A Ph.D. is all about research. You dive deep into theory, crunch data, and produce original studies meant for the academic world. If you dream of becoming a professor or living in the world of research, that’s your path. 

The Ed.D. is different. It’s designed for leaders: people who want to fix real problems in schools, districts, or colleges. The work is hands-on. Instead of a giant theory-driven dissertation, you’re more likely to tackle a project that solves an actual challenge in your school or district. That’s why so many school leaders see the Ed.D. as a better fit for the issues they face every day- teaching, learning, and making schools more equitable. 

What the Numbers Say 

Ed.D. programs geared toward practice and leadership are spreading fast. Look at highly ranked online Ed.D. programs: enrollment jumped about 13% in just one academic year (2020–2021). There are now over 330 Ed.D. programs in educational leadership across the country. Clearly, the demand is there. 

Let’s talk about superintendents. Around 45% of U.S. superintendents now hold a doctoral degree either an Ed.D. or a Ph.D., which is way up from a few decades ago. Sure, a master’s is enough to get the job in many places, but the bigger the district, the more likely you’ll find a leader with an Ed.D. These programs even market themselves straight at future superintendents and central office leaders. Honestly, for principals and administrators aiming higher, the Ed.D. has become the go-to degree. 

Time, Cost, and Flexibility: The Ed.D. Advantage 

Ed.D. programs are built for people who already have packed calendars. They’re usually shorter and more structured than Ph.D. programs. A Ph.D. in education can drag on for four to seven years, especially if you’re working full-time. Many programs in the Ed.D are set up as three-year cohorts, with a clear path from start to finish. 

 If you’re a principal or district administrator in your 30s, 40s, or 50s, spending years grinding through a research-heavy Ph.D. just doesn’t make sense. Ed.D. programs offer evening, weekend, online, or low-residency courses so you can keep your job while you study. You don’t lose your paycheck, tuition stays manageable, and your district doesn’t lose a valuable leader. That’s a win all around. 

A Degree That Matches the Job 

Ed.D. coursework targets exactly what school and college leaders need: organizational leadership, using data to make decisions, policy, finance, HR, and managing change. And it’s all tied to real projects in real schools. 

Ph.D. programs, on the other hand, are heavy on research methods, theory, and academic writing. That’s great if you want to teach or run research initiatives. But if you’re aiming for a leadership position: superintendent, principal, dean- the Ed.D. lines up better with your goals and gives you a clearer return on your investment. 

Job Prospects and Pay 

Having a doctorate in education leadership opens doors. It puts you in line for top administrative roles and higher salaries. K–12 and postsecondary administrators often earn over $100,000 a year, and chief academic officers can make even more. 

Ed.D. programs don’t shy away from promoting these perks. They make it clear: if you want to move up, make a bigger impact, and get paid for it, this is the degree for you. 

Why School Leaders Are Choosing the Ed.D. 

School leaders keep turning to the Ed.D. for a straightforward reason: it’s designed for people who want to tackle real problems in their schools, not just produce theory-heavy research that ends up forgotten. If you check out Ed.D. dissertations, you’ll find work centered on local schools or districts, usually focused on the people actually running things, teachers, principals, and other adult stakeholders. The Ph.D. in education is often about contributing to academic debates, chasing ideas that matter more to scholars than to the educators and students in schools. 

Ed.D. students usually work on things like improving instructional coaching, closing achievement gaps, rethinking discipline, or building stronger connections with the community, often all within their own schools or organizations. And the best part is their research is actually used by the school districts. Leaders see Ed.D. research as a way to make real changes quickly. It’s not just academic busywork. 

The Growth of Online and Hybrid Ed.D. Programs 

Online and hybrid Ed.D. programs have changed everything. In the past, earning a doctorate meant living near a big university, but now, educators from rural areas, suburbs, or small districts can participate without having to move. The pandemic sped up this shift. Schools jumped into online Ed.D.s in areas like educational leadership and higher education administration, and enrollment soared. These flexible options break down old barriers, letting working principals and superintendents keep their jobs while earning a doctorate. 

Today, there are hundreds of Ed.D. programs available- some fully online, others with just a few brief campus visits. Compare this to the traditional Ph.D., which usually expects you to be on campus, in person, full-time. That just isn’t realistic for most people running schools. 

Diversity, Opportunity, and Professionalization 

People are recognizing that professional doctorates like the Ed.D. can open doors for groups who have been underrepresented in educational leadership. The numbers show it: Black, Latino, and Native American students are still less likely to hold doctorates. Ed.D. programs are working to change this by building supportive cohorts, giving more weight to real-world experience in admissions, and offering support tailored to busy adult learners. All of this helps make the path to leadership more inclusive. 

As more districts want superintendents and central office leaders with doctorates, the Ed.D. has become a main way to “professionalize” the field. Because it’s centered on practical skills and access, not just academic competition, the Ed.D. brings in a broader mix of leaders, including more women and leaders of color. In fact, the number of superintendents from these groups earning doctorates has increased faster in recent years. 

Reputation, Prestige, and the Job Market 

Not long ago, some in academia looked down on the Ed.D., calling it a “Ph.D. lite.” But that view is fading. Across fields education, business, nursing, and more, professional doctorates are now respected as legitimate, terminal degrees. National groups and accrediting bodies have made it clear: the Ed.D. is rigorous, just with a different emphasis. It’s about leadership and solving practical problems, not pursuing abstract theory. 

When it comes to getting a job, school districts and boards treat the Ed.D. as equal to the Ph.D. for leadership roles. They care more about what you’ve accomplished and less about the specific letters after your name. Since the Ed.D. is positioned as a leadership degree, it signals to hiring committees that this person is serious about making change in schools. That’s a big reason more future leaders are choosing the Ed.D. over the traditional research path. 

So, Why Are U.S. School Leaders Opting for the Ed.D.? 

Several reasons come together: 

• The Ed.D. is designed for practitioners. The coursework and projects focus on real-world leadership and the actual challenges that principals and superintendents face daily. 

• It fits the schedules of working educators. With online classes, cohorts, and three-year timelines, you don’t have to quit your job or move to earn your doctorate. 

• It leads directly to leadership roles. Increasingly, districts and universities view the Ed.D. as the gold standard for top positions in education. It’s a direct route to new opportunities. 

• It offers strong economic value. Education administrators and top executives with doctoral training commonly earn six‑figure salaries, and projected growth in leadership roles suggests sustained demand for Ed.D.‑prepared leaders. 

• It supports access and diversity. Many Ed.D. programs intentionally serve working educators and underrepresented groups in leadership, helping broaden who can realistically obtain a terminal degree and compete for top positions. 

Final Words  

The accessibility and design of Ed.D. degrees explain why more U.S. school leaders now view the Ed.D. as the more useful, significant doctoral pathway, even though Ph.D. programs are still important for developing researchers and scholars.  

As the demands of the job grow, more leaders choose Ed.D., that allows them to create real change where it matters most.