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American College of Education delivers affordable online degree programs for working educators and professionals who desire to expand their knowledge.
At American College of Education, we provide an exceptional online learning experience for graduate students, offering numerous programs specifically tailored to education.
American College of Education is committed to providing you with a meaningful student experience, with the help of our faculty dedicated to ensuring your success.
American College of Education offers a variety of high-quality, online graduate programs with affordable tuition and flexible payment options.
The online Ed.S. is a post-master's degree that does not require a dissertation. If you already have a master's degree and are thinking about pursuing a full doctorate in the future at ACE, the Ed.S. can be a great way to begin your studies. All Ed.S. coursework is applicable to the Ed.D. in Leadership. The program provides an excellent forum for problem solving and sharing current leadership issues. The culture of collaboration within the program is an invaluable resource for leaders working in fields such as education, nonprofit administration, business and public service.
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Leaders from all disciplines are welcome, including education, business, nonprofit management and community leadership. Applicants should hold a master's degree including an M.A., M.B.A., M.Ed. or M.S., with a GPA of 3.0 or higher, from a regionally accredited institution. International degrees may also be accepted. Please visit the Admissions page for more information.
The Ed.S. degree is a practitioner's degree, so it is designed especially for professionals currently working in their field. The degree does not include an internship or lead to a license or endorsement.
Students in the Ed.S. in Leadership program will:
The Education Specialist degree is a practitioner’s degree at the post-master’s level for those seeking advanced credentials but not a doctoral degree. The objective of the degree is to develop skills and competencies that will make the student a more effective teacher, administrator, or leader. The Ed.S. in Leadership is designed principally for educators who are already licensed or certified as a teacher and/or school administrator, but who wish to expand their knowledge about evidence-based leadership. The degree does not lead to professional licensure nor does it include an internship.
Students will undertake an examination of the rigors of advanced graduate study and reflect on personal strengths and challenges at the start of their program. Topics include identity as scholar-practitioner, models of inquiry, self-assessment, and professional goals.
Students will design, implement, and assess evidence-based teaching strategies appropriate for the online course room. Students will demonstrate best practices for effective online teaching through course activities.
The course focus is on theory, research, and practices related to ethical administration. Students will assess ethical decision making and implications for policy.
Students will examine principles and concepts of finance at local, state, federal, and international levels; strategies for maximizing and obtaining financial resources, and economic issues of the third sector.
Students will evaluate and compare different leadership and coaching models and determine appropriateness for diverse settings.
Students will design, develop, and implement models of strategic planning that exhibit innovation.
Students will analyze specific current and future public policies and conduct policy impact analyses. Students will evaluate best practices for working with local school councils, volunteer boards, advisory councils, and external stakeholders.
The course emphasizes principles and practices of personnel administration, including recruitment, selection, evaluation, staff development, and employee relations. Students will evaluate best practices for working with volunteer boards, advisory councils, and external stakeholders.
Students will analyze funding sources and the process of applying for funds from an organization or agency. Students will develop and critique requests for proposals.
Students will examine topics associated with statistics including parametric and non-parametric tests, hypothesis formation, frequency distributions, measures of central tendency and dispersion, inferential statistics, and correlation. Emphasis will be placed on the selection of appropriate statistical techniques. Students will conduct and interpret statistical analysis using SPSS.
Students will examine foundations of research design, data collection, analysis, and presentation. Students will assess ethics of educational research and reporting.
Students in this course will employ APA format for manuscripts and citations and compare bibliographic software for organizing references.
Students will assess existing measures of performance and effectiveness. Students will create sample online surveys for data collection, as well as examine and analyze survey results. Issues associated with the development of valid measures, interviews, questionnaires, and surveys will be addressed.
Students will present a summary of an emerging real-world issue and engage in peer reviews.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the Educational Specialist in Leadership program.
Dr. Lillian Chenoweth is the Director of School of Advanced Studies, overseeing the Ed.D. and Ed.S. degrees in Leadership.
Dr. Chenoweth's experience in higher education has included the launch of two doctoral programs, several master's programs including a pioneering 100% online program when distance learning was new, and several undergraduate degree programs. Dr. Chenoweth is a sociologist (Ph.D., Texas A&M University) who has worked in online education since 1996.
Her research and publications include scholarly works in education and the social sciences. Her experience includes roles at American College of Education as Chair of Department of Digital Learning & Teaching and Chair of the Institutional Review Board for the conduct of research by students and faculty.
Dr. Chenoweth is a textbook author, as well, in the areas of student internships and initial teacher experiences.
Dr. Christina (Tina) Dawson graduated from Virginia Tech in Education Administration. Her research has focused on public school finance, and she has extensive experience teaching online and guiding doctoral research projects. Past work experiences also include serving as Associate Academic Dean at Antioch University and as director of community schools. Dr. Dawson earned a B.S. and M.S. from Virginia Tech in Family and Child Development, then earned an Ed.D. from Virginia Tech in Education Administration. When not online, Dr. Dawson enjoys volunteering with the Pacific Crest Trail Association and enjoying the natural beauty of the Pacific Northwest.
Dr. Kim Ochs graduated from University of Oxford with a specialization in Comparative and International Education. She completed post-doctoral studies at London School of Economics Department of Social Policy and currently serves as an advisor for Chrysalis Project South Africa. She has also consulted with European Youth Forum, UN Volunteers, and Commonwealth Secretariat. Dr. Ochs earned a B.A. from Boston University, an M.A. from Boston College in Sociology, and an M.Sc. and Ph.D. from University of Oxford in Educational Studies focusing in Comparative and International Education. Her research has focused on migration of workers and international educational policy.
2013 total program cost: $18,197. For more information, visit the tuition section.
Access to an e-portfolio is provided through existing fees; no additional fee is charged.
Required course materials currently include bibliographic software that may be purchased using a discount negotiated by ACE.
Students may choose required statistics software, either for free or as a purchased tool.
Students are responsible for all expenses incurred for travel to required seminars. Required seminars (1 face-to-face seminar per year) may be chosen from options in different regions of the United States to minimize travel expenses.
(3 semester credits each unless noted otherwise)
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