Research, Measurement & Evaluation – Ph.D.

Educational and Psychological Studies

Research, Measurement & Evaluation


Mission Statement
The mission of the Research, Measurement, and Evaluation (RME) doctoral program is to provide students with the requisite training in the application of statistical and measurement methodologies to conduct original research in the fields of research and measurement methodology, and to serve as an expert in the areas of research design, data analysis, and measurement.

Purpose and Goals
The objective of the RME program is to train individuals to become experts in the research methodology, measurement, and applied statistics used in conducting applied research, evaluations, and assessments related to educational, psychological, and health outcomes. Graduates of the program have obtained skills concerning: how to design research studies and evaluations, what statistical and measurement analyses must be conducted to answer the desired research questions, how to analyze the collected data using appropriate statistical software.
An emphasis of the program is on gaining experience in the application of the relevant methodologies using real-world data examples.

The Ph.D. in RME provides individuals with an in-depth knowledge of intermediate and advanced statistical and measurement methodologies, as well as preparing individuals to make original contributions to the fields of measurement and statistics. Completion of the Ph.D. requires a minimum of 63 graduate semester credit hours, divided between a core set of required courses, a set of elective courses, and dissertation hours. Although students in the Ph.D. program are trained in a broad range of measurement and statistical methodologies, they will conduct focused research in one of two areas of specialization under the tutelage of RME faculty: (a) research methodology and statistics, and (b) measurement. Research methodology and statistics concern how to collect and analyze data to answer desired research questions. Statistical analyses can range from very simple descriptive analyses, to cutting-edge methods using sophisticated statistical models. The field of measurement concerns how we obtain measures of mental, psychological, and cognitive traits (e.g., ability, intelligence, depression). Because many of the traits investigated in education, psychology, and the health sciences are not directly observable the field of measurement makes use of a variety of statistical models to obtain the best possible estimates of an individual’s level on the desired trait based on the responses given to a set of items (i.e., a test, rating scale, or psychological inventory). These techniques are of particular importance to testing agencies that are assessing the ability of examinees taking high-stakes tests.

Required Coursework

The curriculum of the Ph.D. in RME is structured around six components: (A) a core set of 36 credits (12 courses of 3 credits each) of required coursework covering the fundamentals of research design, measurement, and statistical analysis; (B) 6 credits of a research apprenticeship, in which students conduct mentored research under the supervision of RME faculty members; (C) 6 credits of field experience in educational research, in which students play active roles in the design and analysis of an applied research or evaluation projects; (D) the doctoral qualifying exam; (E) 12 credits of the doctoral dissertation and (F) 6 credits of electives (12 credits of electives for students who do not hold a master's degree).

EPS 700 Quantitative Methods I
EPS 701 Introduction to Research Methods
EPS 702 Quantitative Methods II
EPS 703 Applied Multivariate Statistics
EPS 704 Computer Applications in Educational and Behavioral Science Research
EPS 705 Measurement and Psychometric Theory
EPS 707 Item Response Theory
EPS 708 An Introduction to Structural Equation Modeling for Multivariable Data
EPS 709 Introduction to Multilevel Modeling
EPS 710 Meta-analytic methods for research synthesis
EPS 711 Advanced Topics In Research, Measurement, And Evaluation
EPS 799 Advanced Individual Study

For a minimum of 6 research apprenticeship credits, students work under the mentorship of RME faculty members (or approved faculty members outside of RME) on original studies pertinent to research, measurement, and evaluation. It is expected that the work completed during the apprenticeship culminates in a manuscript that is suitable for publication in an academic journal. The 6 credits of apprenticeship are documented as two 3-credit blocks of EPS799 (Advanced Individual Study, Form for registering for EPS799 can be found in here); and the research apprenticeship must be completed prior to the commencement of dissertation hours (EPS830).
EPS 712 Field Experience in Educational Research

Students must complete a minimum of 6 credits in field experience related to educational research. The field experience involves providing methodological assistance to a research or evaluation project at the University of Miami or other approved organization (e.g., the evaluation division of Miami-Dade County Public Schools). The nature of the field experience must be approved by the student’s advisor prior to commencing the credit hours. The field experience credits are currently documented as EPS712.

Doctoral Qualifying Exam

Students must successfully pass the doctoral qualifying exam prior to the commencement of the doctoral dissertation.

Dissertation Hours

EPS 830 Pre-Candidacy Dissertation Research
EPS 840 Pre-Candidacy Dissertation Research
Any combination of the courses below* may be taken for a minimum of 6 credit hours

EPS 712 Field Experience in Educational Research
EPS 714 Qualitative Methods I
EPS 715 Qualitative Methods II: Case Studies and Grounded Theory
EPS 716 Qualitative Methods II: Interviews and Content Analysis
EPS 799 Advanced Individual Study

EPS 799 (Advanced Individual Study) and EPS 712 (Field Experience in Educational Research) can be repeated over and above the credits fulfilling a student's apprenticeship (6 credits) and field experience (6 credits) requirements


Do I need a strong math or statistics background to apply to the RME Program?
No, extensive undergraduate coursework in math and statistics is not necessary. Naturally, individuals who enter our program with a strong math and/or statistics background tend to be familiar with many of the concepts covered in the courses, but it is not necessary.
What are the career opportunities like for students graduating from the RME program?
Simply stated, the career opportunities are fantastic. Demand for individuals with graduate training in research, measurement, and evaluation outweighs the current supply. Private and public agencies, as well as universities, are constantly searching for individuals with expertise in these areas. This demand is, in part, fueled by the increase in national and state-level achievement testing mandated by the No Child Left Behind (NCLB) act, which requires individuals trained in applied statistics and measurement for the psychometric/technical development of tests (i.e., determining from a statistical point of view whether the items of a test are working properly, and how to best estimate and individual’s ability based on the responses to the test items). Additional demand for experts in research methodology and measurement is generated through the increasing use of standardized psychological testing for diagnostic purposes and the high level of demand for the evaluation of educational and psychological programs implemented in school systems.
What Type of Businesses and Agencies are Typical Employers?
This will depend, in part, on what type of career you desire. If you want to teach, conduct research, and serve as a consultant to academic grants, then colleges and universities would be the natural employer. Nearly every college or university that grants graduate degrees would have the need for one or more individuals trained in research, measurement, and evaluation. If you are interested in a career that focuses on designing and implementing large-scale evaluations of programs (such educational programs, or health-related programs), then a public or private research agency, or large-scale testing agencies, such as ETS, ACT, and The College Board, would be examples of potential employers. Finally, if you are interested in measurement issues related to large-scale testing, then public testing agencies (i.e., state testing agencies) and private testing agencies (e.g., ETS, ACT, the American Board of Medical Examiners) would be examples of potential employers.

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Program Director

Soyeon Ahn

Associate Dean for Research, School of Education and Human Development;
Director, Statistical Supporting Unit (STATS-U) of Dunspaugh-Dalton Community and Educational Well-Being Research Center;
Associate Professor & Program Director, Research, Measurement, and Evaluation (RME) Program


Room: Max Orovitz Building