The Master of Science in Applied Statistics and Psychometrics meets the need for quantitative specialists to conduct statistical analyses, design quantitative research studies, and develop measurement scales for educational, social, behavioral, and health science research projects.
Employers and doctoral programs in education, psychology, social work, nursing, and sociology are seeking graduates trained in technical quantitative analysis. Federally funded and nonprofit agencies have set rigorous expectations in research methodology and data analysis for the studies they fund.
Students also benefit from multiple opportunities to engage in hands-on research. In addition to being asked to support the active research of our faculty, Boston College is also home to a number of internationally renowned research centers.
Understand the theory of applied statistics and psychometrics
Conduct analyses using advanced procedures such as multiple regression, multivariate models, hierarchical linear modeling, causal modeling, and longitudinal analyses
Interpret and report quantitative and qualitative designs, procedures, and results
Design, conduct, analyze, interpret and report both Classical Test Theory and Item Response Theory analyses
Education should level the playing field – we feel the same way about financial aid.
The Lynch School of Education provides more than $7.5 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable. Here’s why:
This program consists of 10 courses for a total of 30 credits.
Students will typically complete the program between 2-3 years.
Students can begin the program in the spring, summer, or fall semesters.
Students can enroll full-time or part-time for this program.
Topics and computer exercises address tests of means and proportions, partial and part correlations, chi-square goodness-of-fit and contingency table analysis, multiple regression, analysis of variance with planned and post hoc comparisons, elements of experimental design, and power analysis.
Introduction to Mathematical Statistics
Quantitative methods in educational and psychological research have become increasingly complex over time, employing more sophisticated models and estimation strategies. This course helps students to develop a deeper understanding of the strengths and limitations of different approaches to inference and to appreciate some of the ongoing arguments among the adherents of the different philosophies regarding statistical inference.
General Linear Models
Addresses the construction, interpretation, and application of linear statistical models. Specifically, lectures and computer exercises will cover multiple regression models; matrix algebra operations; parameter estimation techniques; missing data; transformations; exploratory versus confirmatory models; sources of multicollinearity; residual analysis techniques; partial and semipartial correlations; variance partitioning; dummy, effect, and orthogonal coding; analysis of covariance; and logistic regression.
Multivariate Statistical Analysis
Provides lectures, examples, and student analyses that address multiple group discriminant analysis, classification procedures, principal components and common factor analysis, and multivariate analysis of variance.
Psychometric Theory: Classical Test Theory and Rasch Models
Introduces psychometric theory, selection, and use of standardized aptitude, ability, achievement, interest, and personality tests in the counseling process from a social justice perspective. Includes measurement concepts essential to test interpretation, and experience in evaluating strengths, weaknesses, and biases of various testing instruments. Students will gain laboratory experience in administration, scoring, and interpretation of psychological tests.
Psychometric Theory II: Item Response Theory
This course continues the examination and application of the principles of item response theory and educational measurement introduced in previous courses. The first section of the course will address the use of a variety of item response theory models for dichotomous and polytomous items. The second section of the course will focus on application of the principles of item response theory to a variety of practical situations and problems commonly encountered in educational testing. In the final section of the course, overarching theoretical and practical issues are addressed and future directions in item response theory are discussed.
Multilevel Regression Modeling
This course introduces students to multilevel regression modeling (aka hierarchical models or mixed effects models) for analyzing data with a nesting or hierarchical structure. We discuss the appropriate uses of multilevel regression modeling, the statistical models that underpin the approach, and how to construct models to address substantive issues.
|ERME 8100||Master’s Comprehensive Examination||0|
Director of Efficacy Analytics and Studies
Director, Innovation Lab
Senior Vice President of Research
Career paths chosen by previous graduates of the MESA Department.
In addition to your academic history and relevant work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Three letters of recommendation are required with at least one required from an academic source. Applicants with significant relevant professional experience may submit additional recommendations from supervisors.
Unofficial transcripts may be uploaded to your online Application Form for purposes of application review.
Official transcripts should be sent to the following address:
Boston College, Lynch School of Education
Data Processing Center
P.O. Box 8027
Portsmouth, NH 03802
Boston College, Lynch School of Education
Office of Graduate Admission, Financial Aid, and Student Services
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
An unofficial score report may be uploaded to your online Application Form; however, an official score report – sent directly from ETS – must also be submitted by the application deadline.
This program requires all applicants to have taken the GRE in a maximum of 5 years prior to application being submitted, regardless of previous academic coursework, previous degrees/credentials earned, and/or professional experience. No exceptions will be made.
The GRE is the only exam that is acceptable for this program; the MAT, LSAT, MTEL, GMAT, and other exams may not be substituted for the GRE.
For more information about the GRE exam, including test dates and testing sites, visit https://www.ets.org/gre.
An international applicant is defined as any person that requires a student visa in order to study in the United States. International applicants are eligible to apply to any graduate program in The Lynch School, provided they have successfully completed the equivalent of a United States bachelor degree and have the appropriate diplomas and/or satisfactory results on transcripts or leaving examinations from the country in which the degree was earned. International applicants must complete all program-specific application requirements as well as additional requirements outlined below.
Applicants that have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Click HERE for a complete list of NACES-approved evaluators. Submission of falsified documents is grounds for denial of admission or dismissal from the University.
All applicants whose primary language is not English (or for whom English is not one of their primary languages) are required to submit proof of satisfactory English proficiency. At this time, the only acceptable forms of proof for English proficiency are the TOEFL and IELTS exams (certificates of completion from English-language schools are not currently accepted). Below are the minimum scores required.
TOEFL iBT = 100 minimum
IELTS – 7.0 minimum
An official score report must be sent directly from Educational Testing Services (TOEFL). TOEFL School Code: 3240.
Applicants that meet either of the criteria below do not need to submit proof of English proficiency.
Applicants who completed an undergraduate OR graduate degree from a regionally-accredited institution within the United States
Applicants who completed an undergraduate OR graduate degree at an institution outside of the United States where the language of instruction was English
The Lynch School offers Conditional Acceptance to applicants that fulfill all academic requirements for admission to and are accepted to the program, but whose level of English proficiency does not meet the minimum requirements. In these cases, admitted students will be granted conditional admission, but will have to retake the TOEFL or IELTS exam and submit an official score report that shows the minimum score has been met no later than six weeks prior to the start of the semester in which the student’s program will begin. If a student with conditional admission does not submit a passing TOEFL or IELTS score within the allotted time frame, he/she will be granted a deferral to start in a future semester, no later than one year from the original start term. Due to this policy, we strongly encourage international applicants to apply as early as possible in order to ensure that these conditions can be met.