Stanford Graduate School of Education believes that the best learning environment is a diverse one, inclusive of students of a multitude of identities, experiences, and perspectives. Each year’s cohort reflects this belief with its wide range of backgrounds. Though each student has a unique story, they share a commitment to equitable, accessible, and effective learning for all.
Each year, our entering class profile is unique, differing from the year before and not predictive of a future cohort. We hope this profile gives you a sense of our broad definition of diversity, and of who makes up our newest community members.
As our applicant pool changes each year, so does our entering class. While we strive to have a consistent number of students in each incoming cohort, each student’s personal, academic, and professional background is different.
The GSE embraces the diversity of our student body. In sharing details about our students, our goal is to be transparent about the composition of our newest community members.
21 - 47 years
Students of color4
74% of U.S.
50% of total
32% of U.S.
22% of total
Alabama, Arkansas, California, Connecticut, D.C., Georgia, Hawaii, Illinois, Louisiana, Indiana, Massachusetts, Maryland, Michigan, Minnesota, Missouri, Mississippi, Nebraska, New York, North Carolina, Pennsylvania, Tennessee, Texas, Utah, Washington
Australia, Brazil, Canada, Chile, China, Colombia, France, Germany, Great Britain, Greece, India, Japan, Kyrgyzstan, Mexico, Morocco, Pakistan, Peru, Rwanda, Singapore, Spain, South Korea, United States
GSE students have a variety of educational backgrounds, some within the field of education, some outside the field in areas such as social sciences, humanities, and engineering. There is no minimum GPA requirement for admission to our doctoral and master’s programs, nor is there a preferred educational background.
Business / marketing
Hold advanced degrees (total)
Hold advanced degrees (doctoral students)6
Hold advanced degrees (master's students)