The Educational Statistics and Measurement Ph.D. handbook contains program information, sample course sequences, information on dual concentrations, full and part-time plans, and other general information about the program.

Ph.D. Program - Educational Stats and Measurement

Students who select this area will acquire the skills and abilities to enable them to conduct basic research on the development and application of mathematical and statistical models for educational data, including local, state, and national large-scale longitudinal databases. Students completing the doctoral degree are capable of independently conducting research, constructing measurement instruments, translating sophisticated research findings, replicating research studies, contributing to the theory of research methodology, and teaching basic courses in measurement, statistics, and research design.

Program Goals

The specialization in quantitative research methodologies is designed to provide students with the knowledge and experience necessary to research existing analytical techniques, as well as to develop and apply new methodologies in educational measurement and statistics. Students will learn about:

  • Standards and procedures for the development and use of psychological tests and measures.

  • Procedures for collecting and analyzing test data including classical test theory, generalizablity theory, item response theory, skills diagnosis, and computer adaptive testing.

  • Procedures to develop and/or apply quantitative methods and advanced statistical models to educational data.

  • Advanced descriptive and inferential statistical techniques, including both traditional methods such as MANOVA and the general linear model and more modern methods such as structural equation modeling, longitudinal data analysis, and categorical data analysis.

  • Procedures to optimally design research studies in the social sciences, with a particular emphasis on issues related to urban educational research.

Prior graduates of the program are employed as university professors, at testing centers, and at Cooperative Educational Service Agencies in the state of WI (CESAs).

Program of Study

Ph.D. students are required to required to take a minimum of 54 credits. Of these, 12 are psychological foundations credits, 3 are urban foundations credits, 8-12 are credits in a minor outside the area or department, and the remaining 27-31 credits are from the research methodology area. These are the minimum credit requirements, but students often exceed the minimum in a typical program of study. For further details, refer to the Educational Statistics and Measurement Ph.D. Handbook.

Doctoral students are then required to take a preliminary examination. The Doctoral Preliminary Examination is a written examination that is taken at the end of a student's coursework. It measures each student's mastery of coursework and relevant subject matter and indicates whether the student is qualified to proceed with dissertation planning.

For the final step of the program, students are required to complete a dissertation. The dissertation is a formal opportunity to complete independent scholarly research and demonstrate that the tools of independent research have been mastered.

In addition to the formal requirements of the program, students are encouraged to get involved in research with faculty. Because the current student/professor ratio is low (3:1), there is ample opportunity for students to participate in research. You can find more information about our professors in the faculty section.

Financial Support

The table below shows that the Educational Statistics and Measurement program has historically been very successful in supporting it's doctoral students.

Year # Project Assistantships # Teaching Assistantships # Outside Dept. Assistantships # Unfunded Seeking Funding
2011-2012 6 2 0 0
2010-2011 4 2 1 0
2009-2010 4 2 0 1
2008-2009 4 2 0 0
2007-2008 4 1 0 0
2006-2007 4 1 0 0