phd in education law

Doctor of Philosophy in Education

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

The Human Element of Data and AI

Gahyun Callie Sung's journey to HGSE and the LIT Lab is reflected in her research into data and using AI to improve student outcomes

Improving the Teacher Workforce

With her research work, doctoral marshal Mary Laski, Ph.D.'24, is trying to make teaching in K–12 schools more sustainable and attractive

Ph.D. Program

The ph.d. in law degree.

The Ph.D. in Law degree program is designed to prepare J.D. graduates for careers as legal scholars and teachers through a doctoral program aimed at the production of a substantial body of academic research and writing under the close supervision of a three-member faculty dissertation committee. Unlike programs designed for students who wish to learn about law from the disciplinary perspectives of the social sciences or the humanities, the Ph.D. in Law is directed at students who wish to pursue advanced studies in law from the perspective of the law. This program offers emerging scholars an opportunity to contribute to the development of law as an academic field, and it provides an alternate pathway into law teaching alongside existing routes such as fellowships, advanced degrees in cognate fields, legal practice, and clerkships.

Because our entering Ph.D. students will have already completed their J.D. degrees, the anticipated course of study toward the Ph.D. in Law degree is three academic years and two summers in residence. In their first two semesters, Ph.D. students will enroll in courses designed to help them acquire the background and research skills needed to complete a dissertation in their field of interest and to prepare them for qualifying examinations that test the depth and breadth of the literacies and skills they have acquired. During their second year, students will prepare a dissertation prospectus and begin work on a dissertation. The dissertation may take the form of either three law review articles or a book-length manuscript and will make up a portfolio of writing that will be essential for success in the job market. Ph.D. students will also gain experience in the classroom, and receive the full support of Yale Law School’s Law Teaching Program , which has had remarkable success in placing graduates in tenure-track positions at leading law schools.

Ph.D. students receive a full-tuition waiver, a health award for health insurance coverage, and a stipend to cover their year-round living expenses, as well as support for participation in national and international conferences.

Applications for admission to the Ph.D. in Law program are available starting on August 15. The deadline for submission of all materials is December 15. Applicants to the Ph.D. in Law program must complete a J.D. degree at a U.S. law school before they matriculate and begin the Ph.D. program. Any questions about the program may be directed to Gordon Silverstein, Assistant Dean for Graduate Programs, at [email protected] .

Watch Gordon Silverstein, Assistant Dean for Graduate Programs, describe the Ph.D. program at Yale Law School.

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Student Profile Videos

Omar Yousef Shehabi LLM

A student perspective on the LLM program, international law, and law teaching at Yale Law School.

Poppy Harlow ’22 MSL

A perspective on the M.S.L. program and what it was like to dive into the study of constitutional law, civil procedure, and criminal law as a journalist.

Maria Gracia Naranjo Ponce ’22 LLM

A perspective on the intellectual international community of the LL.M. program, and how she developed her research ideas on tax law.

Graduate Student Life

2020 and 2021 Graduate Programs alumni celebrate in the YLS Courtyard with Assistant Dean Gordon Silverstein before their in-person ceremony in May 2022

2022 Graduate Program degree candidates with Dean Heather K. Gerken in April 2022

At heart, Yale Law School is about a distinctive culture of intellectual curiosity about the law. We think good ideas matter. Our faculty and, most of all, our students live this idea every day.

Education Policy PhD

Doctor of philosophy in education policy.

In the rapidly changing and increasingly complex world of education, a crucial need exists for better knowledge about how schools and school systems, higher education, and early childhood education can be organized and led most effectively. We need to reach deeper understandings of how policies, politics, and the law can advance the twin goals of excellence and equity, how educational institutions and systems can best acquire and use resources, how leaders can support teacher development and student achievement, and how education policymakers and leaders can make best use of information from student assessments, program evaluations, and analytical research. This knowledge should be based on thoughtful reasoning and solid evidence; it should be theoretical in scope but also have clear implications for education practice.

The campus-based Ph.D. degree in Education Policy responds to these knowledge demands by focusing on the scholarly study of education policy. This degree program provides the opportunity to develop expertise in many interconnected subject areas and preparation for careers in academic research and teaching or in applied policy development and research. Graduates of the Ph.D. program are able to build new knowledge, teach new leaders, and craft new policies.

In the Education Policy program, students will consider how laws and policies impact the reform of educational systems and how they support or impede improvements in curriculum, teaching, and student achievement. Furthermore, students will analyze the political, social, economic and legal dynamics that affect policy development and implementation.

The program may be completed in 75 credits, of which up to 30 credits may be transferred from another graduate institution. In addition to study in education policy, the program requires extensive preparation in quantitative and qualitative research methods and in one of the cognate social sciences offered by the University, for example, Political Science, Sociology, Economics, or Law. For information, please contact Gosia Kolb at  [email protected] .

Doctoral Student Profiles

Career Outcomes

Study Guides & Worksheets

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Application guidelines and required documents.

The faculty members of the Education Policy Program collectively make admissions decisions for our Program. We are committed to a holistic review of applicants’ materials and to creating a diverse and inclusive doctoral cohort and learning community. In the application materials, the Statement of Purpose is particularly important. We strongly recommend that applicants describe their intellectual and applied interests in education policy and why they believe our program is a good fit for them given their background, past experiences, and future plans. It is helpful to mention particular specialization areas they’re interested in and/or faculty members they would like to work with. Applicants are also encouraged to describe any personal circumstances that have impacted their prior education and their plans for the future. Doctoral study culminates in a research dissertation, and while applicants are not expected to enter our program with a fully conceived research plan, it would be helpful to know about prior research experience and current general thinking about an eventual topic area. While we ask for GRE scores, they are not the decisive factor and we do not have any particular cut-off point for admission. Regarding letters of recommendation, we ask for three letters, at least one (1) of which should be from a professor or another academic source who can speak to the applicant’s academic interests and strengths.

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

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In the rapidly changing and increasingly complex world of education, a crucial need exists for better knowledge about how policies can support early childhood education, elementary and secondary education, and higher education while advancing the goals of efficiency, excellence, and equity. The school-year Ph.D. degree in Education Policy responds to these knowledge demands by focusing on the scholarly study of education policy. This degree program provides the opportunity to develop expertise in many interconnected subject areas as preparation for careers in academic research and teaching or in applied policy development and research. 

The degree program may be completed in a minimum of 75 points, Up to 30 points of eligible coursework  may be transferred from another accredited graduate institution. In addition to study in education policy, the degree program requires extensive preparation in quantitative and qualitative research methods and in one or more of the social science disciplines, including economics, history, law, political science, and sociology. Students must complete a doctoral certification process and a research dissertation.

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Teachers College, Columbia University Zankel 212

Contact Person: Malgorzata Kolb

Phone: (212) 678-3751 Fax: (212) 678-3589

Email: kolb@tc.columbia.edu

Course Catalog | Liberty University

Education (ph.d.) - educational law.

Important: This degree plan is effective for those starting this degree program in fall 2023 through summer 2024. This degree plan will remain in effect for students who do not break enrollment or who do not change degree programs, concentrations, or cognates.

Intensive format optional

Once the student enters the Dissertation phase (after completion of EDUC 980 Research Concepts & Methodology (3 c.h.) ), he/she must maintain continuous enrollment (Fall, Spring, and Summer semesters) until all degree requirements are completed

Ph.D. students are allowed to enroll in EDUC 987 Dissertation I (5 c.h.) , EDUC 988 Dissertation II (3,5 c.h.) , and EDUC 989 Dissertation III (3,5 c.h.) only one time. Extensions for exceptional circumstances must be approved by the School of Education

  All applicable prerequisites must be met

Graduation Requirements

• Complete 60 hours
• A maximum of 50% of a post-graduate and doctoral degree may be transferred if approved and allowable, including credit from an earned degree from Liberty University on the same academic level
• No grades lower than a B- may be applied to the degree
• Successful defense of dissertation
• Degree must be completed within 7 years
• Submission of Degree Completion Application must be completed within the last semester of a student's anticipated graduation date

Program Offered in Online Format

Intensive Format optional

Once the student enters the Dissertation phase, they must maintain continuous enrollment (Fall, Spring, and Summer semesters) until all degree requirements are completed

Ph.D. students are allowed to enroll in EDUC 987, 988, and 989 only one time. Extensions for exceptional circumstances must be approved by the School of Education.

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Liberty University 2023-2024 Undergraduate Catalog

A PDF of the entire 2023-2024 Undergraduate Catalog.

Liberty University 2023-2024 Graduate Catalog

A PDF of the entire 2023-2024 Graduate Catalog.

Doctor of Science of Law (JSD)

The Doctor of the Science of Law (JSD) is the Law School’s most advanced law degree, and is considered a doctorate equivalent to a Ph.D.  It is designed for those interested in becoming scholars and teachers of law including interdisciplinary approaches to law.

Study toward the degree is open only to a small number of exceptionally well-qualified students who hold a JD or LL.B earned outside the United States.  Students in the program develop substantive expertise in one or more fields of law and have the opportunity to pursue substantive and methodological training in allied disciplines across the broader university, including but not limited to, the social sciences, humanities, and engineering.  The program culminates in the student producing a dissertation under the personal supervision of a Faculty committee comprised of law school professors as well as, where appropriate given the student’s interests, faculty from other departments of the university.

There are two different tracks for admission into the JSD program.  A minimum of two students will be admitted from among students who have completed the Stanford Program in International Legal Studies (SPILS)  at Stanford Law School.  In addition, students at Stanford and at other law schools in the United States who will have completed LLM degrees prior to the commencement of the JSD program are encouraged to apply for admission and will be seriously considered.  To be competitive, students applying from LLM programs must have completed (and must submit) a serious piece of independent, original research demonstrating their scholarly potential.

Admission to the JSD program is on a highly selective basis. Please note that admission to SPILS or to any Stanford LLM program does not imply a commitment by Stanford Law School to accept a student into the JSD program.

Some need-based funding, as well as funding to conduct research and attend conferences is available to admitted JSD students.

Questions concerning the JSD program should be directed to [email protected] .

HOW TO APPLY

JSD Candidates

Luis Bergolla

• JSD Candidate
• Teaching Fellow, LLM Program in International Economic Law, Business and Policy (IELBP)
• Lecturer in Law

Silindile Buthelezi

Rolando Garcia Miron

Yutang Hsiao

Tai-jan huang.

Takuma Iwasaki

Maria Palacio

Michael Thorburn

Having a jsd from stanford law school opens up countless career opportunities..

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Doctor of Philosophy in Education (JD/PhD)

Overview   The William S. Boyd School of Law and the UNLV College of Education offer a dual Juris Doctor/PhD in Education (JD/PhD) degree program that allows students admitted to both programs to pursue the two degrees concurrently.

Visit the UNLV College of Education  website for more information.

Credit Requirements Pursued individually, the JD degree requires the completion of 89 credit hours and the PhD degree requires the completion of a minimum of 67-72 (dependent upon program) credit hours.  The JD/PhD degree would require the completion of 83 law credit hours and a minimum of 54-63 (dependent upon program) education credit hours, as 9 hours of education courses are accepted toward the JD degree and 9-18 (dependent upon program) hours of law courses are accepted toward the PhD degree.

Application & Matriculation Dual degree students receive the JD degree and the transfer of PhD credits only when both degree programs are completed. A dual degree student who does not finish the PhD degree will be able to count just six credits of PhD or other graduate course work toward the JD degree. Applicants to the JD/PhD degree program must apply for, and gain admission to, both the Boyd School of Law JD program and to the College of Education PhD program, respectively.  Applicants must include a statement in each application indicating the desire to pursue the dual JD/PhD degree. While applications from current students in either program will be considered, students normally should secure admission to each program upon entering the university.  However, petitions requesting admission to the dual JD/PhD program from students at more advanced stages in either program will be considered.

Under American Bar Association standards, the Boyd School of Law cannot award credit for any coursework taken prior to matriculation into the JD program. JD/PhD candidates therefore normally must enroll at the Boyd School of Law and complete on year of study before taking any PhD courses. Curriculum

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Education Law, Graduate Certificate

With the IU Online Graduate Certificate in Education Law, you’ll gain the knowledge to identify and respond to prominent legal issues in educational environments. This fast, flexible online certificate program prepares you with the legal knowledge to effectively work through challenging questions.

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Course Delivery : 100% Online

Total Credits : 12

In-State Tuition Per Credit : $500.36

Out-of-State Tuition Per Credit : $600.43

Cost of attendance may vary by campus. View the total cost calculator

Certificate Overview

Your Online Graduate Certificate in Education Law will help you acquire an understanding of legal principles and apply them to real-life classroom scenarios. You’ll also conduct legal research, collaborate with others to solve complex legal issues, and examine social justice cases of socio-economic status, race, sexual orientation, and gender.

You’ll graduate with an Indiana University certificate respected by employers worldwide—and you can work on yours anytime and anywhere. Plus, you’ll enjoy personalized support services throughout your academic journey.

To be accepted to this program, you must have:

• A bachelor's degree from an accredited institution
• 2.7 GPA or above on a 4.0 scale

To apply to this program, complete an online application that includes:

• Transcripts
• Personal statement
• Two letters of recommendation
• TOEFL score (minimum 79) or IELTS score (minimum 6.5) (international students only)

Applications are reviewed on a rolling basis.

Note: This program is not eligible for financial aid.

Career Outcomes

Your Graduate Certificate in Education Law could serve you in such careers as:

• Teacher  
• School administrator
• School superintendent
• Special education coordinator
• Educational law consultant
• Educational law attorney
• School counselor
• School psychologist
• Higher education administrator (particularly in student affairs) 
• Dean of students

Certificate Requirements

To earn the Graduate Certificate in Education Law, you must complete 12 credit hours.

Find course descriptions with our Search Schedule of Classes/Courses tool .

Find the answers you need or start your application. We’re here to help!

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2024-2025 Catalog

Doctoral degrees.

The University of Idaho awards the degree of Doctor of Philosophy in recognition of high achievement in scholarly and research activity. The degree of Doctor of Education is granted for high scholarly attainment and in recognition of the completion of academic preparation for professional practice. See the "Ph.D. and Ed.D. Procedures" tab for more details. The Doctor of Athletic Training is offered through the College of Education and the Department of Movement Sciences (see the "DAT Procedures" tab for more details).

The major professor and program offering a particular doctoral program indicate the general philosophy of the degree program, the objectives of courses and seminars, the research specialties available, and requirements unique to the department. Admission to the doctoral program is granted only to those who have a recognized potential for completing the degree.

Requirements for Doctoral Degrees

Credit requirements.

For the Ph.D. and Ed.D., a minimum of 78 credits beyond the bachelor's degree is required.; At least 52 credits must be at the 500 level or above and at least 33 of the 78 credits must be in courses other than 600 (Doctoral Research and Dissertation). A maximum of 45 research credits in 600 (Doctoral Research and Dissertation) including 6 credits of 599 (Non-thesis Research) or 500 (Master's Research and Thesis) may be in the 45 research credits used toward the degree. For the D.A.T., a minimum of 66 credits is required and follows a prescribed set of courses set by the program.

Courses numbered below 300 may not be used to fulfill the requirements for a doctoral degree; courses numbered 300-399 may be used only in supporting areas and are not to be used to make up deficiencies. Individual programs may require additional course work. Applicants having a doctoral degree may obtain a second doctoral degree subject to the approval of the Graduate Council. The Graduate Council will establish the requirements for the second degree.

Credit Limitations for Transfer, Correspondence Study, and Non-degree

For the Ph.D. and Ed.D. degrees, a student must complete at least 39 of the 78 required credits at the University of Idaho (U of I) while matriculated in the College of Graduate Studies. Credits can be transferred to U of I with the consent of the student's major professor, the committee (if required by the program), the program's administrator, and the dean of the College of Graduate Studies. Credits can be transferred only if the institution from which the credits are being transferred has a graduate program in the course's discipline. All credits used toward graduate degrees must be from regionally accredited American institutions or from non-US institutions recognized by the appropriate authorities in their respective countries. Transfer credits are subject to all other College of Graduate Studies rules and regulations. Correspondence study courses may be applied to the degree only with the prior written approval of the College of Graduate Studies. Courses used toward an undergraduate degree, professional development courses, and courses on a professional development transcript are not available to be used toward a doctoral degree.

Time Limits

Of the credits submitted to satisfy the requirements for a Ph.D. or Ed.D. degree, a maximum of 30 may be more than eight years old when the degree is conferred, provided the student's committee and program administrator determine that the student has kept current in the subjects concerned. Graduation must occur no later than five years after the date on which the candidate passed their preliminary or general examination. These time limitations can be extended only on recommendation of the committee and approval by the Graduate Council.

Awarding Doctoral Degrees to Members of the Faculty

Regulations are outlined in Section 4920 of the Faculty-Staff Handbook.

Particular Requirements for the Ed.D. Degree

A period of professional practice is required for the Doctor of Education degree; the period involved is determined by the student's supervisory committee. While the Ed.D. is a College of Education degree, you should consult with the departments in the College of Education to learn of specific emphasis requirements.

Procedures for Doctor of Philosophy and Doctor of Education Degrees

Appointment of major professor and committee.

Refer to " Appointment of Major Professor and Committee for All Degree Seeking Graduate Students " in the preceding General Graduate Regulations section. In addition, a doctoral supervisory committee consists of at least four people: the major professor as chair and at least one additional UI faculty member from the program, the balance of the committee may be made up of faculty members from a minor or supporting area, and faculty members from a discipline outside the major. If the committee has a co-chair, the minimum number of committee members is five.

Qualifying Examination

The qualifying examination is a program option and serves to assess the background of the student in both the major and supporting fields and to provide partially the basis for preparation of the student's study program. A particular program may or may not require a master's degree as a prerequisite for the qualifying evaluation. As soon as the program's qualifications are met, a supervisory committee is appointed.

Preparation of Study Plan

Refer to " Preparation and Submission of Study Plan " in the preceding General Graduate Regulations section.

Preliminary Examination for Ph.D. Degree

The preliminary examination should be scheduled only after the student has completed the majority of the courses on their study plan. The student is required to be registered during the semester the preliminary examination is taken. The student's committee certifies to the College of Graduate Studies the results of the preliminary examination and if passed, the student is advanced to candidacy. Graduation must occur no later than five years after the date on which the candidate passed their examination. If the preliminary examination is failed, it may be repeated only once; the repeat examination must be taken within a period of not less than three months or more than one year following the first attempt. If a student fails the preliminary examination a second time, or the program does not allow the student to repeat the examination after the first failure or the student does not retake the examination within one year, the student is automatically moved to unclassified enrollment status and is no longer in the degree program.

General Examination for Ed.D . Degree

When the student approaches the end of their course work, has completed the professional experience requirement, and has outlined the dissertation subject in detail, the supervisory committee approves the holding of the general examination. The student is required to be registered during the semester the general examination is taken. The examination is both written and oral and is intended to assess progress toward degree objectives. The student's committee certifies to the College of Graduate Studies the results of the general examination and if passed, the student is advanced to candidacy. Graduation must occur no later than five years after the date on which the candidate passed their examination. If the general examination is failed, it may be repeated only once; the repeat examination must be taken within a period of not less than three months or more than one year following the first attempt. If a student fails the general examination a second time, or the program does not allow the student to repeat the examination after the first failure or the student does not retake the examination within one year, the student is automatically moved to unclassified status and is no longer in the degree program.

See the General Graduate Regulations section regarding application for advanced degree, registration requirements, final defense and dissertation requirements.

Procedures for Doctor of Athletic Training

The culminating clinical project.

Students enrolled in the Doctor of Athletic Training (D.A.T.) will engage in research projects during the curricular phase of the program. These project(s) will lead to at least two publication ready manuscripts, and all students must meet professional authorship requirements (regardless of order). See the  Department of Movement Sciences and Doctor of Athletic Training webpages for more information.

The Team (Committee)

All D.A.T. project team committees will have at least four committee members: two members of the athletic training faculty (all with graduate faculty status), the student's attending clinician (who is the student's on-site mentor during the student's residency), and an expert in the student's chosen area of clinical research. The athletic training faculty members will always chair the CCP, provide research guidance, and serve as the experts in the development of advanced practice in Athletic Training. A situation may arise in which one or both of the members of the committee that are outside of the AT program faculty may have a degree less than that of which the student is seeking; however, the intent of the third and fourth D.A.T. committee membership is to provide outside validation of the student's progress toward advanced practice and clinical utility of action research studies.

Culminating Clinical Project Hours

These dissertation hours may be used in instances when the CCP has not been successfully completed and the curricular phase of program has been completed.

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Texas A&M University Catalogs

Education law and policy - certificate.

The graduate-level Certificate in Education Law and Policy will prepare new and experienced teachers, administrators and staff to effectively address complex legal and policy challenges in the K-12 and higher education fields. Specifically, participants will be exposed to (i) important Federal and state laws, regulations and policies in the education field, and (ii) advances in theory and practice, as well as applications of law, regulation and policies through case studies via a module-based structure.

The Certificate in Education Law and Policy provides an industry-responsive curriculum with a focus on education law as it applies to policies, business, and economic factors. Courses are offered by asynchronous distance learning to provide a flexible schedule for working professionals. Interactive coursework includes case study assignments and regular interaction with classmates through zoom meetings, videos, audio casts, chat rooms, discussion boards, and group breakout sessions. Prospective students have expressed interest in a graduate program designed for educational professionals, including teachers, administrators, and school staff, that provides specialized legal training to position them to respond to the challenges and opportunities the industry may pose for providers, suppliers, and industry partners. Individuals who complete the program will be able to synthesize scenarios and legal regulation in the education sector, providing analysis or judgments for consideration to organizational leadership with a nuanced perspective.

This program is also approved for delivery via asynchronous distance education technology.

Students enrolled in the Master of Legal Studies degree program or the Master of Laws degree program at Texas A&M University School of Law and earning the Certificate in Education Law and Policy concurrently with the degree program and (2) students who have previously earned a degree from Texas A&M University School of Law are required to take two other elective courses in lieu of the following required courses listed: LAW 764  Introduction to the U.S. Legal System; LAW 619  Principles of Regulatory Law; LAW 772  Ethical Decision-making; and LAW 792  Dispute Resolution or LAW 745  ADR: Doing Deals and Resolving Disputes Through Negotiation, Mediation, and Arbitration.

Students who are licensed to practice law in the United States or who hold a Juris Doctor (J.D.) degree from an ABA-accredited law school are required to take two other elective courses in lieu of the following required courses listed:  LAW 764  Introduction to the U.S. Legal System;  LAW 619  Principles of Regulatory Law;  LAW 772  Ethical Decision-making; and  LAW 792  Dispute Resolution or  LAW 745  ADR: Doing Deals and Resolving Disputes Through Negotiation, Mediation, and Arbitration.

Students who are foreign-educated lawyers possessing a degree equivalent to the J.D. are required to take one other elective course in lieu of LAW 619  Principles of Regulatory Law.

Students enrolled in the Master of Legal Studies degree program or the Master of Laws degree program at Texas A&M University School of Law and earning the Certificate in Education Law and Policy concurrently with the degree program must have applied for graduation for the degree program in the semester in which the Certificate is to be awarded and must successfully complete the semester credit hours as indicated on their degree plan.

Online Programs

Participating in an online program with Harvard Law School Executive Education will allow you to access the same faculty expertise, unparalleled content, and opportunities to engage with peers from around the world as our on-campus programs, but with the added flexibility of a virtual classroom.

Asynchronous programs

Computer Science for Lawyers

Gain a deep understanding of the legal ramifications of clients’ technological decisions and policies.

International Finance: Policy, Regulation, and Transactions

Learn the fundamentals and emerging policy issues for the global financial system

Financial Analysis and Valuation for Lawyers

Understand, interpret, and use financial data to provide insight and advise your clients.

Develop a custom program

Are you looking for custom online or in-person programming for a group at your firm or organization? Tell us what you’re looking for! Learn more about developing a custom program →

Harvard is authorized to offer distance education under the State Authorization Reciprocity Agreement (SARA), an agreement that allows institutions of higher education in Massachusetts to offer distance education to students residing in other states that participate in SARA. For information about SARA-related student complaint processes for distance education students, please see  https://vpal.harvard.edu/nc-sara .

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Advice for Choosing an Online J.D. Program

Online legal education is on the rise, but applicants should look before they leap.

Advice About Online J.D. Programs

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Online law programs enable students to have a more convenience and flexible option when earning their degree.

A small but growing number of law schools now offer law students the ability to earn a J.D. partly or fully online, which has undoubtedly made legal education more accessible for a range of students.

The American Bar Association, the professional organization that sets legal education standards, first allowed one-third of a law school's required credits to be taught online in 2018. Three years later, the organization opened the doors to fully online J.D. programs as the COVID-19 pandemic accelerated trends toward online education.

The ABA maintains a list of schools with partly or fully online J.D. programs. These programs differ in their rules, requirements and the student populations they serve.

Low-Residency, Hybrid and Online Programs

Only a few law schools offer fully online J.D. programs, including St. Mary's University School of Law in Texas and the University of Hawaii—Manoa Richardson School of Law .

More than a dozen other law schools offer partly online J.D. programs. Vermont Law School offers a "Reduced-Residency" J.D. program with in-person classes required only the first three semesters. Syracuse University College of Law in New York and the University of Dayton School of Law in Ohio blend online classes with brief in-person residencies.

Some law schools within major metro areas, like the Loyola University Chicago School of Law in Illinois and Seton Hall University School of Law in New Jersey, offer hybrid J.D. programs with weekend classes. Like traditional part-time law programs , these are best suited to local students who work full time.

The Pros and Cons of Online Law Programs

Many law students may balk at the idea of paying full tuition for online law school classes. Some worry that law schools see online education as a cash cow, allowing them to accept more students at lower cost. Law schools insist that online law programs present flexible options rather than a replacement for in-person programs, but that may change in time.

On the other hand, some law students are drawn to the convenience of joining class from home. Older law students may particularly appreciate the flexibility of online classes. Online options may also appeal to students with disabilities as well as those who live far from a law school. 

As the list of partly and fully online J.D. programs grows, applicants interested in pursuing an online law program should consider the following advice.

Know That Reputation Still Matters

Since the value of an online law degree in job markets is still untested, participants may want to stick with more well-known and well-regarded programs with strong alumni networks.

For example, there are benefits of attending law school in a state where you plan to practice that may not accrue to distance learners unable to participate in on-campus opportunities. 

Note Focus Areas

Be sure to choose a program that fits your career interests.

Many online law programs focus on specific areas. For example, the University of New Hampshire Pierce School of Law offers a hybrid J.D. program with a strong focus on intellectual property .

Consider Non-J.D. Options

Applicants who already have a J.D. or a foreign equivalent might instead consider an LL.M. , which is a master's degree in law. Many schools offer fully online one-year LL.M. programs focused on legal specialties like tax or international law .

Another option to consider is an online master's degree in legal studies , which usually takes one year as well. This program does not fulfill the legal education requirements to sit for the bar exam , although a few states offer other paths to legal practice.

Prioritize Hands-On Experience

Perhaps the aspect of legal education that graduates most value is the practical experience gained from working in small groups, legal clinics and volunteer activities on campus.

Without real-life interaction, it can be hard for online students to get this taste of life as an attorney. Before applying to an online program, make sure that it will offer experiential learning opportunities in some capacity.

Even if the benefits of in-person classes cannot be fully replicated online, the expansion of degree options may help serve law school applicants with different needs and interests. But applicants should consider such programs carefully to ensure they are worth the investment of time and money.

Tips to Boost a Law School Application

Tags: law school , online education , graduate schools , education , students

About Law Admissions Lowdown

Law Admissions Lowdown provides advice to prospective students about the law school application process, LSAT prep and potential career paths. Previously authored by contributors from Stratus Admissions Counseling, the blog is currently authored by Gabriel Kuris, founder of Top Law Coach , an admissions consultancy. Kuris is a graduate of Harvard Law School and has helped hundreds of applicants navigate the law school application process since 2003. Got a question? Email [email protected] .

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I quit my Ph.D. program to be a wife and mother at 23. It's not what I expected for my post-college life, but I'm happier.

• After college, I ennrolled in a Ph.D. program I wasn't actually interested in. 
• I eventually dropped out of the program so that I could focus on my husband and being a mother. 
• I am now pregnant, and I'm so happy with my decision.

In high school, I knew college would be an important step toward success and a career. Nonetheless, my deeper desires involved finding "the one" — friends-to-lovers style.

I had a full scholarship to the college of my dreams, but I quickly shifted focus from my studies to my personal development. I wanted to know more about myself than my classes.

And that's what I did. I created a podcast with my friends. I fell in love with my best friend and got my friends-to-lovers romance. We even got married in college. I also discovered my passion for mental health.

But by the end of my senior year, reality started to set in. I became so fearful of graduation because I had no job prospects or future plans. I suddenly realized I would become a stay-at-home wife , and that terrified me even more.

To avoid that, I desperately searched for a career and enrolled in a graduate program I wasn't interested in.

I quickly lost interest in my Ph.D. program

I was among a small number of students who were able to get into a Ph.D. program directly from undergrad.

Related stories

I was an academic in training, which meant having two part-time jobs, doing side research projects, and attending class. I saw my husband less, but he supported the sacrifice as long as I got what I wanted. I started working at 8 a.m. and finished around 7 p.m. I worked on the weekends, too.

The Pinterest-inspired home I hoped to have would have required my creativity and time, both of which are limited resources when you're running the career race. So, we kept the white walls, with no time to hang the framed pictures of our wedding day .

I started therapy during this time, and I was forced to address the fear and anxiety that had pushed me to jump head-first into a career I wasn't sure about. Toward the end of my first semester , I knew this career was not for me. I wasn't able to invest in my marriage. I wasn't able to write creatively on topics that mattered. I wasn't becoming who I wanted to be.

So, I left the program, prompting everyone in my life to wonder why I would leave a school that would earn me the highest degree you can get in academics.

I chose to be a wife and mother instead

After leaving my program, I felt relief, then sadness, and then relief again. Undergrad was about becoming myself, but graduate school showed me the realities of unbecoming — unbecoming a perfectionist, unbecoming a planner, and unbecoming a high-achiever . The pain of unbecoming had given me the freedom to change.

When I let go of grinding toward a career, I learned about my desire to be a mother. I wanted to share the beauties of the world with someone else, someone I created. Now, I'm pregnant .

When I let go of the negative connotations of being a stay-at-home wife, I realized my desire to make my home into a creative and comfortable space. So, I created it. When I let go of the fear of being a wife, I saw my husband as a compassionate, servant, and loving person who needed it in return. Now, I give love freely. When I let go of the fear of people seeing me as wasted potential, I found writing again. So, I write.

This is not what I expected for my post-graduation life , but my life is both better and different than my expectations.

In the year after graduation, I've learned that becoming's shadow is unbecoming. They exist together. The becoming is full of excitement and hope. The unbecoming is full of pain, truth, and even fear. But there's hope on the horizon.

• Main content

State laws threaten to erode academic freedom in US higher education

Associate Professor of Political Science, Trinity College

Disclosure statement

Isaac Kamola is the Director of the Center for the Defense of Academic Freedom housed at the American Association of University Professors, which seeks to promote and defend academic freedom within higher education. The center is funded by the Mellon Foundation.

Trinity College provides funding as a member of The Conversation US.

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Over the past few years, Republican state lawmakers have introduced more than 150 bills in 35 states that seek to curb academic freedom on campus. Twenty-one of these bills have been signed into law.

This legislation is detailed in a new white paper published by the Center for the Defense of Academic Freedom , a project established by the American Association of University Professors, or AAUP. Taken together, this legislative onslaught has undermined academic freedom and institutional autonomy in five distinct and overlapping ways.

1. Academic gag orders

As detailed in the report, state legislators introduced 99 academic gag orders during legislative sessions in 2021, 2022 and 2023. All of the 10 gag orders signed into law were done so by Republican governors. These bills assert that teaching about structural racism, gender identity or unvarnished accounts of American history harm students.

These gag orders are widely known as “divisive concept” or “anti-CRT” bills. CRT is an acronym for critical race theory, an academic framework that holds racism as deeply embedded in America’s legal and political systems. The partisan activists, such as Christopher Rufo , have used this term to generate a “ moral panic ” as part of a political response to the 2020 Black Lives Matter protests.

For example, in April 2022, Florida Gov. Ron DeSantis signed House Bill 7, the “ Stop Woke Act .” The law defines a “divisive concept” as any of eight vague claims. They include claims that “Such virtues as merit, excellence, hard work, fairness, neutrality, objectivity, and racial colorblindness are racist or sexist.”

U.S. District Judge Mark Walker described this law as “ positively dystopian .” He noted that the government’s own lawyers admitted that the law would likely make any classroom discussion concerning the merits of affirmative action illegal. The vague wording of these gag orders has a chilling effect , leaving many faculty unsure about what they can and cannot legally discuss in the classroom.

2. Bans on DEI programs

The expansion of diversity, equity and inclusion – or DEI – services on campus was a major outcome of the racial justice protests in 2020. By 2023, however, the legislative backlash was in full swing. Forty bills restricting DEI efforts were introduced during the 2023 legislative cycle, with seven signed into law.

For example, Texas’ Senate Bill 17 drew directly from model policy language developed by Rufo and published by the Manhattan Institute , a right-wing think tank. SB 17 banned diversity statements and considerations in hiring. It also restricted campus diversity training and defunded campus DEI offices at Texas’ public universities.

As detailed in the AAUP white paper, only a handful of people testified in favor of SB 17, and almost all had stated or unstated affiliations with right-wing think tanks. In contrast, more than a hundred educators and citizens testified, or registered to testify, against the bill. Since its passage, Texas public universities have seen the closing of DEI programs and reduced campus services for students from minority populations. For example, after the Legislature accused the University of Texas-Austin of violating SB 17, the school was forced to shut down its DEI office. This involved laying off 40 employees .

3. Weakening tenure

Tenure was developed to shield faculty members from external political pressure. The protections of tenure make it possible for faculty to teach, research and speak publicly without fear of losing their jobs because their speech angers those in power. As detailed in the report, however, during the 2021, 2022 and 2023 legislative sessions, 20 bills were introduced, with two bills weakening tenure protections signed into law in Florida and another in Texas .

In Florida, for example, SB 7044 created a system of post-tenure review, empowering administrators to review tenured faculty every five years. The law further empowers administrators to dismiss those whose performance is deemed unsatisfactory. The law also requires that faculty post course content in a public and searchable database.

The AAUP criticized the law , noting that SB 7044 has “substantially weakened tenure in the Florida State University System and, if fully implemented as written,” would effectively “eliminate tenure protections.” Now even tenured faculty have reason to fear that what they teach might be construed as a “divisive concept,” as CRT, or as promoting DEI.

4. Mandating content

Lawmakers in several states have also passed legislation mandating viewpoint diversity, establishing new academic programs and centers to teach conservative content and shifting curricular decision-making away from the faculty.

For example, Florida’s Senate Bill 266 expanded the Hamilton Center for Classical and Civic Education at the University of Florida, without faculty input or oversight. The original proposal for the Hamilton Center stated that the center’s goal was to advance “ a conservative agenda ” within the curriculum.

SB 266 also gave the governing boards overseeing the university and college systems the authority to decide which classes count toward the core curriculum. This power was exercised in November 2023 after Manny Diaz, the education commissioner in Florida, requested that the boards remove an introduction to sociology course . He stated on social media that the discipline had been “ hijacked by left-wing activists and no longer serves its intended purpose as a general knowledge course for students.”

5. Weakening accreditation

The accreditation process is an obscure area of academic governance whereby colleges and universities regularly subject themselves to external peer review. Nonprofit accrediting agencies conduct these institutional performance reviews.

As detailed in the report, during the 2021-23 legislative cycles, six bills were introduced – three of them were passed into law – weakening the accreditation process, thereby making it easier for political interests to shape university policy.

For example, University of North Carolina-Chapel Hill’s accreditor, the Southern Association of Colleges and Schools Commission on Colleges, warned the school’s board of trustees that establishing the School of Civic Life and Leadership without faculty oversight and consultation raised serious concerns about institutional independence. The Legislature responded with Senate Bill 680 , which would require that North Carolina public universities choose a different accrediting agency each accreditation cycle. Eventually passed as part of the omnibus House Bill 8, this policy allows schools to “shop” for an accrediting agency less likely to object to such political interference in the curriculum.

These five overlapping and reinforcing attacks on academic freedom and institutional autonomy threaten to radically transform public higher education in ways that serve the partisan interests of those in power.

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• US higher education
• Education law
• Higher ed attainment
• Diversity, equity and inclusion

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TEA report exposes widespread failings at Socorro ISD

The Socorro Independent School District violated the Texas Education Code by graduating students who did not meet requirements, failing to disclose Trustee Paul Guerra’s connections to a vendor used by the district, and paying $283,000 in unauthorized stipends, according to a report released Friday by the Texas Education Agency.

The report was released after the board voted unanimously earlier this month to accept the  appointment of one or more conservators  to oversee the district and develop a corrective action plan in response to the TEA’s findings. Conservators appointed by the state have the authority to direct trustees and administrators, and overrule any of their decisions.

TEA has not yet appointed conservators for the district, which has 47,000 students.

As part of the plan, the TEA could change the district’s and its schools’ previous accountability ratings, which are used to grade academic performance and financial management. 

The report said Socorro officials had cooperated with the investigation.

“It should be noted that Socorro ISD’s Board of Trustees requested this report without any attempt to negotiate its content. The Board specifically, and commendably, cited its desire to be transparent with its stakeholders and further believed that the issuance of the report was necessary to be fully informed when making decisions to reform its district,” the report said.

Socorro ISD INV2020-02-122 Final Report Draft 03.22.2024

TEA officials also said that Superintendent Nate Carman joined the district “after the substantiated violations occurred” and was “steadfast in his cooperation with this special investigation.” Carman, who was appointed superintendent in 2022, recently  accepted a job  with an Arizona school district and will leave Socorro in June.

In addition to finding violations that led to the appointment of one or more conservators, the report also mentioned a number of complaints made to TEA regarding board members and administrators. Those complaints – several of which involved Trustee Ricardo Castellano and his wife, Gabriela, then a teacher in the district – were considered closed by the district’s settlement agreement with TEA and were not resolved by investigators.

Guerra contested the investigation’s findings and told El Paso Matters he did nothing wrong.

SISD staff and board president Micheal Najera have not responded to requests for comments.

State Sen. Cesar Blanco, D-El Paso, said the report is a step toward repairing the district.

“Transparency and accountability are fundamental in public education and our students deserve nothing less. Socorro Independent School District’s decision to ask the Texas Education Agency to oversee district operations is a commendable step toward getting back on track, restoring trust, and advancing the well-being of students, teachers, and parents,” Blanco said. “While local governance will remain under SISD’s Board of Trustees and superintendent, our office is committed to working closely with SISD and TEA to promptly and effectively address any challenges and ensure our students receive the quality education they deserve to reach their full potential.”

More: Is a 'school choice' proposal possible in Texas in 2025? How $12M influenced GOP primaries

Improper graduations

The TEA report, based on investigations dating back to 2020, outlined a series of failures in El Paso’s second-largest school district. The most serious is a finding that confirmed a report from the district’s internal auditor that at least 276 seniors – about 8% of the total graduates – were allowed to graduate in 2019 even though they lacked the credits required by state law.

The internal audit found improper graduations at all district high schools, though the greatest number were at Socorro High School. Jose Espinoza,  who resigned in 2021 , was Socorro ISD’s superintendent at the time.

Socorro had been aware since 2013 of potential problems in the way it tracked high school students, and implemented policies to address the problems, the report said. 

“However, as will be referenced throughout this report, TEA investigators found that SISD administrators and staff failed to demonstrate sound adherence and lacked consistency in the implementation and monitoring of the revised policies and procedures,” the report said.

The investigation found that SISD incorrectly documented students’ academic records, resulting in at least 276 seniors graduating in Spring 2019 without meeting the local and state requirements. The TEA report only mentions 2019 and doesn’t allege improper graduations in other years.

In many of those cases, students did not earn credit because they got a failing grade below 70%, or missed too many classes. Texas law requires students to attend 90% of their classes to graduate. If they attend less than 90% but more than 75% of their classes, they can still graduate by completing a make-up plan approved by their principal.

In some cases, students completed their make-up plans, but were still not eligible for graduation because the district’s attendance committees did not verify their plans were completed until months after the ceremony.

Some students also did not meet graduation requirements because staff did not submit proper paperwork. SISD has a policy that allows two parts of a course to be averaged together to get a student a passing grade.

“For example, a student earning a 72 in the first semester of a course and a 68 the second semester would average out to a 70 and would be awarded credit for the entire course,” the report stated.

TEA investigators found that several students were not awarded credit under this policy because the forms were not submitted to initiate the process.

SISD did not contest any of the allegations about improper graduations in its response to TEA, according to the report.

More: Former Army captain acquitted of murder in boyfriend's death after serving a year in jail

A trustee’s failure to report potential conflict of interest

The investigation also found that Guerra, who has served on the board since 2010, failed to submit forms disclosing that he was a sales manager for Insco Distributing Inc. — a heating, ventilation, and air conditioning supplies company — between 2017 and 2020. Insco has been an approved vendor for SISD since 2015, according to the report. Guerra only submitted the required forms in 2016 and 2021.

Under the Texas Education Code, school board members must disclose any potential conflicts of interest and refrain from discussing or voting on those issues if they make at least $2,500 in a year with a company doing business with the district.

Guerra told El Paso Matters that he filled out the forms every year since he took office in 2010, but the district did not keep a record of it.

“I submit those every year. Now we’re trying to find the records,” Guerra said. “Unfortunately, my mistake, I did not make a copy of the records but I did submit those.”

In October 2021, the board voted to approve a list of vendors — which included Insco — to provide heating, ventilation and air conditioning equipment for the district. 

Initially, SISD Trustee Pablo Barrera moved to approve the list without Insco, but Guerra argued the company should remain, the TEA report said. Guerra initially voted against the motion, but later abstained in a revote after he was reminded Insco was a part of the list.

Though Guerra officially abstained from voting, the TEA found that his comments during the deliberation were improper.

Guerra said he didn’t know he shouldn’t have taken part in those discussions.

“I shouldn’t have done that, which I had no idea,” Guerra said. “I should have just stayed quiet. But it was like ‘hey guys I filled out the paperwork, I’m OK.’”

Guerra said the only thing he discussed with the board was the fact that he did fill out the required conflict of interest forms.

In response to an open records request from El Paso Matters, SISD staff said the district had no records of any conflict of interest disclosure forms from 2022 to 2024.

In its response to TEA, Socorro ISD claimed the state’s conflict of interest laws only apply to elected officials themselves, so it had no obligation to file a disclosure on behalf of Guerra. The district also asserted that conflict of interest forms are only required to be submitted if a vendor gives a gift to a board member or staff. TEA officials rejected those arguments, and said both Guerra and the district had an obligation to note his potential conflict of interest.

Prior to the release of the investigation, Najera told El Paso Matters that he would take accountability and potentially resign if he was named in the report.

Guerra said he has no intentions of resigning.

More: 'Just put it down, dude.' Body cam video shows fatal El Paso police shooting at car wash

Improper stipends

TEA investigators also found that Socorro ISD made 246 improper stipend payments to staff, totalling $283,000, between 2016 and 2022. The stipends were not authorized in the compensation plan approved by the school board in those years, the report said. 

The improper payments included nearly $78,000 in stipends for soccer coaches and over $33,000 for special education teachers. SISD did not contest any of the allegations about unauthorized stipends, according to the report. The report does not appear to seek repayment of the unauthorized stipends from employees who received them.

The TEA also investigated allegations that trustees and staff met outside of scheduled board meetings to discuss the results of the graduation audit and misused special education funds.

The report states investigators did not find enough evidence to determine there was a violation.

The Castellanos told El Paso Matters they believe they are being targeted by the school district and the TEA for previously blowing the whistle on the unapproved stipends.

They provided no evidence that they were being targeted

Other complaints to TEA

In addition to the 36-page report on the findings that led to the decision to appoint one or more conservators, TEA also released a three-page appendix of 11 other complaints involving Socorro ISD the agency had investigated since 2021. TEA said Socorro school board members had requested that the appendix be made public.

“These complaints … have not been fully investigated at the time of this Final Report. These complaints have been resolved through settlement and therefore investigations will not be completed in their regular course,” the report appendix said, adding that they are “forwarded to the Board and the appointed Conservator(s) as an aid to further necessary reforms.”

One of the complaints involved an audio recording of school board members Castellano and Barrera “discussing engaging in board overreach and retaliation against the principal of the campus on which one of their wives worked as a teacher. The audio recording appeared to refer to their desire to involve themselves in several personnel issues in the district,” according to the report appendix.

TEA opened this investigation on Jan. 10, 2023, about three weeks after El Paso Matters  published a story about the recording , which Gabriela Castellano had submitted in 2021 as part of a grievance against her principal at Bill Sybert School. Ricardo Castellano is a retired El Paso police lieutenant.

More: APPENDIX Q Summary of Additional Complaints

Three of the complaints investigated by TEA came from Gabriela Castellano, alleging that her principal and other district officials were acting improperly. In one complaint, she alleged that a school board member who wasn’t identified “stared at her ‘with anger’ at a game.”

Three of the complaints – including the audio recording – involved allegations of wrongdoing by the Castellanos, including one by Gabriela Castellano’s principal. Gabriela Castellano is no longer employed by Socorro ISD.

Another complaint accuses school board member Barrera, a retired Border Patrol agent, of harassing a teacher after Barrera’s child wasn’t admitted to a magnet program.   

The most recent complaint was filed on Nov. 17, 2023, by Ricardo Castellano, alleging the board was violating its own policies on placing and removing items from the agenda.

Cellphone expert testifies missing data benefits University of Idaho murder suspect

A cellphone analyst suggested he's been stymied by law enforcement's disorganized data collection and recordkeeping in the case against Bryan Kohberger, the graduate student accused in the fatal stabbings of four Idaho college students , during a pretrial hearing Thursday.

Sy Ray , whom Kohberger's defense team plans to call as an expert witness at trial, said his review of the evidence provided by the FBI and police so far shows not all of the cellphone data extracted from Kohberger's phone around the time of the murders in 2022 was mapped.

He further testified that it's crucial that he receive all of the AT&T source data and related information for him to verify, given that prosecutors in Latah County are pinning Kohberger to the location of the killings, in part, by his cellphone use and cell tower records.

"It is a terrible practice to justify probable cause with these very detailed call detail records that give breadcrumb-like trails for individuals, and then not map it," Ray said.

"Because of the piecemealing of the data, because of the missing data, because of the data I'm reviewing that is incredibly inaccurate, everything that is missing is absolutely in benefit of the defense right now," Ray testified, adding, "There are other reports that are missing that I can't tell you are benefitting of Mr. Kohberger or the state."

He added that it's unclear why certain data is unavailable: "Is this human error? Is it accidental? Is it intentional?"

What he's seen so far, he said, appears to be "exculpatory" to Kohberger.

Ray, a former police detective in Arizona, testified that he typically has been an expert witness for the prosecution in criminal cases. His expertise has previously come under scrutiny .

Earlier in Thursday's hearing, a lead investigator with the Moscow Police Department testified that thousands of hours of surveillance video were collected in relation to a Hyundai Elantra that prosecutors say Kohberger was driving when he left his apartment in Washington state, 9½ miles away from where the murders took place in Moscow, Idaho.

Thursday's testimonies were part of an ongoing attempt by the defense to ask the judge to compel prosecutors to turn over certain evidence in the discovery phase. DNA experts were expected to be called during a later hearing closed to the public. Prosecutors have previously argued that they are not purposefully withholding information.

The slow pace of the pretrial hearings and discussions hanging over such a high-profile case has only delayed the trial and pushed back a trial date to spring or summer 2025 — frustrating families of the victims who say their ability to heal has been impeded.

Three of the victims — Kaylee Goncalves, 21; Madison Mogen, 21; Xana Kernodle, 20 — lived in an apartment house near the University of Idaho, where they were students. Kernodle’s boyfriend, Ethan Chapin, 20, had been staying over and was also killed in the early morning hours of Nov. 13, 2022.

In an affidavit following Kohberger's arrest weeks after the killings, prosecutors said he was linked to the scene through  male DNA discovered on a knife sheath  left at the victims' apartment house. Investigators also said his cellphone use and video surveillance connected him to the crime.

Kohberger's alibi defense maintains he would go for nighttime drives, and that those only increased during the school year.

This article was originally published on NBCNews.com