Online Education Programs
Historically Black Colleges and Universities (HBCUs) now deliver some of the most flexible, accredited teacher-education degrees available fully or largely online, letting working educators earn a credential without leaving their classrooms.
Among the popular options are the Master of Education in Secondary Education at Fayetteville State University, the Master of Arts in Educational Technology at North Carolina Central University, the Master of Education in Reading Education at Bowie State University, the Master of Arts in Urban Education at Norfolk State University, and the Master of Education in Curriculum and Instruction at Grambling State University.
Each program is accredited, priced affordably, and structured around 36 to 39 credit hours that most candidates finish in roughly one to two years. The guide below breaks down credit hours, courses, practical requirements, outcomes, admissions criteria, and deadlines so prospective students can compare programs side by side.
HBCU Online Education Programs
Fayetteville State University
Master of Education (M.Ed.) in Secondary Education
The Master of Education in Secondary Education at Fayetteville State University is designed for people who already hold a bachelor’s degree and want to teach grades nine through twelve in a content area. The program focuses on the subject knowledge and instructional skills that today’s secondary students need, with two specialty tracks in Biology and Mathematics. Coursework is delivered through a flexible, technology-supported format that suits both local teachers and educators working internationally.
The degree follows a 36-semester-hour plan of study that most candidates complete in about two years of part-time enrollment. Because the program welcomes college graduates whose undergraduate work was outside of education, it functions as both a content-area master’s and a route toward advanced teaching practice for those changing careers into the classroom.
Fayetteville State traces its history to 1867, when it was founded as the Howard School, making it the second-oldest state-assisted institution in North Carolina. That long teacher-preparation heritage carries into the graduate program, which sits within the university’s College of Education.
The M.Ed. emphasizes research-based teaching for diverse learners. Candidates study curriculum development, instructional design, assessment, and teacher leadership, and they are encouraged to view themselves as global educators who can internationalize their schools through curriculum work and action research.
The program is approved by the North Carolina State Department of Public Instruction and is housed in a College of Education accredited by the Council for the Accreditation of Educator Preparation (formerly NCATE). That approval means the credential is recognized for professional licensure advancement in North Carolina.
Courses and Curriculum
The curriculum blends professional-education core courses with a content specialty in either Biology or Mathematics. Candidates build advanced competency in curriculum development, instructional design, and the evaluation of both curriculum and instruction, while also studying the diverse nature of learners and the social context that affects how they learn.
Research and reflective practice run through the program. Students complete coursework in educational research and assessment, then apply those methods to their own classrooms through scholarly projects intended to raise student achievement. Technology and media integration is treated as a core teaching competency rather than an add-on.
The two specialty areas keep roughly half of the plan of study anchored in the candidate’s discipline, so a mathematics-track student deepens mathematical pedagogy while a biology-track student concentrates on science teaching methods. The full plan of study totals 36 credit hours.
Some of the core courses include:
- Curriculum Development and Instructional Design
- Evaluation of Curriculum and Instruction
- The Diverse Nature of Learners and Society
- Educational Assessment and Evaluation
- Technology and Media to Enhance Learning
- Educational Research Methods
- Teacher Leadership in Curriculum and Instruction
- Content Specialty Coursework (Biology or Mathematics)
Practical Experience
Because the M.Ed. is designed for practicing and aspiring secondary teachers, the applied work is rooted in the candidate’s own teaching context. Students conduct action research and instructional-design projects tied to real secondary classrooms, then reflect critically on the results to improve their professional practice.
The program’s orientation toward teacher leadership pushes candidates to test curriculum and assessment strategies with diverse student populations rather than studying them only in theory.
Learning Outcomes
- Develop advanced competencies in curriculum development, instructional design, and evaluation of curriculum and instruction.
- Understand the diverse nature of learners and society and the implications for learning.
- Assume leadership roles in curriculum and instruction within the education profession.
- Use technology and media to strengthen learning.
- Understand and apply appropriate assessment and evaluation methods.
- Engage in scholarly activity that promotes student achievement.
- Think and reflect critically about educational processes and professional practice.
Career Preparation & Outcomes
Graduates are positioned for advanced secondary teaching roles, department or content-area leadership, and curriculum-specialist positions, with the master’s credential also supporting movement up the state’s licensure and pay scale. The program’s licensure approval through North Carolina’s Department of Public Instruction is a direct asset for educators seeking professional advancement.
Fayetteville State University reports a six-year graduation rate of about 38 percent, alongside a first-year retention rate near 75 percent.
Admissions Requirements
- A completed graduate application submitted through the FSU graduate admissions portal.
- A bachelor’s degree from an accredited institution.
- Official transcripts from all colleges attended.
- Department review and approval for the chosen specialty track (Biology or Mathematics).
- Materials specified by the College of Education graduate coordinator, which vary by track.
The Master of Education admits primarily for the fall term, and graduate applicants are advised to apply well ahead of the semester start so transcripts and departmental approvals can be processed.
North Carolina Central University
Master of Arts (M.A.) in Educational Technology
The online Master of Arts in Educational Technology at North Carolina Central University (NCCU) prepares educators to become technology leaders and innovators across K-12 schools, districts, and central offices. Offered through the School of Education, the program develops practitioners who can lead, instruct, and solve problems in face-to-face, blended, and fully virtual learning environments.
The degree is a 39-credit-hour program with two concentrations: Instructional Technology and Online Instructional Design. Candidates typically progress through condensed online terms, and the structure supports working professionals who are already employed in schools or training organizations.
NCCU was founded in 1910 and is consistently recognized as a leading HBCU and top regional university in the South. It is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award master’s degrees, and the educational technology program is positioned to meet North Carolina licensure requirements for instructional technology specialists.
Students build expertise in digital content creation, e-learning design and development, and the practical use of interactive learning technologies. The curriculum moves from philosophical and legal foundations of education into hands-on design, multimedia production, and applied research.
The program serves two audiences: licensed teachers pursuing master-level instructional-technology licensure and add-on technology endorsements, and educators or trainers who want advanced design skills without a specific North Carolina license. Candidates seeking the state instructional-technology credential supply their existing teaching license during admission.
Courses and Curriculum
The coursework opens with a nine-hour foundation covering the philosophical, legal, and cultural roots of American education, critical theory and pedagogy across global education contexts, and computer-assisted instruction. These courses set the conceptual base before students move into design-focused work.
A 21-hour methods sequence forms the heart of the program. Candidates study program planning and staff development, instructional design for education and training, multimedia design, web design for educators, and educational technology for digital and visual literacy, capped by a practicum-based capstone and an interactive e-portfolio course.
A six-hour research and statistics requirement plus a three-hour elective round out the 39 credit hours. The elective lets students specialize further in interface design, interactive instructional design, or online course engineering depending on their goals.
Some of the core courses include:
- EDGR 5400 – Philosophical, Legal and Cultural Foundations of American Education
- EDGR 5410 – Critical Theory and Pedagogy, Andragogy in Domestic, International and Global Education
- EDIT 5850 – Computer-Assisted Instruction for Education
- EDIT 5832 – Instructional Design for Education and Training
- EDIT 5828 – Multimedia Design
- EDIT 5826 – Web Design for Educators
- EDIT 5855 – Educational Technology for Digital and Visual Literacy
- EDGR 5925 – Applied Research Techniques
Practical Experience
Applied work is central to this degree. Candidates complete a three-credit practicum or internship in which they apply measurement and design principles in a real educational setting, paired with a capstone project. Throughout the methods sequence, students produce usable artifacts such as multimedia lessons, instructional websites, and digital-literacy resources, then compile them into a graduation e-portfolio that doubles as a professional showcase.
Learning Outcomes
- Lead technology adoption and instructional problem-solving across face-to-face, blended, and virtual environments.
- Design and develop e-learning content and digital instructional materials.
- Apply instructional-design models to education and training projects.
- Produce multimedia and web-based resources for diverse learners.
- Integrate digital and visual literacy into K-12 instruction.
- Conduct applied educational research and interpret statistical data.
- Build and present a professional interactive e-portfolio documenting mastery.
Career Preparation & Outcomes
Graduates move into roles such as instructional technology facilitator, e-learning designer, district technology coordinator, and online course developer, and licensed teachers can add the state instructional-technology specialist credential and technology endorsement. Exit requirements, including a written examination and the comprehensive e-portfolio, ensure graduates leave with demonstrated competency.
On the institutional side, North Carolina Central University reports a six-year graduation rate of roughly 46 percent, near the average for similar public master’s universities.
Admissions Requirements
- A bachelor’s degree from a recognized, accredited institution.
- A minimum 2.75 overall undergraduate GPA (applicants between 2.5 and 2.749 may qualify with a 2.75-3.0 average over their final four semesters).
- Two letters of recommendation from people familiar with the applicant’s work, preferably supervisors.
- A personal interview with faculty members, conducted in person or virtually.
- Official transcripts.
- A valid North Carolina Department of Public Instruction “A” Teaching License for candidates seeking the related licensure and technology endorsement.
For U.S. citizens and permanent residents, the fall deadline is July 1 and the spring deadline is November 1, with no summer admission. International applicants apply by April 1 for fall and September 1 for spring.
Bowie State University
Master of Education (M.Ed.) in Reading Education
The Master of Education in Reading Education at Bowie State University prepares classroom teachers to become literacy experts, reading specialists, and culturally informed literacy coaches. The program focuses on how culture, family, and community influence the reading process so graduates can serve students from a wide range of backgrounds.
This is a 100% online program delivered with scheduled synchronous meetings, and requires 36 credit hours that most candidates complete in two years. The live sessions give online students direct contact with faculty while keeping the flexibility that working teachers need.
Bowie State, founded in 1865, is the oldest HBCU in Maryland and has been a center of teacher education in the Washington, D.C. metro region for more than a century. The reading program was ranked No. 5 on Forbes’ list of the Best HBCUs With Online Degrees for 2025, reflecting the university’s growing online portfolio.
The curriculum is guided by the Council for the Accreditation of Educator Preparation (CAEP), the International Literacy Association (ILA), Maryland Cultural Proficiency Standards, and the International Society for Technology in Education (ISTE) standards. That alignment keeps the degree current with both literacy research and classroom technology expectations.
One useful feature for non-licensed professionals is that a teaching license is not required to earn the M.Ed. itself. However, the State of Maryland Reading Specialist Certificate is available only to fully licensed teachers, so candidates who want that state credential should already hold a standard professional teaching certificate.
Courses and Curriculum
The core of the program concentrates on literacy principles, assessment, and research. Candidates study foundational reading instruction and disciplinary literacy, then move into two assessment courses and two research courses, the second of which requires a seminar paper. This sequence builds the diagnostic skill set that defines a reading specialist.
Coursework in related fields broadens the picture, with study of human growth and development, educational psychology, and the mental health of children and youth. These courses help reading specialists understand the developmental and emotional factors behind literacy struggles.
A three-hour elective in reading or other language arts lets candidates target a personal interest, such as teaching reading in secondary schools, culturally sustaining children’s literature, or reading and language development in special education. The full plan of study is rooted in a core reading-education sequence supported by these related and elective courses.
Some of the core courses include:
- RLIT 544 – Literacy Principles & Applications
- RLIT 545 – Disciplinary Literacy II
- RLIT 646 – Literacy Assessment I
- RLIT 749 – Literacy Assessment II
- RLIT 647 – Current Issues in Reading
- RLIT 653 – Diversity & Literacy Instruction
- RLIT 706 – Literacy Research I
- RLIT 751 – Literacy Research II (Seminar Paper Required)
Practical Experience
Reading-specialist preparation is inherently clinical, and Bowie State’s program emphasizes individualizing instruction in both classroom and clinical settings. Through the assessment courses, candidates practice diagnosing reading difficulties and matching interventions to learners, and the research sequence requires a seminar paper that applies inquiry to a real literacy problem.
Graduates are also prepared to design and lead staff development, so the practical training extends to coaching colleagues and building school-wide literacy programs.
Learning Outcomes
- Help students develop lifelong reading habits.
- Promote literacy in a technologically oriented society.
- Develop literacy programs in classrooms and schools.
- Implement and individualize various approaches to reading instruction in classroom and clinical settings.
- Measure and evaluate all aspects of literacy development.
- Involve parents, paraprofessionals, and the community in literacy development.
- Design and implement staff development to improve literacy in schools.
- Analyze and apply published reading research and adopt a teacher-as-researcher perspective.
Career Preparation & Outcomes
With this master’s degree, graduates pursue careers as reading specialists, intervention specialists, literacy coaches, curriculum developers, and academic designers, and candidates can connect with employers through the university’s Handshake platform. Completing the degree with three years of teaching experience qualifies an individual to meet reading-specialist certification requirements in Maryland.
Bowie State University reports a six-year graduation rate of about 38 percent, with notably strong alumni earnings in several fields a decade after enrollment.
Admissions Requirements
- A completed Bowie State University Graduate School application with a $40 application fee.
- A copy of a current teaching certificate (must be a standard professional certificate).
- An official copy of the undergraduate transcript, submitted electronically or by mail to Graduate Admissions.
- Admission to the Graduate School and certification at a level of schooling.
- No GRE scores and no recommendation letters are required for this program.
Applications are due July 1 for the fall and summer terms and December 1 for the spring term.
Norfolk State University
Master of Arts in Urban Education (Mathematics Concentration)
The online Master of Arts in Urban Education with a concentration in Mathematics at Norfolk State University (NSU) helps experienced math teachers grow into teacher leaders who can raise achievement in urban, suburban, and rural classrooms. The program pairs advanced mathematics content with strategies for culturally responsive teaching of students from diverse backgrounds.
The degree requires 36 credit hours across 12 courses, structured as 21 hours of core education courses, 12 hours of mathematics concentration courses, and 3 hours of electives. Delivered fully online in seven-week terms with multiple start dates, it can be finished in as few as 12 months, which sets it apart from the longer timelines at many peer programs.
Norfolk State emphasizes affordability through pay-by-the-course tuition at $450 per credit hour, for a total of about $16,200. The program was recognized as part of NSU’s standing as an Apple Distinguished School, reflecting its investment in instructional technology.
All teacher-education programs at Norfolk State are approved by the Virginia Department of Education and accredited by CAEP. Because mathematics is a critical-shortage teaching area, qualifying candidates may be eligible for tuition assistance and salary increases.
The mathematics concentration goes beyond pedagogy into discrete mathematics, including graph theory, management science, and applied statistics, alongside mathematical modeling. Candidates learn to teach these topics with technology, cooperative learning, and manipulatives.
A teaching license is required for admission, confirming that this is an advanced program for educators already in the field rather than an initial-licensure route. Supportive faculty with classroom experience guide candidates through the accelerated schedule.
Courses and Curriculum
The 21-hour core covers the professional foundations of urban education: leadership in school settings, culture and behavior in counseling and leading, the school as a social organization, curriculum development in a technological society, school law, and education research methods. A foundational course on educating individuals with disabilities and special gifts opens the sequence and carries a clinical-experience requirement.
The 12-hour mathematics concentration shifts to content and methods. Candidates study mathematics curriculum development and methodology, discrete mathematics, topics in sets and logic with an independent research project, and the principles of mathematical modeling demonstrated through science investigations.
A three-hour elective drawn from the mathematics course list completes the 36 credit hours, and additional concentration electives are available for candidates who need 18 hours to satisfy dual-enrollment teaching requirements.
Some of the core courses include:
- Foundations of Educating Individuals with Disabilities and Special Gifts (with a 20-hour clinical experience)
- Leadership in School Settings
- Culture and Behavior in Counseling and Leading
- The School as a Social Organization
- Curriculum Development in a Multicultural, Technological Society
- School Law
- Education Research Methods
- Discrete Mathematics for Educators
Practical Experience
Hands-on application is woven through both the core and the concentration. Methods coursework includes a 20-hour clinical experience that places candidates in schools to observe and participate, and the mathematics concentration requires independent research projects in sets and logic and in mathematical modeling.
Candidates also develop a document on a relevant education issue suitable for a research-grant application, giving them experience translating classroom problems into fundable proposals.
Learning Outcomes
- Gain a solid pedagogical foundation to teach and lead in an urban school environment.
- Positively affect diverse student populations in P-12 schools.
- Apply culturally responsive teaching strategies for students from varied backgrounds.
- Develop a document on a relevant education issue to apply for a research grant.
- Understand essential concepts in discrete mathematics, including computer science, graph theory, management science, and applied statistics.
- Demonstrate mastery of mathematical modeling and its applications.
- Interpret legal and organizational issues that affect schools and teachers.
Career Preparation & Outcomes
The program targets advancement into roles such as secondary middle and high school mathematics teacher, content-area leader, teacher leader in math, and curriculum specialist, with potential salary increases tied to critical-shortage credentials. Its CAEP accreditation and Virginia Department of Education approval support licensure-advancement goals.
At the institutional level, Norfolk State University reports a six-year graduation rate of about 40 percent and has set a goal of reaching 45 percent.
Admissions Requirements
- An undergraduate degree in a related field, such as a B.S. in Mathematics or a BSE with a secondary mathematics concentration, from a regionally accredited institution.
- A 2.75 GPA or higher (no GRE required).
- A current teaching license.
- Three letters of professional recommendation (personal references are not accepted).
- One statement of purpose.
- A resume or curriculum vitae outlining relevant skills, education, and work experience.
Norfolk State runs multiple start dates throughout the year because the program uses seven-week terms, so application and document deadlines fall a few weeks before each term begins rather than on a single annual date.
Grambling State University
Master of Education (M.Ed.) in Curriculum and Instruction (Reading Specialist/Literacy Coaching)
The Master of Education in Curriculum and Instruction at Grambling State University, offered through the oldest department on campus, prepares certified teachers to become effective reading specialists and literacy coaches. The Reading concentration helps educators meet content-area master’s requirements while building advanced expertise in literacy instruction for diverse learners.
The degree is a 36-credit-hour program made up of 18 hours of core courses, 15 hours in the concentration, a professional writing course, and a comprehensive examination, with both thesis and non-thesis options available. The program is delivered online and has been recognized nationally for affordability, with graduate study priced around $284 per credit hour.
Grambling State has awarded master’s degrees since 1973 and is accredited by SACSCOC. The Curriculum and Instruction department reports that its graduates frequently become leaders in their school districts and go on to doctoral study.
Program objectives, courses, and clinical experiences are guided by the Common Core State Standards, the International Literacy Association’s 2010 Standards for Reading Professionals, NCATE/CAEP standards, and the Louisiana Board of Elementary and Secondary Education. The program has sought national recognition through the literacy-association accreditation route.
The concentration is identical for thesis and non-thesis tracks; thesis students replace a three-hour selective course with a three-hour thesis course, while non-thesis students take an additional three-hour graduate course in an area of interest. Candidates must maintain a 3.0 graduate grade-point average to stay in good standing.
Courses and Curriculum
The core education sequence develops the professional knowledge base, covering advanced study in education leadership, curriculum, and developmental education, and it concludes with a zero-credit comprehensive examination course. Candidates also complete a professional writing requirement that strengthens scholarly communication.
The Reading Specialist/Literacy Coaching concentration centers on the pedagogical and professional knowledge a literacy coach must use daily. These courses address the assessment-intervention connection, literacy coaching, and mentoring, and they prepare candidates to lead a total-school approach to reading instruction.
Action research is built into the concentration, with candidates examining published research and designing projects to address the needs of diverse P-12 learners. The full program totals 36 credit hours and leads toward the reading endorsement when state testing requirements are met.
Some of the core courses include:
- Education 520 – Core Curriculum and Instruction Coursework
- Education 530 – Advanced Studies in Curriculum and Instruction
- Educational Leadership 500 (or Education 581)
- Education 549 – Research in Education
- Education 545 – Curriculum and Instruction Core
- Education 576 – Professional Writing in Education
- Education 504 – Reading Specialist/Literacy Coaching Concentration
- Education 505 – Reading Specialist/Literacy Coaching Concentration
Practical Experience
The concentration relies on in-depth fieldwork. Candidates take part in literacy coaching and mentoring and use the assessment-intervention connection with diverse learners in P-12 schools, applying and transferring their content knowledge to authentic classroom practice. They must also show they can serve as enhancers and nurturers of positive learning behaviors while working with students, colleagues, and families.
Every candidate registers for and passes the comprehensive examination, which consists of five essay questions drawn from the concentration, with passage requiring success on four of the five.
Learning Outcomes
- Apply pedagogical and professional knowledge as an effective reading specialist or literacy coach.
- Use the assessment-intervention connection to support diverse P-12 learners.
- Design and conduct action-research projects that address real literacy needs.
- Analyze published reading research and adopt evidence-based best practices.
- Coach and mentor colleagues to strengthen literacy instruction.
- Serve as an enhancer and nurturer of positive affective behaviors among students and families.
Career Preparation & Outcomes
Graduates are prepared to serve as reading specialists and literacy coaches, and many advance into district-level leadership or continue toward doctoral study, according to the department. The program’s alignment with state and national literacy standards supports the reading endorsement on the teaching certificate once licensure testing is complete.
Grambling State University reports a graduation rate of about 36 percent, and its master’s program in curriculum and instruction has been cited among the most affordable of its kind nationally.
Admissions Requirements
- Admission to the Grambling State University School of Graduate Studies.
- Certification or licensure to teach, with the equivalent of at least a Level I certificate in the state of Louisiana.
- A successful admission interview for the program.
- A bachelor’s degree from an accredited college or university.
- A graduate grade-point average of 3.0 maintained throughout the program.
- Passing scores on any licensure test required to complete the reading endorsement before the degree is awarded.
Admission decisions run through the School of Graduate Studies on a term-by-term basis, and candidates begin with an interview for entry into the Curriculum and Instruction program.