0.10 Storms, b.a., prada, m. j., & Donahue, e. n. (september 2011

About the authors

Barbara Storms is a Professor Emerita in the Department of Educational Leadership at California State University, East Bay

Michael Jay Prada is an Educational Consultant with Prada Sunol Consultants.

E. Nicole Donahue is an Administrator of Student Placement in the Hayward Unified School District in California.

Introduction

While politicians and other pundits may not agree on how to improve schools, there is agreement that many areas require attention from improving student achievement, to ensuring effective instruction. As school districts struggle with these and other complex issues, there is a growing demand for executive level leaders who have knowledge and understanding of assessment, effective pedagogy, and organizational change. Many universities have weighed in on the school improvement debate by starting new doctoral programs. However, the last few years, a discussion about the need for doctoral programs to meet the demands of working educators (e.g., school principals) has been occurring nationally. There are critics who question the need for the doctorate in education (Ed.D.) or the design of such programs (Levine, 2005; Shulman, Golde, Bueshel,&Garabedian 2006). Concerns often center on whether such programs are rigorous in the traditional sense of doctoral studies or the extent to which program designs meet the needs of practicing educators. Levine (2005) expressed sentiments that doctoral programs in education are far removed from the school systems they study and therefore have little influence on the functioning or reform of schools. Despite these varying views, many doctoral programs in education are increasing.

In California, prior to 2007, only private universities, the University of California, and California State University campuses involved in joint doctoral programs with the University of California could offer Ed.D. programs. However, Senate Bill 724 (2005) allowed campuses in the California State University (CSU) system to offer doctoral programs in educational leadership. By fall 2010, 11 CSU campuses had enrolled candidates into Ed.D. programs offered solely by the CSU (California State University, 2011). The demand for Ed.D. programs has been steady and is expected to continue in order to meet the call for leaders who have both the knowledge and skills gained from intense study in a doctoral program and extensive administrative experience.