, science, and reading to illustrate procedures for instrument development, sampling, data collection, analysis, IRT scaling, and reporting results. |
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 |
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 I: 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 |
MESA8724 | Technology Enhanced Assessment Computers are widely available in schools and are increasingly used for large-scale testing programs. This course examines cutting-edge applications of computer-based technologies to the technology of testing and assessment. Among the topics explored are validity issues specific to computer-based testing; accessibility, universal design, and computer-based testing; computer adaptive testing; simulation-based and multimedia tests; and computer scoring of writing. The course encourages students to explore ways in which computer-based technologies can be used to enhance assessment and solve challenges to current approaches to student assessment. |
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 |
MESA8862 | Design of Experiments This course will introduce experimental design as a paradigm for thinking about the conduct of educational research and evaluation. The goals of this course are to introduce students to the design and statistical principles of the experimental approach to educational research with particular emphasis on the correct analysis of data arising from designed experiments. We will discuss a variety of experimental designs, their advantages and disadvantages, estimation of treatment effects, and significance testing. The topics covered will include the underlying logic of experimental and quasi-experimental designs, regression discontinuity and factorial designs as well as cluster randomized and multi-site trials. |
3 |
MESA8864 | Survey Methods in Educational and Social Research This course is designed to familiarize students with the strategies, techniques, tactics, and issues in the development and administration of survey instruments. It will emphasize both theoretical, measurement and practical considerations (including reliability and validity, etc.) in the development of attitudinal instruments, and several types of measurement scales will be covered in this class. |
3 |
APSY8851 | Design of Qualitative Research Introduces the foundations and techniques of carrying out qualitative research. Topics include philosophical underpinnings, planning for a qualitative research project, negotiating entry, ethics of conducting research, data collection and analysis, and writing/presenting qualitative research. Requires a research project involving participant observation and/or interviewing. |
3 |
MESA9941 | Dissertation Seminar This two-semester seminar is designed to assist doctoral candidates in the preparation of a formal doctoral dissertation proposal. All aspects of dissertation development will be discussed (e.g., problem development, human subjects review, final defense). Students will develop and present a series of draft proposals for faculty and student reaction. Depending on the circumstances of the student, an acceptable pre-proposal (Intent) or full dissertation proposal is required for completion of the course. |
3 |
Students will select 2 electives (3 credits each) with the help of their advisor.
Course | Course Title | Credit |
---|---|---|
MESA7101 | Readings and Research in Ed Research, Measurement & Evaluation Under the direction of a faculty member who serves as Project Director, a student develops and carries to completion a significant study. |
3 |
MESA7560 | Seminar on Issues of Testing and Assessment An advanced seminar exploring current and critical issues in testing and assessment. |
3 |
MESA9960 | Seminar in Educational Measurement and Research This course is an examination of theoretical and procedural developments in measurement, evaluation, and research methodology. |
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 |
Course | Course Title | Credit |
---|---|---|
MESA9901 | Doctoral Comprehensive Exam In order to ensure that all students graduating from the doctoral program have a fundamental understanding of the field which they are about to enter, they are required to take a comprehensive examination covering the broad areas of the core courses. |
0 |
Course | Course Title | Credit |
---|---|---|
MESA7460 | Interpretation and Evaluation of Research This course will improve a students' understanding of the empirical research literature in education and psychology. It concentrates on developing the conceptual foundations of empirical research and the practical analytic skills needed by a competent reader and user of research articles. Topics address purpose statements, hypotheses, sampling techniques, sample sizes and power, instrument development, internal and external validity, and typical quantitative research designs. Exercises emphasize the critical evaluation of published research. |
3 |
MESA7642 | 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 |
MESA7468 | Introductory Statistics An introduction to descriptive and inferential statistics. In particular, students will learn descriptive statistics, graphical and numerical representations of information; measures of location, dispersion, position, and dependence; the normal distribution; and exploratory data analysis. Provides computer instruction on PC and Mac platforms and in the SPSS statistical package. |
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 |
MESA7466 | Evaluation Practice and Methods This course introduces the process of conducting evaluations from beginning to end. Evaluation is a form of applied social science research focused on systematically assessing the value--merit, worth, or significance--of interventions. Taking an interdisciplinary approach to evaluation, this course draws on scholarly articles and examples from multiple fields including education, public health, social services, and international development and addressing evaluation at various scales including program, organizational, and systems-level evaluations. By the end of the course, students will gain knowledge of how to carry out evaluations; apply this knowledge to develop evaluation plans for real-world interventions; and gain skills to critique existing evaluations supporting their development as informed, critical consumers of evaluations. |
3 |
MESA7467 | Evaluation Theory & Research Evaluation as a professional practice and academic discipline is characterized by variation in perspectives on what evaluation is and how it should be practiced. This course introduces students to evaluation theory, key debates, and research on evaluation in order to develop students as critical, responsible evaluators and evaluation scholars. |
3 |
MESA7561 | Seminar in Evaluation and Public Policy The course will examine some issues that arise in educational accountability. The purpose is to develop a deeper understanding of the policy issues and a critical appreciation of the relevant methodological strategies. Topics include the establishment and use of state-specific performance standards under NCLB and the quantification of the relative rigor of those standards; the evaluation of school or teacher effectiveness using so-called value-added models; and the policy evaluation of school reform efforts (such as charter schools) using data from large-scale cross-sectional surveys. The latter two topics both involve causal inferences from observational studies. |
3 |
MESA7565 | Large Scale Assessment: Methods and Practice Examines large scale assessment procedures internationally (TIMSS and PIRLS) and nationally (NAEP and NCLB). Considers technical, operational, and reporting procedures in view of requirements for reliability and validity as well as resource constraints and political issues. Uses examples from the TIMSS and PIRLS international assessments in mathematics, science, and reading to illustrate procedures for instrument development, sampling, data collection, analysis, IRT scaling, and reporting results. |
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 |
MESA8668 | Multivariate Statistical Analysis Provides lectures, examples, and student analyses that address multiple group discriminant analysis, classification procedures, principal components and common factor analysis, and multivariate analysis of variance. |
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 will present an advanced study of theoretical concepts, statistical models, and practical applications in educational and psychological measurement. Topics include item response theory, methods for estimating latent trait and item parameters, models for polytomously scored items, explanatory item response models, and multidimensional item response models. Some practical applications of IRT: DIF assessment, computerized adaptive testing, test equating, linking, scaling. |
3 |
MESA8724 | Technology Enhanced Assessment Computers are widely available in schools and are increasingly used for large-scale testing programs. This course examines cutting-edge applications of computer-based technologies to the technology of testing and assessment. Among the topics explored are validity issues specific to computer-based testing; accessibility, universal design, and computer-based testing; computer adaptive testing; simulation-based and multimedia tests; and computer scoring of writing. The course encourages students to explore ways in which computer-based technologies can be used to enhance assessment and solve challenges to current approaches to student assessment. |
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 |
MESA8862 | Design of Experiments This course will introduce experimental design as a paradigm for thinking about the conduct of educational research and evaluation. The goals of this course are to introduce students to the design and statistical principles of the experimental approach to educational research with particular emphasis on the correct analysis of data arising from designed experiments. We will discuss a variety of experimental designs, their advantages and disadvantages, estimation of treatment effects, and significance testing. The topics covered will include the underlying logic of experimental and quasi-experimental designs, regression discontinuity and factorial designs as well as cluster randomized and multi-site trials. |
3 |
MESA8864 | Survey Methods in Educational and Social Research This course is designed to familiarize students with the strategies, techniques, tactics, and issues in the development and administration of survey instruments. It will emphasize both theoretical, measurement and practical considerations (including reliability and validity, etc.) in the development of attitudinal instruments, and several types of measurement scales will be covered in this class. |
3 |
APSY8851 | Design of Qualitative Research Introduces the foundations and techniques of carrying out qualitative research. Topics include philosophical underpinnings, planning for a qualitative research project, negotiating entry, ethics of conducting research, data collection and analysis, and writing/presenting qualitative research. Requires a research project involving participant observation and/or interviewing. |
3 |
MESA9941 | Dissertation Seminar This two-semester seminar is designed to assist doctoral candidates in the preparation of a formal doctoral dissertation proposal. All aspects of dissertation development will be discussed (e.g., problem development, human subjects review, final defense). Students will develop and present a series of draft proposals for faculty and student reaction. Depending on the circumstances of the student, an acceptable pre-proposal (Intent) or full dissertation proposal is required for completion of the course. |
3 |
Students will select 5 electives (3 credits each) with the help of their advisor.
Course | Course Title | Credit |
---|---|---|
MESA7101 | Readings and Research in Ed Research, Measurement & Evaluation Under the direction of a faculty member who serves as Project Director, a student develops and carries to completion a significant study. |
3 |
MESA7560 | Seminar on Issues of Testing and Assessment An advanced seminar exploring current and critical issues in testing and assessment. |
3 |
MESA9960 | Seminar in Educational Measurement and Research This course is an examination of theoretical and procedural developments in measurement, evaluation, and research methodology. |
3 |
Course | Course Title | Credit |
---|---|---|
MESA9901 | Doctoral Comprehensive Exam In order to ensure that all students graduating from the doctoral program have a fundamental understanding of the field which they are about to enter, they are required to take a 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 Ph.D. alumni careers.
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.
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.
Three 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.
All official undergraduate and graduate transcripts must be sent to our office before the application deadline. Please note the following:
Only official sealed (unopened) transcripts are acceptable. An official postsecondary transcript must be printed on official institutional paper and include at least one of the following: an institutional watermark, the registrar’s signature, or the registrar's seal.
Copies and unofficial transcripts sent directly from applicants are not acceptable, the transcript must come directly from the institution.
If you are a current student and have not completed your undergraduate and/or graduate degree, the most updated version of your transcript is acceptable.
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.
If your degree was obtained from an institution outside of the U.S. you are required to submit a course-by-course evaluation completed by a National Association of Credential Evaluation Services (NACES) approved evaluator. A complete list of NACES-approved evaluators is found on the Directory of NACES Members.
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
An unofficial score report may be uploaded to your online Application Form; however, an official score report – sent directly from ETS –must also be submitted by the application deadline.
This program requires all applicants to have taken the GRE in a maximum of 5 years prior to application being submitted, regardless of previous academic coursework, previous degrees/credentials earned, and/or professional experience. No exceptions will be made.
The GRE is the only exam that is acceptable for this program; the MAT, LSAT, MTEL, GMAT, and other exams may not be substituted for the GRE.
For more information about the GRE exam, including test dates and testing sites, visit https://www.ets.org/gre.
Lynch School of Education and Human Development GRE Code: 3218
To be uploaded to your online Application Form.
All applicants to this program are required to submit one piece of work that demonstrates graduate-level writing ability. This document may be an academic term paper, a published work in which you are the primary author, a training manual or curriculum that you have created, a clinical case formulation, or another representative sample of your writing. The document should be approximately 20 pages.
International applicants are encouraged to apply to the Lynch School of Education and Human Development.
gsoe@bc.edu
617-552-4214