MEd in Educational, School, and Counseling Psychology with Emphasis in Statistics, Measurement, and Evaluation in Education
The Statistics, Measurement, and Evaluation in Education program offers courses in applied statistics, from the quantitative foundations of educational research to advanced methods such as multivariate statistics, multilevel modeling, and latent variable modeling. We also offer a number of courses in educational measurement, covering topics such as classical test theory, item response theory, and generalizability theory. In addition, our students have the opportunity to take a wide range of advanced statistics and quantitative methods courses, from probability, sampling methodology, and categorical data analysis to stochastic theory, time series analysis, Bayesian statistics, and other cutting-edge quantitative techniques. Our students also take courses in learning theories, aspects of human development, and program evaluation.
Degree Requirements
| General Core Courses | 21 | |
| Core Statistics and Measurement Courses | 12 | |
| Introduction to Applied Statistics | ||
| Overview of Research Methods | ||
| Foundations of Educational and Psychological Measurement | ||
| Quantitative Foundations in Educational Research | ||
| Core General Courses | 9 | |
| Qualitative Methods in Educational Research I | ||
Human Diversity (Relevant Course) | ||
Human Learning (Relevant Course) | ||
| Research Methods Emphasis Area | 12 | |
| Courses in this area may vary. Possible course selection includes: | ||
| Seminar in Educational, School, and Counseling Psychology | ||
| Item Response Theory | ||
| Educational Planning and Evaluation | ||
| Statistical Data Management and Analysis in Educational Research | ||
| Generalized Linear Modeling | ||
| Structural Equation Modeling | ||
| Multilevel Modeling | ||
Selected graduate level courses in the Psychology Department with advisor approval (e.g. latent variable models in statistical analyses, categorical data analysis). | ||
Selected graduate level courses from the Statistics Department with advisor approval (e.g. Bayesian statistics, nonparametric statistics). | ||
Sample Plan of Study
The plan of study will depend on the student’s career goals and research interests and should be completed in consultation with the Master’s Committee.
Thesis/Comprehensive Exam Requirements
The student must complete: 1) Demonstration of Knowledge via a written exam; and 2) Oral Exam on the Demonstration of Knowledge.
Admissions
Applicants are required to meet two sets of minimum qualifications for admission: the requirements of the MEd in Educational, School & Counseling Psychology program and the minimum requirements of the Graduate School.
- Apply online by submitting the following documents using the MU Graduate School application form by January 15th for the next Fall cohort.
- The three letters of recommendation
- Curriculum Vita
- Official academic transcripts of all previous undergraduate and graduate work
- Minimum undergraduate GPA of 3.0 from an accredited institution in psychology, education, or a related major.
- Statement of purpose addressing the following:
- Describe (1) your research interests that you hope to pursue in graduate school, (2) your career objectives, and (3) how being accepted into MU’s program will benefit your career aspirations.
- Describe interests or experience in designing empirical studies and/or analyzing empirical data. (500 words max.)
- Describe interest or experiences that demonstrate your potential in applied, theoretical, and/or computational statistics that you believe distinguish you as a candidate for graduate study. (250 words max.)
- Official Graduate Record Examination (GRE) scores (preferred Verbal score > 151 and Quantitative score > 155)
- TOEFL for international students (preferred score of 580 for paper test, 92 iBT, IELTS 6.5 or higher)