school psychology phd programs

School Psychology PhD

Doctor of philosophy in school psychology.

For Fall 2025 Admission, two TC school psychology faculty members will be considering external PhD applicants: Dr. Prerna Arora Dr. Melissa Collier-Meek

In your personal statement, please specify the faculty member(s) who you are applying to work with. Thank you!

The Ph.D. program is fully accredited by the American Psychological Association (APA) and the National Association of School Psychologists (NASP). For general information about APA accreditation or specific information about the accreditation status of our program contact:

Jacqueline Remondet Wall, Ph.D. Director, Office of Program Consultation and Accreditation American Psychological Association  750 First Street, NE Washington, DC 20002-4242 (202) 336-5979 /  http://www.apa.org

If you have questions regarding the accreditation of the program by the National Association of School Psychologists (NASP) contact:

Natalie Politikos, Ph.D. National Association of School Psychologists 4340 East West Highway Suite 402 Bethesda, MD 20814 301-657-4155 / http://www.nasponline.org

Our Ph.D. program requires a minimum of 90 points. Attainment of the doctoral degree prepares students for certification as a school psychologist and licensure as a psychologist. On average, doctoral students should plan on five years of full-time attendance, including summers. This includes three years of coursework, a two-semester externship in the third year, a full-year internship during the fifth year, and a dissertation. The program can be completed in 5.2 years (enter in September of Year 1, graduate in October of Year 5 as internships end on either June 30 or August 31 and the next graduation date is early October) if students begin a program of research early in the program and complete the doctoral certification requirements (research methods examination, theoretical and empirical paper) by the 4th year of the program. Typically, most of the coursework (including practica, fieldwork, and externship) is completed by the end of the third year if the student completes only the one required externship. However, for many years, all students have completed two externships to make themselves more competitive in the APPIC match (one in a clinical setting, one in a public school), extending externship into the 4th year. Some students have chosen to do a third externship if they are specializing in intellectual disabilities/autism or child neuropsychology. The third externship increases competitiveness in the internship match and postdoctoral competition. The 4th and 5th (or 6th) years are devoted to dissertation and internship.

For more detailed information about our program, please download our Student Handbook.

Admission Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall
• Enrollment Formats: Full-Time

Certification

View Public Disclosure Notification

• NY State Provisional: School Psychology

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

For admission-related inquiries, please contact [email protected] .

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

Doctor of Philosophy (Ph.D., 90 points)

Our American Psychological Association (APA)- and National Association of School Psychologists (NASP)- accredited doctoral program (Ph.D.) requires a minimum of 90 points. Students may have to complete courses in addition to those included in the curriculum if their advisor deems it necessary (e.g., an extra statistics course). Attainment of the doctoral degree prepares students for certification as a school psychologist and licensure as a psychologist. On average, doctoral students should plan on five years of full-time attendance, including summers. This includes three years of coursework, a two-semester externship in the third year, a full-year internship during the fifth year, and a dissertation.

Suggested Sequence of Courses by Year and Semester

Fall (12 credits)

HBSK5320(3) Individual Psychological Testing I*

HBSK4025(3) Professional and Ethical Functions of School Psychologists

HBSK4073(3) Childhood Disorders*

HUDM4122(3) Probability and Statistical Inference (most semesters)

HBSK657_(0) Research Practicum

Spring (15 credits)

HBSK5321(3) Individual Psychological Testing II*

HBSK5378(3) Practicum in Psychoeducational Assessment of School Subject Difficulties*

HBSK5050(3) Cognitive and Behavioral Interventions for Youth

HBSK6380(3) Practicum in Psychoeducational Assessment with Culturally Diverse Students

HBSE 4015(3)  Applied Behavior Analysis I

Summer (6 credits)

HUDM5122(3) Applied Regression Analysis (most semesters)

ORL5362(3)    Group Dynamics: A Systems Perspective (most semesters)

Second Year

Fall (13 credits)

ORLJ5040(3)   Research Methods in Social Psychology

HBSK5280(4)   Fieldwork in School Psychological Services

HBSK6584(3)   Seminar: School Psychology Consultation

HBSK6382(3)   Advanced Practicum in Psychoeducational Interventions in Schools

HBSK657_(0)   Research Practicum

Spring (18 credits)

HBSK5031(3) Family as the Context for Child Development

HBSK5280(4) Fieldwork in School Psychological Services

HBSK 6362(3) Group Work with Children & Adolescents

HBSK 4030 (3)   Multicultural Issues in School Psychology

BBS 5069 (2)  Brain and behavior I

Summer (8 credits)

HUDM5059(3) Psychological Measurement

HUDM5123(3) Linear Models and Experimental Design

BBS 5069 (1)   Brain and behavior II

Fall (5 credits)

HBSK5271(2)  Supervised Externship in Psychoeducational Practice (Section 1)

HBSK657_(0)  Research Practicum

HUDK6520(3) Seminar in Lifespan Developmental Psychology (offered every other year)

HBSK4074(3)   Development of Reading Comprehension

Spring (6 credits)

HBSK5096(3)  Psychology of Memory: Cognitive and Affective Bases

HBSK5273(1)  Supervised Experience in Supervision

HBSK 6383 (3)    Neuropsychological Assessment of Children and Adults

HBSK657_(0)  Research Practicum: 

Summer (3 credits)

CCPX6020(3) History and Systems of Psychology

Fourth Year

Fall (4 credits)

ORLJ5540 (3) Pro-seminar in Social Psychology

HBSK7503(1) Dissertation Seminar**

HBSK5271(0) Supervised Externship in Psychoeducational Practice (Section 2)

Spring (0 credits)

HBSK8902(0) Dissertation Advisement

HBSK6480(0)  School Psychology Internship

PLEASE NOTE

The following courses, which are included in a fall or spring semester in the suggested sequence can be taken in the summer. However, before deciding to take any of the following in the summer, please consult with your advisor.

1. HUDM4122, Probability and Statistical Inference (most semesters)

2. HBSK4074, Development of Reading Comprehension

• View Other Degrees

Phone: (212) 678-3942

Email: schoolpsychology@tc.columbia.edu

Ph.D. in School Psychology

What you can earn, credits earned, time commitment, upcoming deadline, leaders of school psychology research and practice.

The School Psychology Ph.D. degree prepares leaders in the field of research and practice within school psychology. Our program stresses the expanded role of the school psychologist and offers formal coursework and practica in assessment, consultation, intervention, and counseling.

Our philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

The program is accredited by the American Psychological Association (APA) , approved by the  National Association of School Psychologists (NASP) , and meets requirements for state level licensure as a psychologist.

Our mission is to prepare scientist-practitioners whose practice of psychology is grounded in scientific knowledge and focused on enhancing the educational and socio-emotional competence of school-age children and youth.

The role of a health service psychologist with a specialty in school psychology is to assess, consult, and provide prevention and direct intervention services that focus on learning, behavior, and mental health. The graduate program in School Psychology at the University of Washington stresses the expanded role of the school psychologist and offers formal course work and practica in assessment, consultation, intervention, and counseling. In addition, the program philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

What you'll learn

The following are the nine profession-wide competencies and the specific objectives for graduates. Students' learning experiences are guided by the Discipline Specific Knowledge areas of APA and by the Profession-Wide Competencies in the APA Standards of Accreditation.

Program Objective: To prepare health service psychologists to be critical consumers of research, to have the knowledge and skills to conduct scientific inquiry, and to disseminate research.

Program Objective: To prepare health service psychologists to be competent in navigating and legal and ethical challenges and engaging in best practices associated with the APA Ethical Principles for Psychologists and Code of Conduct.

Program Objective: To prepare health service psychologists to integrate self-awareness, cultural knowledge, and culturally responsive skills in all professional activities including research, teaching, and clinical service.

Program Objective: To prepare health service psychologists to reflect the values and attitudes of psychology through integrity, professional identity alignment, professional behavior, and responsiveness to supervision and feedback.

Program Objective: To prepare health service psychologists to maintain effective relationships with colleagues, communities, organizations, supervisors, supervisees, and clients.

Program Objective: to prepare health service psychologists to incorporate the diversity characteristics of clients in psychological assessments and to present findings in an effective manner that is appropriate for audiences outside the discipline of psychology.

Program Objective: To prepare health service psychologists to implement evidence-based interventions with fidelity to empirical models along with the flexibility to adapt the interventions to the cultural and linguistic context of the clients.

Program Objective: To prepare health service psychologists to provide effective supervised supervision to less advanced students and peers appropriate for the service setting.

Program Objective: To prepare health service psychologists to demonstrate the ability to effectively collaborate in interdisciplinary contexts and integrated healthcare settings.

After graduation

Graduates are prepared for college teaching, clinical, and research positions in a variety of settings:

• School settings to serve students from all cultural, ethnic, and socioeconomic backgrounds
• University settings as trainers of school psychologists and continue to generate new knowledge for the practice of psychology
• Research settings where investigations are conducted related to learning, development, and behavior of school-aged children
• Teaching hospitals and other health agencies providing outpatient services for patients with school-related problems

Let's connect

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Related programs

The first three years of this Ph.D. program follow the sequence of the Educational Specialist (Ed.S.) program . The final three years of the Ph.D. program build upon and extend the training.

The Ph.D. degree is a six-year, full-time program that requires three years of Ed.S. degree coursework, two years of Ph.D. coursework and one year of a predoctoral internship. If you already have an Ed.S. degree, the Ph.D. course of study can be shortened to three or more years.

With the support of your advisor, you will design an individualized program of study that is guided by a supervisory committee and chaired by a core school psychology faculty member.

Students who complete their Ed.S. degree at UW will use that coursework as their specialty area. Students who completed their Ed.S. at another institution will have their transcripts reviewed to determine course credits that may be applied to their Ph.D. program of study.

As doctoral students are completing the individualized program of study requirements, they must also complete the Ph.D. degree milestones (research and inquiry, general exam, dissertation proposal, dissertation defense). These procedures are described in the program handbook sections under “Ph.D. degree milestones.”

For details,  download the student handbook

The first three years of the Ph.D. degree follow the course sequence of our Ed.S. degree . The Ed.S. course sequence is organized so that all basic foundation courses are completed the first year, the second year is centered on applied experiences in schools and at the University of Washington, and the third year is a full-time, school-based internship in public schools. Students who have already earned their Ed.S. degree may begin the Ph.D. coursework immediately.

Autumn quarter

• EDPSY 565: Adv Practicum in Clinical Practice (4)
• EDPSY 508: Adv Practicum- Supervision & School Mental Health (2)
• EDLPS 525: Educational Inquiry (3)
• EDPSY 529: Developmental Psychopathology and the DSM (3)
• Additional cognate courses (including research methods courses)

Winter quarter

• EDLPS 526: Educational Inquiry (3)
• EDPSY 538: Multiple Regression (3)
• Additional cognate and research methods courses
• Prospective Candidacy

Spring quarter

• EDPSY 585: History, Systems, & Contemporary Issues in School Psychology (3)
• Research and Inquiry

Summer quarter (session A)

EDPSY 581: Seminar in APPIC/CDSPP internships (2)

• EDPSY 579: Advanced Practicum in Assessment and Intervention (3)
• R & I presentation (Nov)
• General Exam (Nov or Dec)
• If not doing APPIC, start working on creating a local CDSPP-aligned Internship
• Register only if completing the general exam this quarter
• To obtain an add code for dissertation credits, go to  education.uw.edu/practicum , select your advisor, EDUC 800 course, and describe your dissertation project.
• General Exam (if not completed in Autumn)
• Dissertation Proposal (or in Spring)
• Internship interviews and APPIC Match Day
• Register for 25 dissertation credits (total) by the end of the academic year. Leave 2 credits for the following year when you defend your dissertation (final orals).
• Dissertation Proposal (if not completed in Winter)
• EDUC 800: Dissertation (8-10)

Students apply for “on leave” status EVERY quarter except the quarter of the dissertation defense. If a student does not apply each quarter, they will drop from the University system and have to reapply for active status and pay a $250 fee to the Graduate School. During the quarter of the dissertation defense, students MUST register for the remaining 2 credits.

Each doctoral student is required to identify two supportive cognate fields in addition to the area of specialization. Depending upon your academic background, the range of credits required for each supportive cognate is between 6 and 15. The breadth and depth of each cognate is normally defined by the graduate advisor and the faculty member selected to represent the cognate area.

Each student must form a specialization from a unit outside of the College of Education.  The specialization outside the College will normally be in a single department (e.g., Social Work, Public Health). In exceptional cases, it may be a series of courses from different departments containing a common thread (e.g., Ethnic Studies, which may draw upon courses based in several departments). The breadth and depth of the specialization outside the College is normally defined by the graduate faculty representative from that specialization serving on your Supervisory Committee. 

The culminating experience for the Ph.D. degree is a predoctoral internship, which includes advanced, integrative, supervised experiences in applying science to practice. The predoctoral internship must be completed after the general exam is passed and the dissertation proposal has been approved.

The predoctoral internship requires an additional 1,500 hours of experience and can be completed in a school or non-school setting. Students are strongly encouraged to apply to APA-accredited predoctoral internship programs through the Association of Postdoctoral Psychology and Internship Centers (APPIC) Match process. Those who do not have the ability to complete APA accredited internships must complete local predoctoral internships that are CDSPP compliant.

Students take a required 27 dissertation credits after passing the oral general examination, complete an approved dissertation proposal prior to predoctoral internship,  and complete the dissertation either before or during the predoctoral internship.

Admission requirements and process

Preferential consideration is given to applicants who have had employment or volunteer experiences in P-12 schools and who also have research training and experience.

We accept applications once a year, for autumn quarter admission.  You must apply to the Graduate School by December 2 . Faculty reviews commence in January and continue until all vacancies are filled.

We are committed to recognizing and fostering the values derived from a diverse student population and are striving to promote increased diversity among practicing school psychologists. Toward this end, we apply a variety of criteria when evaluating applicants. We strongly encourage racially and ethnically diverse students to apply to this program.

A bachelor’s degree is required for applicants who will complete their Ed.S. degree coursework first. A degree may be in-progress when applying but it must be completed before the Program starts.

Applicants may apply to begin the Ph.D. coursework under ONE the following conditions:

• They are enrolled in the UW Ed.S. degree in School Psychology Program and have completed at least two years of coursework,
• They have completed their school psychologist certification, or
• They have earned a master’s degree or Ed.S. in school psychology.
• Include one transcript from each institution from which you've earned a degree and one from every institution you have attended in the previous 5 years.
• Your transcripts must include your name, coursework, and degree (if completed).
• If you are offered admission, the UW Graduate School will request an official transcript from your most recent degree earned.

The UW Graduate School requires a cumulative GPA of 3.0. However, we review your application holistically. If your GPA is below 3.0, contact us at [email protected] for advice on how to strengthen your overall application.

During the online application process, you will be given instructions for adding your recommenders and getting their letters submitted electronically. Your recommenders should be able to address:

• your communication skills, both written and oral
• your ability to interact productively with supervisors, peers, and children
• your ability to function without supervision
• your research competence and experience
• your teaching, counseling and/or assessment skills 
• other relevant aspects of your academic or professional development

A current academic and professional resume or vita is required. In addition to educational degrees and professional experience, you should include a list of all relevant awards, publications, presentations or other achievements that will help us to evaluate your application.

The admissions committee uses your statement of purpose, along with other evidence, to determine whether your goals are well-matched with our Program. Your statement should address goals, relevant experience, future plans, and how the desired specific program meets your needs. Include personal experiences that have prepared you for the challenge of graduate school, topics like:

• Reasons for seeking entry into this program 
• Post-baccalaureate experiences in teaching, counseling, and assessment  
• Your professional aspirations
• Your research interests

Your statement must be no more than 750 words (3 pages double-spaced) using 12-point font and 1-inch margins.

While optional, you can add to your application by submitting a personal history statement with each application. This statement should address your intellectual growth and development, inclusive of and beyond your academic goals. 

Statements should be no longer than two pages long, double-spaced, with 12-point font and 1-inch margins.

• Gather all required documents
• Visit the Graduate School website
• Log into your account or create a new profile if you are a first-time applicant
• Complete all steps in application process and upload your documents
• You may request a fee waiver during the application process
• Submit your application

Here is our general timeline for decisions.

Step 1: Application processing

• Within 7 business days after the deadline, we will check if your application if fully complete
• We will email you whether your application is complete or incomplete
• If your application is missing anything, you will have a short amount of time submit these items
• You can also log into the online tool and check your status and see any missing items

Step 2: Application review

• Committees begin reviewing applications about two weeks after the deadline
• You will receiving an email when your application has entered the review phase

Step 3: Interview day

We host an interview day during the first or second week of February for finalists who remain competitive after the primary and secondary review of their application. For those who are unable to attend this event, a web based or phone interview with one or more members of the core faculty in school psychology is required. Interviews are only by invitation.

Step 4: Decision notification

• The final decision will be emailed to you
• Your status will also be updated in the online application tool

We value and welcoming applications from international students! If you are applying from outside the United States, there are additional requirements and application materials.

• At minimum, you must have the equivalent of a U.S. bachelor's degree (a four-year degree from an institution of recognized standing)
• The national system of education in the foreign country
• The type of institution
• The field of study and level of studies completed
• If a transcript is in English, you can upload the transcript in the online application.
• If the degree is on a separate certificate, you will need to upload this as well. An evaluation from a 3rd party is not needed for this.
• All transcripts and degree conferral documents that are in a language other than English must be accompanied by certified English translation and must be in the same format as the original(s).

Per  UW Graduate School policy , you must submit a demonstration of English language proficiency if your native language is not English and you did not earn a degree in one of the following countries:

• United States
• United Kingdom
• New Zealand
• South Africa
• Trinidad and Tobago

The following tests are accepted if the test was taken fewer than two years ago:

• Minimum score: 80
• Recommended score: 92+
• The UW's 4-digit code is 4854
• University of Washington All Campuses, Organisation ID 365, Undergrad & Graduate Admis, Box 355850, Seattle, WA, 98105, United States of America
• Minimum score: 6.5
• Recommended score: 7.0+
• School information for submission: University of Washington, All Campuses Undergraduate & Graduate Admission Box 355850 Seattle, WA 98195
• Minimum score: 105
• Recommended score: 125+
• Follow the instructions on the Duolingo website to submit your scores

If you apply and are offered admission to UW, you will need to submit a statement of financial ability.

Costs and funding

We are a tuition-based program. Estimated tuition rates are based on your residency: 

• Washington state residents: $19,584 per year
• Out-of-state students: $35,352 per year

Estimates are subject to change and may differ due to course load and summer quarter enrollment. Estimates include building fees, technology fees, U-Pass, etc. Additional program-specific fees are not included in this estimate.

View the UW tuition dashboard → Visit the Office of Planning & Budgeting →

Graduate Student General Scholarships

School psychology clinic.

The UW School Psychology Clinic serves as a training site for graduate students in the School Psychology Ed.S. and Ph.D. programs. All services are supervised by a licensed psychologist/clinician, along with a program faculty member. The center also services as a clinical-research site for faculty and students.

Disclosure, outcomes and other data

We post Program data, including students’ time to completion, program costs, internship placement, attrition, licensure, and other disclosures.

View outcome data

Program Director

Kristen Missall

Program faculty.

Janine Jones

Alexa Matlack

James Mazza

Program staff.

Jen Haveman

College of Education and Human Development

Department of Educational Psychology

School psychology PhD

Become a leader in helping schools and communities succeed.

Accredited by APA and approved by NASP/NCATE, the doctoral program in school psychology prepares you to become a leader in the field of school psychology. You’ll be eligible to receive your state and national school psychologist credential, and the license to practice psychology. You can become a university faculty member, conduct research, work with students, staff, and families in schools, or work with children and youth in other settings as a licensed psychologist.

Why study school psychology at the University of Minnesota?

• Challenging, cutting edge training preparation with a focus on justice and equity
• 100% of our students are employed in their field within a year of graduation*
• One of the strongest, most established programs in the nation
• Innovative faculty and students who are state and national leaders
• Faculty commitment to and expertise in diversity, educational equity, student mental health, and social justice
• Over $10 million in research and graduate training grants
• Compassionate, nimble in responding to COVID-19
• Committed to advancing antiracism
• 85-100% of students present and publish research each year*
• Fieldwork in diverse, urban schools. Start your first semester as part of robust peer teams.
• Accredited/approved by APA and NASP
• More information on program goals and competencies
• View the University of Minnesota's School Psychology Diversity Statement .

*Percentages of students since 2012

School psychologists: in-demand and well-compensated

• 100% of our students are employed in the field upon graduation*
• Expected employment growth: 11% between 2012 and 2022**
• Mean 9-month salary (full-time, school-based practitioner): $64,000-$71,000***
• Mean 9-month salary (university faculty): $77,800***
• Student Admissions, Outcomes and Other Data

*Percentages of students since 2012 **U.S. Bureau of Labor Statistics ***National Association of School Psychologists

Doctoral-level (PhD) school psychologists

Doctoral-level school psychologists: work in schools, universities (as faculty), mental health agencies, research centers and think tanks, clinical settings, state departments of education, and independent practices. The program emphasizes preparation of future faculty, so all students are trained not only as researchers, but in higher education teaching, supervision, and mentoring.

What to expect

Note: We no longer require GRE test scores for application and admission to the program.

All application materials must be received December 1 for admission in September of the following year. Files not complete by December 1 will not be reviewed.

School psychology PhD students generally complete four years of coursework and dissertation, followed by a year-long internship. All students prepare to become scientist-practitioners through coursework in research methods and statistics, and the completion of a supervised research project.

• See the program handbook for a full description of research expectations and requirements.
• Visit the educational psychology PhD course catalog for full course listings and descriptions.

Visit the College of Education and Human Development finance and funding page for information on tuition.

• Project AWARE/LIME
• School Psychology Internship Consortium
• College of Education and Human Development funding
• Graduate School fellowships

Review our frequently asked questions or program handbook .

The following faculty are currently accepting doctoral advisees.

Lisa Aguilar

Assistant professor Currently accepting doctoral advisees.

Faith Miller

Associate professor Currently accepting doctoral advisees.

Kirsten Newell

Amanda l. sullivan.

Birkmaier Education Leadership Professor, program coordinator Currently accepting doctoral advisees.

Instructors and supervisors

Annie hansen-burke.

Senior lecturer

Jessie Kember

Teaching assistant professor, fieldwork coordinator, and director of clinical placements

Mollie Weeks

Sarah wollersheim shervey.

The program is fully accredited by the Commission on Accreditation of the American Psychological Association.

Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: 202-336-5979 / Email: [email protected]   Web: http://www.apa.org/ed/accreditation/  

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School/Clinical Child Psychology Doctoral Program

School/clinical child psychology.

Doctoral Program

Department of Educational Psychology

The Combined School/Clinical Child Psychology doctoral program at the University of Texas at Austin has a long history of scientist-practitioner training, scholarly contributions to research, and academic and professional leadership. The program is accredited by the  American Psychological Association  as a combined Clinical/School Psychology doctoral program.

Accreditation status may be confirmed by APA via:

Education Directorate Office of Program Consultation and Accreditation 750 First St. NE Washington, DC 20002-4242 Phone: (202) 336-5979

TDD/TTY: (202) 336-6123 Fax: (202) 336-5978 Email: [email protected]

Program Overview

Consistent with the broad and general health service psychology specialties of both school and clinical child psychology, the doctoral program prepares students to be scientist-practitioners capable of addressing the significant and complex problems and issues facing children, youth, and their caretakers in a variety of settings and contexts.

Required Courses

As a program we strive to advance equity in our admission, retention, and graduation of diverse students; through our scholarship, we create opportunities for students to engage in research with diverse and marginalized populations; through training in evidence-based and culturally-responsive practice, we promote the health and resilience of youth and their systems over time.

The following faculty will be reviewing applications and plan to admit Ph.D. students in 2025:

• Kizzy Albritton
• Erin Rodriguez
• Monica Romero

Examines ways that school psychologists can improve the academic, social-emotional, and behavioral outcomes for young children (i.e., preschool) from minoritized and marginalized backgrounds in early childhood settings. Dr. Albritton will be rev...

Active in current healthcare reform endeavors, studies integrated behavioral health, attachment theory, and consultation theories and processes such as home-school partnership and family-centered treatment. Cindy Carlson is not currently accepti...

J. Mark Eddy's primary area of expertise is the development, refinement and rigorous testing of culturally informed multimodal preventive and clinical psychosocial interventions to improve physical and mental health outcomes for children and families...

Supports the clinical training of doctoral students, teaches clinically-focused courses and prepares students for psychology internship training. Jane Gray does not serve as a research mentor for students in the School Psychology nor Counseling ...

Dr. Erin Rodríguez studies family, sociocultural, and contextual influences on children’s development and health outcomes, with a focus on understanding and reducing health disparities affecting low-SES Latinx youth. Dr. Rodríguez will be rev...

Investigates culturally and linguistically responsive interventions and assessments for emergent bilingual/multilingual learners and Latiné students. Dr. Romero will be reviewing applications in anticipation of taking a student for Fall 2024.

Training in School Psychology Positive School Climate Home, School, and Community Partnerships

Affiliated Faculty Mentors

Studies predictors of risk for mental health problems in early childhood.

Our  FAQ page  provides answers to common questions about your admission application specific to the Combined School/Clinical Child Psychology doctoral program.

See also  General  FAQs .

Affiliated Center

Pediatric Coping and Language Lab

Studies family, linguistic, and sociocultural influences on children’s adaptation to stress and their mental and physical health outcomes.

Additional Resources

• Student Admissions, Outcomes, Other Data
• Request More Information
• Frequently Asked Questions
• Student Handbook

At a Glance

Program Starts : Fall, Summer

Deadline to Apply : December 1

Credit Hours Required : 105

Schedule : Full-time enrollment required until admitted to candidacy

Program Location : On Campus

GRE Required? No

Area Chair J. Mark Eddy

Find out information about the admission process and application requirements.

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Start your application today to take the next steps toward your future as a Longhorn.

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Educational Psychology News

Discover the exciting research and work being done by faculty and students in the Department of Educational Psychology. 

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School Psychology, Ph.D.

• American Psychological Association
• National Association of School Psychology

December 3, 2024

June 30, 2025

• In-State - $12,540
• Out-of-State - $26,490

This is a research-intensive program designed to prepare you for a range of careers in academia, research, and clinical practice. Emphasizing a scientist-practitioner orientation, this program combines rigorous coursework, collaborative research and hands-on clinical experience. An ideal candidate is passionate about advancing psychological science, committed to providing evidence-based services, and eager to contribute to the well-being of diverse student populations. Through this program, you will develop a deep understanding of psychological theories, research methodologies and clinical practices. With the support of our dedicated faculty, you will learn to address mental health, academic and social challenges in educational settings. This knowledge is crucial for promoting healthy development, enhancing educational outcomes, and advocating for effective policies and practices in schools.

Key Features

• Scientist-Practitioner : Combines foundational scientific knowledge with clinical practice, emphasizing research and evidence-based interventions.
• Licensure and Certification : Graduates are eligible for licensure as professional psychologists and for the NCSP credential, with eligibility for MSDE certification as School Psychologists.
• Interdisciplinary Collaboration : Connect with faculty and students across various departments and institutions, enhancing research and professional development opportunities.
• Comprehensive Training : Includes coursework, research, fieldwork, internships, and professional development seminars.

Our program has the following accreditations: 

• American Psychological Association (APA; next site visit scheduled for 2028)
• National Association of School Psychologists (NASP; next review scheduled for 2030)

The training program is housed within the College of Education, which is accredited by the National Council for the Accreditation of Teacher Education (NCATE).

All of the College of Education’s school professional preparation programs are approved by the Maryland State Department of Education (MSDE).  

This program’s goals and objectives fall into three areas, scientific knowledge, clinical practice and research.

Goal: Students will develop foundational knowledge and become well-versed in profession-wide competencies via the required course sequence.

Objective 1a: Students will be well-versed in foundational scientific knowledge including: (a) history and systems of psychology; (b) affective, biological, cognitive, and social aspects of behavior; (c) research methods, statistical analysis, and psychometrics.  Objective 1b: Students will gain knowledge regarding professional competencies including (a) research, (b) ethical/legal standards; (c) individual and cultural diversity; (d) professional values and attitudes; (e) communication/interpersonal skills; (f) assessment; (g) intervention; (h) supervision; and (i) consultation.

Goal: Students will demonstrate entry-level competence, provide evidence-based school psychological services, and develop identities as professional psychologists.

Sub-goal 1: Students will demonstrate entry-level competence as specified by the American Psychological Association with respect to “discipline-specific knowledge, profession-wide competencies and learning/curriculum elements required by the profession.”

Objective 1a: Students: (1) will demonstrate knowledge of theory and research pertinent to mental health service delivery in regard to: (a) psychodiagnostic, psychoeducational, and educational assess­ment, (b) interventions to address academic and social behavior issues, and (c) individual and group counseling of school-age students; and (2) will demonstrate the ability to apply their knowledge in the foregoing areas to the solution of identified client problems. Objective 1b: Students: (1) will demonstrate knowledge of theory and research in regard to: (a) case- and consultee-centered consultation, (b) team-based support systems, and (c) systems-level consultation; and (2) will demonstrate the ability to apply their knowledge in the foregoing areas to the solution of identified client or systems-level problems.

Sub-goal 2: Students will be able to provide evidence-based school psychological services in the context of a multicultural, pluralistic society such that inter-individual differences and differences in culture, ethnicity, gender, socioeconomic status and sexual orientation are understood and respected.

Objective 2a: Students will demonstrate knowledge of inter-individual differences (e.g., temperament, learning abilities, personality attributes, disability status) and knowledge of the influences of social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors on students’ development and learning. Objective 2b:     Students will apply knowledge of such differences in their assessment, consultation, counseling and other professional work in order to ensure effective, equitable, and respectful school psychological services to all of their clients and other service recipients.

Sub-goal 3: Students will develop identities as professional psychologists specializing in school psychology, and practice in accord with professional practice standards and a scientific knowledge base.

Objective 3a: Students demonstrate knowledge of the historical development of psychology and of school psychology in the context of current developments in the discipline. Objective 3b: Students will demonstrate professional identities as psychologists through their membership and participation in professional and scientific organizations, and through their expressed research and professional goals. Objective 3c: Students will demonstrate knowledge of, and adherence to, ethical and legal guidelines in all aspects of their professional work.

Goal: Students will understand, generate, and disseminate research in order to contribute to the scientific knowledge base.

Objective 1a: Students will have an ongoing involvement in all stages of the research process with increasing independence over time. Objective 1b: Students will engage in conducting original research and disseminating psychological science via completion of the master’s thesis, doctoral dissertation, and comprehensive requirements.

Research Labs

• Emotions, Equity, & Education Lab (Dr. Colleen O'Neal)
• Temperament & Narratives Lab (Dr. Hedy Teglasi) 
• Bullying Prevention and Mental Health Promotion Lab (Dr. Cixin Wang) 
• Risk, Resilience, and Culture Lab (Dr. Chunyan Yang)

Student Affiliates of School Psychologists (SASP) is a student-run organization that fosters growth and professionalism among the students in the School Psychology program at the University of Maryland. SASP facilitates an awareness and understanding in the school psychology profession by providing support and developmental opportunities.

Information on admissions and application to this program can be found on the University Graduate Admissions website. 

Admission Requirements           Guide to Applying

In addition to the Graduate School requirements, this program has the following:

• Letters of Recommendation (3)
• Supplementary Application
• Description of Research/Work Experience
• Writing Sample

**Graduate Record Examination (GRE) scores are not considered as a criterion for admission into the program.

Students entering this program are expected to have an adequate knowledge base in psychology, typically mastered through undergraduate coursework.

Although a psychology major is not necessary, the admissions committee must be satisfied that the applicant’s background knowledge is sufficient in the following areas: developmental psychology or child development, human learning, biological bases of behavior, and statistics.  Additional areas may include: social psychology, cognitive psychology, and personality psychology. It is preferred that at least one course includes a laboratory component. A newly admitted student who is lacking adequate background may be required to complete prerequisites during the first year of the program.

The admissions committee considers the overall strength of the application, based on the following information: (a) undergraduate GPA, (b) previous graduate GPA if applicable, (c) Graduate Record Exam (Verbal, Quantitative, and Writing), (d) applicant's goals and objectives in relation to those of the program, (e) undergraduate and/or graduate major–or demonstration of competence in the content areas listed below as prerequisites, and (f) letters of reference.

Applicants are selected on a competitive basis from those meeting minimum requirements. The program typically accepts around 20% of new applicants, depending on the size and characteristics of the applicant pool, and on available resources. These parameters vary somewhat from year to year. Undergraduate GPA's of accepted students typically range from about 3.3 to 4.0 with the last three years averaging 3.72. Average GRE scores were 158 for Verbal (ranging from 151-168) and 155 for Quantitative (ranging from 146 to 167). Psychology is the predominant undergraduate major of accepted applicants.

Sharon Fries-Britt, Professor

The program is designed to integrate rigorous coursework, comprehensive fieldwork, and advanced research components, ensuring you have a strong foundation and advanced skills upon graduation.

For full details on curriculum and program requirements, view the handbook and manual. 

School Psychology handbook        

Program of Study

The curriculum requirements are designed to ensure adequate preparation in reference to the program's goals. A total of 74 coursework credits are required, with an additional 21-27 credits being required for research and fieldwork/internship. The program typically requires four years of full-time, resident graduate study in coursework and fieldwork prior to the year-long pre-doctoral internship. Students are required to have an approved dissertation proposal prior to beginning an internship. The Program Handbook includes a detailed listing of course requirements. Those entering the program with advanced degrees may have some requirements waived based on previous graduate work, as described in the Program Handbook.

The School Psychology Program provides a sequence of experiential coursework and field placements starting in the first year with pre-practicum laboratory experiences, practicum, fieldwork, and the pre-doctoral internship. Lab experiences and practicum courses have on- and off-campus components. Post-practicum fieldwork typically occurs during the fourth year and internship during the fifth year. Practicum experiences are closely supervised and directed by program faculty. Post-practicum fieldwork and the pre-doctoral internship allow for a greater degree of independent functioning by the student under field-based supervision, with oversight by the program faculty.

Typically completed during a student’s fourth year, fieldwork experiences call for an assignment of 10 hours per week gaining experience in school psychology science and practice in an education-related setting, with field-based supervision and support by a faculty member.  Students may choose a variety of activities, based on their interests. For example, a student may work in assessment or consultation in a school or school system; conduct program evaluations for school, school system, or educational agency programs; engage in consultation or research for a school system; or engage in an administrative or advocacy role in a school psychology-related organization.

A paid, pre-doctoral internship equivalent in length to full-time work for either one K-12 school year or one calendar year, totaling at least 1750 hours, is required after the completion of all coursework. The internship must be completed in no longer than a 24 month period. Internships must either be APA-accredited or conform to the CDSPP Internship Guidelines. Pre-doctoral internships are either: (a) a full-year, school-based internship, or (b) a full-year internship in a consortium arrangement in which at least half is in a school setting. Alternative internship placements are available for students who either: (a) have previously completed a 1200-hour specialist-level school psychology internship, or (b) whose combination of previous internship and work experience as a school psychologist are judged to be equivalent to the required specialist-level internship. Specific requirements for the internship, and policies and procedures pertaining thereto, are detailed in the Program Handbook.

Research involvement is an integral part of the School Psychology Program.  Accordingly, students become involved in research activities during their first semester, and continue their involvement continuously prior to their internship year. Students are required to make at least one presentation at a national conference and to submit at least one manuscript for publication prior to earning their Ph.D. 

The master's thesis is the culminating requirement for the master’s degree. All students must complete a formal master's thesis in order to earn the M.A. 

Doctoral students entering with a master's degree who have not completed an acceptable research project must demonstrate research competency in lieu of doing a master's thesis. This research competency project must be completed and approved by the Program prior to advancement to doctoral candidacy. The Program Handbook includes criteria for evaluating students’ previous research work.

The doctoral dissertation is a major research project designed to both demonstrate the student's research competence and to make a substantive contribution to the research literature. An approved dissertation proposal is due prior to beginning the pre-doctoral internship. 

Our program has four core full-time members responsible for administering the program, but other faculty members from the Department, College and University teach courses and serve on thesis and dissertation committees for our students. Core faculty members typically supervise research and practicum experiences as well as teach.

Emeritus Faculty

Emeritus faculty includes those who have been long-standing core members of the school psychology faculty, but who are now retired. They may continue to advise students who began their work with them, continue an active program of research and scholarship, and serve on thesis and dissertation committees, but they do not accept new advisees.

For more information, please contact:

Dr. Cixin Wang Program Director [email protected]

Laura Kelly Graduate Assistant [email protected]

Carol Scott Coordinator [email protected]