Assessment, Learning, and Student Success: Assessment, Learning, and School Improvement Concentration, Ed.D.
Kevin Krahenbuhl, Program Director
Jennifer Hyde, Program Secretary
The Ed.D. in Assessment, Learning, and Student Success is a doctoral program capitalizing on faculty expertise in the College of Education and across the University. The program provides a structured curriculum with early development and ongoing support for students as they work to complete their doctoral dissertation. The Ed.D. in Assessment, Learning, and Student Success has two concentrations: Assessment, Learning, and School Improvement and Higher Education.
The concentration in Assessment, Learning, and School Improvement is designed to
- meet a specific need to develop the capacity of PreK-12 school leaders (including teacher-leaders and education leaders across the range of policy and non-profit agencies),
- significantly improve student academic achievement, and
- meet increased accountability mandates.
This degree will provide educational leaders with the knowledge and analytical skills to analyze all forms of student-learning data (formative and summative, quantitative and qualitative) in order to accurately identify initiatives that will improve their students' success.
Please see the undergraduate catalog for undergraduate program information.
Admission is limited and will be based on a holistic review of test scores, past academic success, and potential for success in a rigorous doctoral program. The following are guidelines for admission to the Ed.D. in Assessment, Learning, and Student Success (although meeting these criteria does not guarantee admission to this selective program of study). Applicants are
- expected to have a minimum grade point average (GPA) of 3.00 in undergraduate coursework.
- expected to have a minimum grade point average (GPA) of 3.50 in any graduate coursework previously taken.
- expected to have scores on the Graduate Record Examination (GRE) that indicate capacity for success in doctoral study.
- expected to submit three letters of recommendation from former professors or other individuals who know the student's ability to succeed in a rigorous doctoral program.
- expected to submit a statement of purpose that outlines how earning this degree will facilitate the student's ability to achieve his or her career goals.
Use of Prior Earned Credits
A master's degree is not required for entry to this program. Students with a master's degree in a related field may have up to 15 hours of previous coursework applied after determination that the content of the courses is directly equivalent to existing courses in the curriculum. Student entering with an Ed.S. degree in a related field may have up to 30 hours of previous coursework applied after determination that the content of the courses is directly equivalent to existing courses in the curriculum. No more than 15 hours at the 6000 (master's) level may be applied to degree requirements. All previous course work and requests for substitutions must meet MTSU College of Graduate Studies guidelines and be approved by the Program Admissions Committee.
All application materials must be submitted to the College of Graduate Studies. NOTE: The program is partnering with local school districts for off-campus cohorts. Please contact program office for current procedures pertaining to location and deadlines.
- submit application with the appropriate application fee (online at www.mtsu.edu/graduate/apply.php). Once this initial application has been accepted, the applicant will receive directions on how to enter the graduate portal to be able to submit other materials.
- submit official transcripts from all colleges and universities previously attended showing a grade point average (GPA) in previous academic work that indicates potential for success in advanced study (successful applicants will typically have a GPA in prior graduate work that exceeds 3.50);
- submit official scores for the verbal, quantitative, and analytical writing measures of the Graduate Record Exam (GRE) that indicate potential for success in the Assessment, Learning, and School Improvement doctoral program. Although specific minimum scores are not set, evaluation of scores is an important factor in admission decisions and successful applicants will typically submit scores above the 50th percentile on each measure;
- submit three letters of recommendation which must meet the following specific criteria.The first letter must be from an educational leader (principal, assistant principal, central office administrator, school board member) of your school or school district and should specifically address: (a) your abilities, and (b) their support for you to lead an effort to significantly improve student learning and achievement in your current position. The second letter must be from a tenure-track professor, and it should address your potential to successfully complete an academically rigorous doctoral program. The third letter may be from any educational professional (i.e.: LKPreK-12 education leader, university faculty, policy maker, governmental agency representative, non-profit or philanthropic organization leader, etc.) and should address your specific skills, attitudes, and experience(s) related to the goals of this program.
- submit a statement of purpose (750-1000 words) communicating your professional goals and suitability for the doctoral program in Assessment, Learning, and Student Success. In your statement you should address how your participating in this program will result in increased student learning and achievement as measured on standardized test scores for students under your educational care and authority. You may include a brief discussion of any literature (e.g. research articles, texts-please use appropriate APA citations) that has informed your professional practice or influenced you in some way;
- submit a current vitae including education and employment history, experience with school improvement, professional presentations and publications, awards, recognitions, etc.;
- participate in an interview with the Assessment, Learning, and Student Success doctoral program admission committee as part of the admissions process.
NOTE: Accepted students will be required to attest to their commitment to the cohort and to contribute the necessary quality and quantity of time and energy to ensure the success of this community of learners as each student prepares to lead an effort to significantly improve her/his school or school district.
NOTE: International students will be required to meet MTSU's English language proficiency requirements in addition to the program admission requirements.
Use of Prior Earned Credits
A master's degree is not required for entry to this program. Students with a master's degree in a related field may have up to 15 hours of previous coursework applied after determination that the content of the courses is directly equivalent to existing courses in the curriculum. Students entering with an Ed.S. degree in a related field may have up to 30 hours of previous coursework applied after determination that the content of the courses is directly equivalent to existing courses in the curriculum. No more than 15 hours at the 6000 (master's) level may be applied to degree requirements. All previous coursework and requests for substitutions must meet MTSU College of Graduate Studies guidelines and be approved by the Program Admissions Committee.
The Doctor of Education (Ed.D.) in Assessment, Learning and Student Success Doctoral Program requires
- completion of a minimum of 60 semester hours;
- completion of a minimum of one research-based article submitted for publication in a peer-reviewed professional journal; (The research-based article and presentation must receive approval from the program director (or designee) to meet degree requirements.)
- completion of one research-based presentation at a regional/national educational conference; (The research-based article and presentation must receive approval from the program director (or designee) to meet degree requirements.)
- mastery of academic coursework (measured by course grades and successful completion of a comprehensive examination); and
- successful defense of a dissertation that demonstrates mastery of applied research methods in the field of education.
Curriculum: Assessment, Learning, and School Improvement Concentration
The following illustrates the minimum coursework requirements.
Student Learning Core (13 hours)
ALSI 7010 - Cognitive Learning Theory and Student Achievement
Provides thorough knowledge base in research on ties between instructional practices and students' learning and achievement. Examines cognitive learning theory from learner perspective and draws on newest research on the best classroom and school cultures to support student learning and achievement.
ALSI 7020 - Implementing a Guaranteed and Viable Curriculum
Examines research on importance of a guaranteed and viable curriculum tied to state and national standards as well as the skills needed by school leaders to develop, implement, monitor, and evaluate this type of curriculum.
ALSI 7030 - The Effective Teaching Knowledge Base
Examines research base of instructional practices proven to have direct, positive correlation with improved student achievement. Links this research base to national initiatives and teacher evaluation models aimed at improving teaching experience. Equips students with skills to promote adult learning.
ALSI 7040 - Teacher Observation, Evaluation, and Improvement
Focuses on providing students with in-depth knowledge about research behind the concepts of teacher observation, evaluation, and improvement methods as well as applied skills in implementing these evaluative methods, with an emphasis on using these methods to improve instructional practice and ultimately student achievement.
ALSI 7050 - Application and Research Seminar: Student Learning
Provides students with structure and format for reflective practice regarding student learning, including application of research knowledge base to challenges faced in educational settings.
Research Methods (9 hours)
ALSI 7600 - Educational Statistics
Prerequisite: One undergraduate statistics course or permission of instructor. Provides students with knowledge and skills needed to understand, interpret, and apply appropriate statistical methodologies and concepts to the educational settings. A survey course for basic statistical methods, including descriptive statistics, confidence intervals, sampling, distribution, Central Limit Theorem, logic and procedure of hypothesis testing, z-tests and t-tests of means and proportions, chi-square tests, correlation and simple regression, and one-way ANOVA. Statistical software packages such as SPSS and SAS will be utilized for data analysis. Prerequisite for ALSI 7620 and ALSI 7630.
ALSI 7610 - Qualitative Research Methodologies
Provides candidates with a thorough understanding of cognitive learning theory in order to inform best instructional practices on behalf of diverse learners. Framed by a collaborative team approach within a school community.
ALSI 7620 - Advanced Quantitative Research Methodologies
Prerequisites: ALSI 7600 and ALSI 7610. Provides students with advanced quantitative research methodologies that can be applied in an educational setting. Topics include power and effect size, ANOVA (One-Way Analysis of variance, Two-Way Analysis of Variance), MANOVA (Multivariate Analysis of Variance), ANCOVA (Analysis of Covariance), Factor Analysis, Multiple Regression, Logistic Regression, and ranking or Non-Parametric tests. The Statistical Package for the Social Sciences (SPSS) will be used. The course will include the study of the methodologies used in growth models.
ALSI 7630 - Advanced Qualitative Research Methods
Prerequisites: ALSI 7600 and ALSI 7610. Provides students with advanced qualitative research methodologies that can be applied in an educational setting. Course content focuses on conceptual issues, ordering, framing inquiry, applying appropriate approach and design, selecting and collecting data, approach-specific analysis, interpretation of data, and reporting procedures. Course tasks provide opportunities to develop skills in qualitative coding, bracketing, restorying, descriptive culture sharing, and cross-case theming.
Assessment Core (13 hours)
ALSI 7210 - Assessment Literacy
Focuses on assessment vocabulary and practices prevalent in North America and Tennessee. Appropriate use and interpretation of various types of formative and summative assessments, both norm-based and criterion-referenced.
ALSI 7220 - Advanced Applications in Assessment
Engages students in comprehensive study of conceptual and applied aspects of assessment with a focus on the role of assessment in improving student learning. Students will focus on specific skills in developing and using assessment to influence student achievement and school improvement.
ALSI 7230 - Formative Assessments and Improved Student Learning
Emphasizes the development and use of collaboratively developed, common, formative assessments for improving student achievement. Examines both the research basis behind and applications for developing multiple kinds of formative assessments and for collaboratively analyzing their results.
ALSI 7240 - Data Analysis, Learning, and School Improvement
Provides students with a deep understanding of the interplay between and the connection of multiple assessment tools, data analysis, improved student learning, and school and district improvement with an emphasis on linking student achievement data to decision-making for improving student learning at every level.
ALSI 7250 - Application and Research Seminar: Assessing Student Learning
Provides students with structure and format for reflective practice regarding assessment of student learning, including application of research knowledge base to challenges faced in educational settings.
Research-Based School Improvement Core (13 hours)
ALSI 7410 - Highly Effective Schools and School Districts
Examines the research base related to the cultures and practices that characterize highly effective schools and school districts. Stresses the process skills educational leaders need to be change agents and to apply research findings to specific educational settings with an emphasis on developing consensus for substantive change.
ALSI 7420 - Schools as Professional Learning Communities
Examines the research base related to professional learning communities and their link to greater student learning and school improvement. Focuses on skills required for successful implementation of professional learning community concepts and practices at all levels to create a culture of continuous improvement.
ALSI 7430 - Collaborative Teaming and Effective Schools
Provides students with the importance of collaborative teaming in order to impact student learning and implementing the best instructional practices.
ALSI 7440 - Improving Student Achievement in Core Academic Areas and Sub-Groups: Best Practices
Examines the research base on best practices as well as applications for improving student achievement in specific core curricular areas (emphasis on math and literacy) and among specific subgroups (emphasis on children with disabilities, children of poverty, and children whose primary language is not English). Applies this knowledge base to designing timely, directive, and specific systems of intervention.
ALSI 7450 - Application and Research Seminar: Student Success
Provides students with structure and format for reflective practice regarding student success, including application of research knowledge base to challenges faced in educational settings.
Dissertation (12 hours)
ALSI 7640 - Dissertation Research
1 to 6credit hours
Selection of a research problem, review of pertinent literature, collection and analysis of data, and composition of the dissertation. Once enrolled, students must register in at least one credit hour of dissertation research each semester until complete. Open only to students who are in the Assessment, Learning, and school Improvement Doctor of Education degree program. S/U grading.
Currently, the program admits students in successive cohorts. All students in the graduate program are expected to complete all coursework with their cohort as scheduled.