school psychologist phd or masters

Should I Get a Master’s or PhD in School Psychology?

Industry Advice Healthcare

Psychology is a diverse field that offers multiple career paths, many of which are in high demand due to the toll the COVID-19 pandemic has had on people of all ages.

School psychology is an excellent option for someone interested in working with children and making a difference in their lives. Currently, the profession is facing a shortage of qualified school psychologists due to the pandemic and a general lack of awareness about the field. However, school psychology has consistently ranked among the 100 Best Jobs in U.S. News and World Report based on many factors including a good work-life balance and upward mobility potential.

Read on to learn more about working as a school psychologist, the educational requirements to become one, and how Northeastern University can get you started.

What Is School Psychology?

According to Amy Briesch , associate professor and director of School Psychology (PhD) at Northeastern, says “school psychology is very hard to put into a box.” Your responsibilities can vary based on your state and district, but ultimately, the main objective is to support student academics and mental health.

Mental Health Support

School psychologists are different from school counselors. School psychologists study how mental health concerns, like anxiety, can negatively affect student behavior. From there, they can diagnose and address the issue. School counselors do not have the training or expertise to tackle these challenges.

School psychologists provide one-on-one and group counseling to students. They work to improve students’ communication and social skills, assess their needs, reinforce problem-solving, coping skills, conflict resolution, etc. They also focus on preventative work and provide classroom interventions if needed.

Academic Support

School psychologists are trained in evidence-based interventions across academic areas (e.g., reading, math) to help students in need. They work to motivate students, monitor their progress, conduct psychological and academic assessments, and manage classroom behavior. They also provide consultation to teachers on the best methods for struggling students.

Master’s vs. PhD in School Psychology

If school psychology sounds like the right career for you, it’s essential to determine the educational requirements required to get hired and succeed in your field. Explore the differences between a master’s and PhD below.

Master’s in School Psychology

If you’re interested in working in a school, a master’s degree is required to work as a licensed school psychologist in most states.

After earning your bachelor’s degree, you’ll need to find an accredited program to get your master’s, like the Master of Science (MS) and a Certificate of Advanced Graduate Study (CAGS) in School Psychology offered at Northeastern. This is a three-year, fully accredited program through the National Association of School Psychologists and the Massachusetts State Department of Education.

Your curriculum will likely include some, if not all, of the following courses:

• Introduction to Cognitive Assessment
• Behavior Management
• Child and Adolescent Psychopathology
• Understanding Culture and Diversity

The program requires 62 semester hours and a one-year internship or practicum consisting of at least 1,200 hours, half of which must be completed in a school setting.

NASP-accredited programs, like Northeastern’s , ensure students have the necessary requirements to obtain licensure, meaning they can move directly into the field upon graduation.

Once you’ve completed your degree and obtained your initial license, the final step is applying for your professional license. This requires a passing grade on the Praxis II exam (which is a degree requirement at many institutions, such as Northeastern), as well as three years of experience working in the field.

PhD in School Psychology

Public schools are not the only settings in which a school psychologist can work. Private schools, universities, and clinical settings also hire school psychologists but typically require that they hold a PhD or doctoral degree.

A PhD program provides ample opportunities for students to explore individual interests. Northeastern’s School Psychology Doctoral Program (SPDP) prepares school psychologists to work in various settings, such as schools, universities, clinics, and hospitals. Coursework in this program focuses on research and fieldwork to help students develop skills in research, intervention, assessment, and consultation. While this additional degree isn’t required to become a school psychologist, it may be the perfect option for those looking to break into psychology research.

If you want to work in a public-school setting, there is no major advantage to having a doctoral degree in school psychology. In fact, school psychology is the only subdiscipline of psychology where graduates can use the title of psychologist without a doctoral degree.

However, if you’re interested in research as well as the flexibility of working in other settings such as universities or clinics, you’ll want to pursue a PhD.

Whichever you decide is best for you, Northeastern University’s Bouvé College of Health Sciences offers accredited programs for every step of your journey to becoming a school psychologist.

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NASP: The National Association of School Psychologists

• Selecting a Graduate Program

In This Section

• Who Are School Psychologists
• A Career That Makes a Difference
• Workforce & Salary Information
• Minority Scholarship Program
• State Shortages Data Dashboard
• Promote the Profession
• Find a State Association
• School Psych T-Shirt Design

As a school psychologist you can make a positive, lasting difference in children's lives. Schools today serve increasingly diverse and dynamic student populations. Every child brings unique strengths and challenges to the learning process. School psychologists are a vital part of the effort to unlock each child’s potential for success.

How to Select the Best Graduate Program for You

Selecting an appropriate graduate preparation program will be one of the most important decisions you will make in joining the profession of school psychology. There are approximately 240 universities offering school psychology graduate programs across the United States. These programs reflect considerable diversity in where they are located in the university (e.g., Department of Psychology, Department of Education), what they prepare you to do as a school psychologist (e.g., work as a practitioner, college/university professor, researcher), and how they prepare you to do it.

Prospective students can review data on all programs, including program approval/accreditation, enrollment, faculty, financial aid, respecialization, and internship data in NASP's Program Database . Data are also available on the number of individuals obtaining the Nationally Certified School Psychologist ( NCSP ) credential from each program (see the 2019-2020 report ). Prospecticve students may also wish to review a list of Multicultural and Bilingual School Psychology Graduate Programs .

Before you start looking at different university programs, consider the following:

• To become a school psychologist, you will need to complete a graduate school program that awards a degree ( specialist-level and/or doctorate ) specifically in school psychology.
• To enroll in graduate studies, you will need to have your bachelor's degree and any undergraduate prerequisites required by the program(s) of your choice.
• Most school psychology graduate programs include academic courses, supervised fieldwork and an internship to prepare you in both professional knowledge and skills.

To work as a school psychologist, you must be certified or licensed by the state in which you work. Employment in a public school setting generally requires certification by the State Department of Education.

Although individual states may have different requirements for certification, the National Association of School Psychologists (NASP) requires a minimum of specialist-level training.

NASP requires that school psychology training include:

• A minimum of three years of full-time graduate study (or the equivalent) beyond the bachelor's degree, involving at least 60 graduate semester or 90 graduate quarter hours (the specialist level)
• An internship one academic year in length (included in the three full years of study) consisting of at least 1,200 clock hours of supervised practice, 600 of which must be in a school setting
• Coursework and experiences as prescribed by the National Association of School Psychologists

For a student fact sheet describing different degrees and career options see A Career in School Psychology: Selecting a Master's, Specialist, or Doctoral Degree Program That Meets Your Needs

For a student fact sheet of financial and other considerations when choosing a program, see Considerations When Choosing a Graduate Program in School Psychology.

Program Design

Because school psychology is an applied specialty, coursework will involve both academic classes and applied experiences. In reviewing a program's curricular requirements or a sample program of study, you can evaluate: (a) its consistency with stated philosophies and goals, and (b) the type of training you will receive.

Program Philosophy and Goals

A program's philosophy, psychological orientation, and overall objectives are as important to consider as training levels and degrees offered. These program components should be clearly described in official program documents available to prospective students. Among the ways that programs vary are:

• Theoretical Orientation — e.g., Scientist-Practitioner, Scientist-Practitioner-Scholar
• Professional Roles Emphasized — e.g., Intervention, Counseling, Consultation, Behavior Analysis, Psychometric Evaluation, Organizational Change, Research Program Evaluation
• Population/Age Group Emphasized — e.g., Infants and Toddlers, Preschoolers, Elementary School Students, Adolescents, Emotionally Disturbed Students, Deaf or Blind Students, Culturally Diverse or Bilingual Populations

University & Program Policies

The Nondiscrimination and Equal Opportunity Policy outlines NASP's commitment to nondiscrimination and the promotion of equal opportunity, fairness, justice, and respect for all persons. Prospective students should consider whether the programs and institutions for which they plan to apply have any policies, codes, missions, or philosophies that conflict with NASP's policy and discriminate against individuals based on their sexual orientation or gender diversity.

Additionally, the Council of Directors of School Psychology Programs (CDSPP), Trainers of School Psychologists (TSP), and NASP Graduate Education Committee urge all school psychology programs to establish a deadline of no earlier than April 15th , to the fullest extent possible, for candidates accepted for the following fall semester to make a commitment to accept an offer of admission or financial assistance (e.g., assistantship, scholarship, etc.). This is consistent with the Council of Graduate School's April 15 Resolution . Given the joint statement, school psychology programs should not require you to make a commitment to accept an offer of admission or financial aid before April 15 th .

Program faculty will be a significant influence in your graduate school experiences. In selecting a training program, determine how many full-time faculty members are assigned to the program in relation to the number of students. Also consider whether program faculty hold degrees in school psychology, whether they are active members of state and national professional organizations, the extent of their previous experience as practicing school psychologists, and their continuing professional experiences in school psychology. Talking with current or former students may help you find the program with faculty who will best meet your needs.

Admission Requirements

Admission requirements vary considerably from program to program. Undergraduate grade point average (GPA) is a primary consideration in admission to graduate study. GPA in psychology and GRE scores also are important for many programs. Recommendations, work and volunteer experience, personal interview results, and other factors are also important and may offset somewhat lower grades or GRE scores. Contact the programs that you are interested in to find out about their specific admissions requirements and application deadlines. NASP recently developed a 2nd Round Candidate Match process where students missing the first general wave of applications can identify programs still accepting applications and considering new candidates through late Spring or early Summer.

Prerequisites

Although the majority of individuals are now entering the field of school psychology with undergraduate degrees in psychology, students continue to enter graduate school with a variety of degrees including education, sociology, and child development to name a few. Your major field is less important if you have sufficient background knowledge in areas applicable to school psychology—child development, psychology, education, etc. While an undergraduate major or minor in psychology is an advantage, it is not a requirement for graduate study in school psychology. Typically, school psychology training programs have certain prerequisite courses that must be completed by all applicants or admitted students. Clarify these prerequisites in advance so that you will have sufficient time to complete all such requirements.

Financial Assistance

Many school psychology students receive financial support to help defer the costs of graduate school, which may consist of federal aid, student loans, or monetary assistance by the academic program or institution. During the 2016–2017 school year, an average of 7.7 first year specialist-level students and 5.2 first year doctoral students received funding to complete their graduate education. When looking at all enrolled students receiving assistance, an average of 13.6 (specialist-level) and 18.6 (doctoral-level) students per program received funding. Hours required for work-study positions, which may include graduate or teaching assistantships, were reported as an average of 11.5 per week for specialist-level students, and 14.3 hours per week for doctoral students. Applicants should request financial information directly from the school psychology program. It also may be helpful to contact the university's Financial Aid Office or Graduate School. When inquiring about financial aid, ask about the amount of aid, the nature and extent of services expected in return, the period of commitment, and the likelihood that the assistance will continue over time.

You may also have a need to take out loans to cover the remaining cost of attendance for your graduate program. For a graduate student fact sheet on this topic, see Information About Student Loans for New Students.

Practica/Internship

Every school psychology student should receive practica experiences that expose one to the field of school psychology. Practica occurs during the core program of studies and comes before an internship. A one-year internship should be the culminating experience of your school psychology program and helps to integrate the knowledge and skills acquired earlier in your studies. It should be a comprehensive experience that is closely supervised by a school psychologist who holds the appropriate credential for the setting. Be sure to ask what support is provided students to find both practica and internship sites. Ask where interns are placed and whether those placements provide a salary/stipend. Ask if your university will allow you to complete your internship out-of-state and, if so, how university-based supervision is arranged.

Lastly, ask questions about graduation rates and employment opportunities for graduates.

Ask if you can talk with recent graduates to assess their satisfaction with the training they received and where they found employment.

NASP approves and accredits school psychology programs at the specialist and doctoral levels. NASP maintains a list of NASP-approved programs as well as NASP-accredited programs . For the purposes of prospective students, both offer the same benefits.

APA accredits school psychology programs at the doctoral level.

School Psychology PhD

Doctor of philosophy in school psychology.

For Fall 2024 admissions, the TC School Psychology programs have retained use of the GRE scores. Faculty use the scores, along with undergraduate GPA, letters of recommendation, the personal statement, and other materials to perform a holistic review of each applicant. There is no minimum GRE cutoff score for either the EdM or PhD program in School Psychology.

For Fall 2024 admissions, the following faculty members will be reviewing PhD applications from external students (i.e., students not already in our EdM program): Dr. Melissa Collier-Meek -  [email protected]  

Please indicate in your personal statement which of these faculty you are applying to work with.

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. Beginning in the 2024-2025 academic year, the Ed.D. degree required credit load for this program will change from 90 to 75 credits. Up to 30 credits from prior graduate studies may be transferred, subject to advisor approval. Prospective new students who apply for spring, summer or fall 2024 terms and are successfully admitted will follow the new reduced Ed.D. credit requirements.

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

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall Only

Certification

View Public Disclosure Notification

• NY State Provisional: School Psychology

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• One (1) Letter of Recommendation should be academic
• GRE General Test
• Academic Writing Sample

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

NASP: The National Association of School Psychologists

• School Psychology Program Information

In This Section

• National Certification
• NASP Practice Model
• Self-Assessment Survey
• Graduate Program Approval
• Professional Ethics
• State School Psychology Credentialing Requirements

Technical Difficulties?

Contact NASP

The information provided was largely obtained from school psychology program directors. The data contained within are provided as a service to the school psychology community as well as those with an expressed interest in the field, including potential program applicants. We cannot and do not guarantee the currency or accuracy of the information. Individuals interested in these data are encouraged to confirm the information by contacting individual graduate programs as needed.

A separate list of NASP-approved programs and NASP-accredited programs is also available.

US School Psychology Gradute Program Enrollment

Below is a map of the locations of School Psychology Graduate Programs in the United States and information about their enrollment. Larger circles represent higher enrollment and darker blues represent higher acceptance rate. Hover over a circle to find out more information about a particular program. Based on data from 2020-2021.

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• School Psychology, Ph.D.

The PhD in School Psychology is guided by a scientist–scholar–practitioner model of professional training. Students prepare for positions as professors in colleges and universities, psychologists in elementary and secondary schools, and with other organizations or agencies that focus on psychological services for children, youth, and families. The program is fully accredited by the American Psychological Association and approved by the National Association of School Psychologists.

Within the areas of professional practice for school psychologists the program emphasizes social justice across psychological assessment and psychodiagnostic evaluation, prevention and intervention procedures, consultation and program planning, and research and evaluation. The program also requires the study of applied behavior analysis, cognitive-behavior therapy, social-learning theory, and ecological-behavioral-systems theory. Applied experience and training are provided in individual and group work with both typical classroom populations and special groups, including individuals with developmental disabilities and others with special education needs. Included in the practicum and internship experience is work with families, classroom peer groups, and community and school systems.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

For admission to graduate work, the department does not require a specific undergraduate major. However, it is preferred that applicants have completed approximately 18 credits in courses that provide a relevant foundation for further study in educational psychology. Neither certification as a teacher nor teaching experience is required. An undergraduate grade point average of at least 3.0 (4.0 basis) based on the last 60 semester hours of undergraduate coursework is requisite. A statement of purpose is also required.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Information

Students are eligible to apply for UW-Madison fellowships. A limited number of teaching and project assistantships are available within the department, and prospective students are encouraged to refer to the instructions for fellowships and assistantships contained in the program application information.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

MODE OF INSTRUCTION

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

CURRICULAR REQUIREMENTS

 required courses.

ED PSYCH 943 Internship in School Psychology taken for 3 credits/semester until dissertation is defended. Once dissertation is defended, ED PSYCH/​COUN PSY/​PSYCH/​RP & SE  995 Predoctoral Internship for 0 credits is taken. Students must complete 2000 hour internship in a program-approved setting. Students typically complete 4 semesters of internship.

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

MAJOR-SPECIFIC POLICIES

Prior coursework, graduate work from other institutions.

With program approval, students are allowed to count no more than 49 credits of graduate coursework from other institutions. Coursework earned ten years or more prior to admission to a doctoral degree is not allowed to satisfy requirements.

UW–Madison Undergraduate

With program approval, students are allowed to count no more than 7 credits of coursework numbered 300 or above taken as a UW–Madison University undergraduate student. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.

UW–Madison University Special

With program approval, students are allowed to count no more than 3 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.

This program follows the Graduate School's Probation policy .

ADVISOR / COMMITTEE

This program follows the Graduate School's Advisor policy and Committees policy.

CREDITS PER TERM ALLOWED

Time limits.

This program follows the Graduate School's Time Limits policy .

GRIEVANCES AND APPEALS

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Dean of Students Office (for all students to seek grievance assistance and support)
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed.  Many issues can be settled informally at this level.  If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor.  The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW-Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Dean of Students Office (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427

The department offers assistantships to incoming students.

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

• Demonstrate a strong foundation in current and past theories, research findings, and methodologies in school psychology. Use critical thinking skills to synthesize existing knowledge, evaluate strengths and limitations in existing theory and research, and identify issues in need of additional inquiry - including conceptual and methodological approaches available to address these issues.
• Demonstrate a knowledge of and sensitivity to human diversity in terms of individual abilities, orientations, and sociocultural backgrounds with implications for school psychology and related fields.
• Retrieve, evaluate, and interpret professional and scientific literature; use this information to develop or adapt theoretical frameworks and derive testable hypotheses or predictions for research / program evaluation projects relevant to school psychology and related fields.
• Learn to design realistic and feasible research or assessment projects in school psychology and to prepare necessary protocols that are sensitive to the backgrounds of individuals who are the focus of their work.
• Conduct independent research and analyze and interpret resulting data in school psychology and related fields.
• Create clear and concise reports of their research or program evaluations relevant to school psychology and related fields that are appropriate to the intended audiences, which may include fellow scholars (via scholarly journals), practitioners (via practitioner journals or reports), and lay audiences (via online or other published reports).
• Communicate effectively in collaborative work, instructional activities, and/or consultation settings with students and professional colleagues.
• Conduct research or program implementation / evaluation in accordance with ethical standards established in school psychology and related fields.

Professors:  Asmus, Quintana Associate Professors:  Albers, Eklund (Co-Chair), Garbacz (Co-Chair), Kilgus Assistant Professor:  Klingbeil Clinical Associate Professor:  Kelly Clinical Assistant Professor:  Hagermoser-Bayley

For access to individual faculty profiles, click here

• Accreditation

American Psychological Association

Accreditation status: Accredited. Accreditation administratively transferred from the Educational Psychology PhD: Educational Specialist in School Psychology name option. Next accreditation review: 2028-2029.

CERTIFICATION/LICENSURE

 School Psychology Praxis Exam (NASP)

Examination for Professional Practice in Psychology

Professional Certification/Licensure Disclosure (NC-SARA)

The United States Department of Education requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure about whether each program meets state educational requirements for initial licensure or certification. Following is this disclosure information for this program:

The requirements of this program meet Certification/Licensure in the following states:

Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia,  Wisconsin,  Wyoming, District of Columbia; American Samoa, Guam, Northern Mariana Islands, Puerto Rico, U.S.   Virgin Islands

The requirements of this program do not meet Certification/Licensure in the following states:

Not applicable

The requirements of this program have not been determined if they meet Certification/Licensure in the following states:

• Requirements
• Professional Development
• Learning Outcomes
• Certification/Licensure

Contact Information

Educational Psychology School of Education edpsych.education.wisc.edu

Amy Moschkau, Graduate Coordinator [email protected] 608-262-1427 880 Educational Sciences Building, 1025 West Johnson Street, Madison, WI 53706-1796

James A. Wollack, Director of Graduate Studies [email protected]

Graduate School grad.wisc.edu

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Graduate School

School psychology (ph.d.), school psychology (ph.d.) | graduate.

We prepare culturally competent graduates to assume leadership roles as school psychologists, researchers, and practitioners prepared to collaborate with educators, children, and families to promote the learning and development of students. Our students apply research to improve the cognitive, academic, social-emotional, and behavioral functioning of all children.

The Ph.D. program in School Psychology at Howard prepares school psychologists to promote learning and development in various social processes and systems. Our program has particular strengths in multicultural education and emphasizes theoretical foundations in school psychology, learning theory, and the biological, social, and cognitive-affective bases of development. Our program views research and practice as interconnected, reciprocal processes, advocating that psychologists must conceptualize human behavior from both micro (e.g., immediate antecedents and consequences) and macro (e.g., familial and community systems, beliefs systems, historical contexts) levels, attending to dynamic ways they interact and shape the educational and psychological outcomes experienced by children. As a student in the Ph.D. program in School Psychology, you'll gain a solid foundation in school-based consultation, psycho-educational assessment and remediation, behavior analysis and intervention, therapy techniques, and mixed methods research and evaluation. You'll complete clinical training and field-based internship experiences in school districts, charter schools, and hospital-based clinics throughout the Washington, D.C. area, and have opportunities to practice in urban, suburban, and rural settings. Our students benefit from the close mentorship of faculty with wide-ranging research interests including cross-cultural approaches to cognitive assessment in children, identification of specific learning disabilities, and the influence of school and home contexts on social-emotional learning. 

Program Snapshot

      ❱  118 credit hours        ❱  Full-time       ❱  On-campus format       ❱  Degree: Ph.D.

Application Deadlines

Spring 2024 entry:         ❱  No spring entry

Fall 2024 entry:         ❱  Dec. 1, 2023  (early deadline)       ❱  Feb. 15, 2024  (priority deadline)       ❱  Apr. 1, 2024  (final deadline)

Applicants should submit their applications as early as possible for earlier consideration of departmental funding opportunities. Applicants have until the final deadline to apply. However, applications will be reviewed on a rolling basis throughout the admissions cycle. 

Transfer credits accepted  (reviewed by committee)

Advanced Certification

The Howard University School Psychology Ph.D. program is structured to meet the requirements for certification as a school psychologist by a state department of education and licensure as a psychologist by a state board of psychology.

Dr. Kyndra Middleton

Dr. kamilah woodson, dr. gregory reed, program details.

• Degree Classification: Graduate
• Related Degrees: Ph.D.

Admission Requirements

Application for admission .

• Online PSYCAS application
• Statement of purpose/ Statement of academic interest ( 500-1,000 words )
• GRE scores not   required
• Official transcripts sent to PSYCAS
• 3 letters of recommendation
• Bachelor's degree from an accredited college or university or the international equivalent 
• Resume or Curriculum Vitae
• Autobiographical statement ( 500-750 words )

GRE Required?

Gre preferred minimums.

• GRE Verbal Reasoning: N/A
• GRE Quantitative Reasoning: N/A
• GRE Analytical Writing: N/A

GPA Required Minimums

• Overall GPA minimum: 3.0
• Undergrad GPA minimum: N/A

Reference Requirements

Evaluator type accepted:

• Professor (Required)
• Supervisor/Manager

Evaluator type not accepted:

• Family Member

Personal Statement Guidance

Statement of purpose/statement of academic interest should highlight why you wish to pursue a degree in school psychology and address the following:

• Describe your academic and research interests, identifying specific faculty member(s) with whom you want to work.
• Describe your personal, professional, and educational goals related to the Ph.D. in School Psychology.
• How will obtaining your Ph.D. in School Psychology enhance you in your current position and/or future career?

Letter of Recommendation Guidance

Provide three (3) letters of recommendation from individuals who are familiar with your ability and/or potential for rigorous graduate study, clinical work, and/or research. Whenever possible, Howard University recommends seeking recommendations from faculty members in psychology or practicing professionals in psychology or other mental health disciplines. Letters of recommendation should be submitted through the PSYCAS system.

Orange Alert

School psychology graduate program overview.

Tanya Eckert Associate Professor [email protected]

Dr. Eckert is accepting new graduate students

Meredith Martin Associate Teaching Professor [email protected]

Dr. Martin is NOT accepting new graduate students

Natalie Russo Associate Professor [email protected]

C.A.R.E. Lab

Dr. Russo is accepting new graduate students

Huilin "Linda" Sun Assistant Professor [email protected]

Dr. Sun is accepting new graduate students

Our department has eliminated the GRE General Test for admission to the Fall 2024 class. Applicants should NOT submit their GRE scores through ETS nor report their scores in the application portal or on their CVs or personal statements.

Please note that our interviews for Fall 2024 will be offered virtually.

Syracuse University’s doctoral program in school psychology prepares students to engage in research and practice in order to meet the needs of children in schools and other child-related settings. The School Psychology Program is committed to providing high-quality doctoral training that prepares students to meet the needs of children both directly and indirectly by working with parents, teachers, and other direct care providers. In addition, the program offers broad and general doctoral education and training that includes preparation in health service psychology (HSP). The program adheres to the scientist-practitioner training model. Within this model, students are encouraged to be data-based problem solvers, to seek converging information when making professional decisions, and to evaluate the outcomes of their services, while engaging in actions that indicate respect for and understanding of cultural and individual differences and diversity.

Completion of the program satisfies the current requirements for certification and licensure in New York State. The residency requirements for the program includes at least one year in full-time residence at Syracuse University and at least two years of full-time study at Syracuse University. A minimum of three years total of full-time study is required for the doctoral degree.

Student Admissions, Outcomes, and Other Data

Applications are considered for the fall term only, and the deadline for receipt of the completed application is December 1. The program receives approximately 40 to 50 applications per year for three to four openings. Most students entering the school psychology program have had an undergraduate major in either psychology or neuroscience. Only full-time students are considered for admission. Prior involvement in independent research (e.g., paper presentations) as well as mental health or education-related services (e.g., supervisor evaluations) is recommended.

The student population of the School Psychology Program consists of individuals who have entered the program immediately after completion of an undergraduate degree and those students who have earned a Master's degree. Data on students' time to completion, program costs, attrition, internships, and licensure are collected and reported in keeping with requirements of programs accredited by the Commission on Accreditation of the American Psychological Association. These education and training outcomes can be found here at this link: Student Admissions, Outcomes, and Other Data .

Diversity in School Psychology

Our doctoral program seeks to prepare students to be sensitive to issues of inclusion and diversity in all aspects of their culturally competent work. The Syracuse University School Psychology doctoral program is committed strongly to promoting diversity with respect to race, ethnicity, gender, sexual orientation, socioeconomic status and age. We support strongly Syracuse University's institutional commitment to diversity and inclusion.

Financial Support

The Department of Psychology makes a determined effort to provide at financial support for all graduate students in good standing. For decades, all Psychology graduate students in good standing have been funded. Financial support consists of tuition scholarship, assistantships that provide a competitive stipend, research funding, and the opportunity for summer assistantships.

Tuition Scholarship

Students receive 24 hours of remitted tuition per year, up to 90 credits in total across the span of the graduate career, which funds the full PhD program of study. The tuition scholarship does not cover the costs of student fees or student insurance.

Assistantships

Students receive a competitive stipend that meets or exceeds the cost of living in Syracuse from one of several different sources including teaching assistantships, clinical assistantships, internships or externships, research assistantships, or fellowships. In most cases these are 9-month appointments although some are 12-month positions. Teaching assistants support the education of undergraduate students by teaching lab or recitation sections, grading, providing reviews, proctoring exams, or other activities. Research assistantships support a specific research project, typically one funded by extramural funding agencies such as the NIH. Fellowships provide protected time to pursue independent research projects. Clinical assistantships provide mental health services to community and campus clients. Internships and externships are offered in conjunction with community partners.

Summer Funding

Summer funding opportunities are available in the form of independent teaching, clinical assistantships, research assistantships, or fellowships.

Research Support

The department offers a research fund to support the research and professional development of each student. These funds can be used for the collection or analysis of data, to attend a scientific conference or workshop, or other purposes that will enhance student training.

Cost of Living Comparison

Syracuse is a very affordable city. We encourage you to use a cost of living comparison (like the one at this site ) to compare Syracuse to other cities.

Doctoral Training

The education and training offered in the School Psychology Program is sequential, cumulative, graded in complexity, and designed to prepare students for further education and professional practice in health service psychology. The Ph.D. requires a minimum of 90 credits, including up to 18 thesis/dissertation credits, as well as 6 credits of internship. All students are required to complete a masters thesis upon completion of approximately 30 hours of graduate work unless they enter the program with a completed thesis or a masters degree. Students who completed a masters thesis elsewhere will be required to complete a pre-doctoral project. Formal advancement to doctoral candidacy follows the successful completion of a comprehensive exam, which includes two levels: (1) professional examination assessing broad and general preparation for entry level practice; and (2) integrative program examination assessing research preparation and broad and general preparation for the recognized specialty practice. All students are required to complete a doctoral dissertation, and their doctoral dissertation proposal must be defended prior to beginning the pre-doctoral internship, which is a year-long, organized training program that is designed to provide students with a planned, programmed, sequence of training experiences associated with the practice of psychology and is satisfactory in quality, breadth, scope, and nature.

The U.S. Department of Education requires institutions to identify the states for which the institution has made a determination of whether a program’s curriculum meets the state educational requirements for licensure or certification in the states where students are located and provide notification of the outcome of these determinations. This requirement applies to educational programs that are designed to meet educational requirements for a specific professional licensure or certification that is required by a state for employment in an occupation. The U.S. Department of Education does not require an institution to make an independent determination about whether a program it offers meets the licensure or certification requirements in a particular state.

Syracuse University has conducted an independent determination of the requirements for some states as noted below as of July 1, 2020. However, state requirements are subject to change and to interpretation by state regulators. In addition, state licensure boards and agencies may require applicants to meet additional requirements beyond completion of an educational program in order to obtain professional licensure or certification including, for example, passing licensure examinations, successfully completing background checks, and complying with other application and eligibility requirements. Students should contact the state licensure board or agency in the state in which they intend to work in order to learn more about the requirements for professional licensure and certification in the state before beginning a program at the University.

State Professional Licensure and Certification Disclosure Information

Application Information

The School faculty considers the mentoring of graduate students to be an integral part of our professional endeavors. Graduate students are carefully selected from a pool of applicants and work closely with a major advisor in a research apprentice training model. Although admissions decisions are made by the faculty as a committee, major advisors and students are matched based on shared research interests at the time an offer of admission is made. The following is intended to provide a quick reference for potential applicants.

• Applications are due no later than December 1
• Three letters of recommendation
• Personal Statement of Purpose (indicate at least one faculty member you are interested in working with)
• Resume or Curriculum Vitae
• To begin the application process visit https://www.syracuse.edu/admissions/graduate/apply/
• Click the online application link and create a New User account with Embark
• When queried as “to which program and degree do you intend to apply?” select “School Psychology, Ph.D.”
• Tanya Eckert
• Natalie Russo

Accreditation

The school psychology program is accredited by the American Psychological Association (APA). Inquiries regarding the program’s accreditation status should be directed to the APA Committee on Accreditation (CoA) via:

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington, DC 20002-4242 Phone: 202-336-5979 TDD/TTY: 202-336-6123 Web: www.apa.org/ed/accreditation Email: [email protected]

The Department of Psychology has temporarily transitioned to a fully digital platform until further notice. For questions directly related to the School Psychology Program, please visit our FAQ page or contact us at [email protected] .

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

We're excited that you're interested in our program! By joining our mailing list, you can receive updates on info sessions, deadlines, financial aid and more!

Connect with us

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.

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.

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 1 . 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
• International transcripts must be submitted in the original language.
• Your transcript should include date of graduation and title of the awarded academic degree
• If your transcript is not in English, you must also provide a certified English translation
• You do not need to have your transcript evaluated for the degree by an agency

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: 120+
• Follow the instructions on the Duolingo website to submit your scores

If 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

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

School Psychology

Established in 1965, the Berkeley School Psychology Program prepares graduates to assume leadership roles as practicing school psychologists, researchers, university educators, and program directors at the local, state and national levels. Grounded in a scientist-practitioner model of education and training, the program emphasizes developmental and ecological systems perspectives and a school-based mental-health consultation model of service delivery.

The UC Berkeley School Psychology Program is accredited by 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 / E-mail:  [email protected]

Web:  www.apa.org/ed/accreditation

The program is also accredited by the California State Department of Education and approved by the National Association of School Psychologists (NASP). Students earn their master's degree after completing the first milestone toward their doctorate, but the program does not offer a terminal master's degree . Completion of the program meets the current requirements for certification as a school psychologist and licensure as a psychologist in California.

Program Faculty

Listed below are the core faculty who teach in the School Psychology Program. The faculty who are available to advise new doctoral students for the coming academic year have an asterisk next to their name. 

2121 Berkeley Way, 4th floor

(510) 642-4202

[email protected]

Amanda McKerracher

Chunyan Yang

Alejandra Ojeda-Beck

Mercedes Zapata

Frank C. Worrell *

School Psychologist, M.S.Ed.

School of education, program overview.

The school psychologist master’s degree program is a 33-credit curriculum in theory, research, and evidence-based practice, followed by the 27-credit advanced certificate. Together, students will obtain 60 credits required for certification in New York State and eligibility for the National Association of School Psychologists credential. Students collaborate with faculty and build professional portfolios showcasing their advanced skills. We prepare our graduates to work with ethnically and racially diverse populations in urban public and private schools across a variety of ages, abilities, and specialized populations.

Where You'll Go

Our graduates are hired by public and private schools, where they provide psychological support services to students from early childhood through 12th grade. Our graduates are sought by school districts and recruiters throughout the United States, where demand for school psychologists remains strong.

Program Details

The program information listed here reflects the approved curriculum for the 2023–24 academic year per the Brooklyn College Bulletin. Bulletins from past academic years can be found here .

Program Description

The school psychologist graduate program comprises an M.S.Ed. and an Advanced Certificate in school psychology and consists of a 60-credit curriculum in theory, research, and evidence-based practice. The program is registered with the New York State Department of Education, and has full approval from the National Association of School Psychologists (NASP). Upon completion of the 33-credit M.S.Ed. and then the 27-credit Advanced Certificate, graduates are eligible to apply for certification in school psychology with New York State and to apply for the Nationally Certified School Psychologist (NCSP) credential with the NASP. Students collaborate with faculty and build professional portfolios that include publications and presentations at local and national conferences.

Matriculation Requirements

Applicants:

• Must offer at least nine credits with a grade of C or higher in psychological tests and measurements, statistics in psychology, and educational psychology or developmental psychology.
• Must present three credits with a grade of C or higher in an education course in reading instruction or reading disorders.
• Must have a minimum undergraduate scholastic index of 3.00 (B) .
• Are interviewed and must submit appropriate letters of recommendation. Although not mandatory as a requirement for admission, applicants are encouraged to submit GRE scores (general and/or subject: psychology) as additional evidence to support the application.

Applicants who have not completed all the specific course requirements are given individual consideration and may be admitted with conditions, with the approval of the program head.

Students should note additional requirements found at the beginning of this section as well as in the sections “Admission” and “Academic Regulations and Procedures” in the Graduate Bulletin.

Program Requirements (33 Credits)

Thirty-three credits are required for the degree, selected from the following courses: SPCL 7931T , 7932T , 7903T , 7922T , 7911X , 7900X , 7923X , 7901X , 7910X , 7912X , 7913X , 7920X , 7921X , 7906X , 7907X , 7915X .

Students must maintain a cumulative grade point average of at least 3.00 (B). A student who acquires six credits below B- cannot be awarded an M.S. in education in this program.

The program of study must be approved by the department.

Student Learning Outcomes

The School Psychologist Graduate Program training goals are consistent with ethical guidelines of the National Association of School Psychologists and the American Psychological Association. A program of training and extensive field experiences develops the following competencies.

• Proficiency in psycho-educational assessment related to school difficulties and learning disorders with the ability to translate these results into appropriate models of service delivery.
• Proficiency in psychological assessment related to behavior, personality and mental disorders with the ability to translate these results into appropriate models of service delivery.
• Proficiency in implementation of prevention strategies, and direct and indirect intervention approaches to serve all students’ needs, particularly those with disabilities and the ability to evaluate the results of service outcomes.
• The ability to engage in collaborative practice and implement a range of contextually appropriate consultative services.
• Familiarity with the organization of schools, including general and special education, and developmentally appropriate curriculum approaches for children with diverse educational needs.
• An understanding of research methodologies and the ability to implement applied research in complex urban school environments.
• A capacity for critical self-reflection to gain insight on self and others for the purpose of evaluating and improving service delivery and nurture a strong commitment to ethical guidelines of professional practice.
• An understanding of the full range of diversity in the human condition, including, racial, cultural, ethnic, linguistic, socioeconomic, gender, sexual orientation, individual differences/disabilities, and a willingness and capability to work with all populations.
• A commitment to promote school policies and ethical practices that advance social justice and expand opportunities for all children.
• A capacity to use technology to develop and enhance school psychology practice.

Admissions Requirements

• Fall Application Deadline: March 1
• Spring Application Deadline: The program does not accept applications for spring.

Supporting Documents for Matriculation

Submit the following documents to the Office of Graduate Admissions:

• Transcripts from all colleges and universities attended. Applicants who earned a bachelor’s degree outside the United States need to submit a course-by-course international transcript evaluation. See Graduate Admissions for more information.
• Two letters of recommendation
• Attach a brief biographical statement of 500 to 1,000 words describing your reasons for pursuing the specific graduate program to which you are applying and your future professional goals.

Selected candidates are interviewed by academic department.

Required Tests

• F-1 or J-1 international students must submit English Proficiency Exam. TOEFL—79, IELTS—6.5, PTE—58–63, Duolingo—105–160.

All students accepted in to the School of Education are required to submit fingerprint verification before signing up for most education classes. Verification is needed if you already have fingerprint records or not. Read the instructions and if you have questions about the instructions, you can contact Helen Spencer via e-mail .

Refer to the instructions at Graduate Admissions .

Paul McCabe

1107 James Hall E: [email protected] P: 718.951.5876

Or contact:

Office of Graduate Admissions

222 West Quad Center 2900 Bedford Avenue, Brooklyn, NY 11210 E:  [email protected] P: 718.951.4536

Office Hours

Mondays–Fridays, 9 a.m.–5 p.m.

To make an appointment with a graduate admissions counselor, visit:

BC Admissions Appointment Tool

The Support You’ll Find

Brooklyn College is an integral part of the cultural and artistic energy of New York City. Our faculty members in School Psychology, Counseling and Leadership offer incomparable expertise and tremendous talent, and each brings a unique perspective to their teaching and mentoring in and out of the classroom.

Pedro De La Cruz

Abdelaziz Elmadani

Dr. Elmadani earned a doctorate in counselor education and supervision from the University of Nor...

Paul McCabe is chair of the SPCL department and a professor in the School Psychologist Graduate P...

María R. Scharrón-del Rio

María R. Scharrón-del Río, Ph.D. is Associate Dean of the School of Education & Professor ...

Internships and Employers

Students complete internships in public and private schools throughout the New York City region as well as across the United States. The internship is a full-time, 10-month supervised experience designed to hone the requisite skills and knowledge to work as a school psychologist. Our graduates are hired by school districts, hospitals, clinics, early childhood centers and universities, both locally and nationwide. Given the strong demand for school psychologists nationally, all of our graduates find gainful employment shortly after graduation.

Student Resources

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UMass Boston

• School Psychology PhD

Begin the path to becoming a licensed school psychologist and sought-after expert in educational settings.

Accredited by the Commission on Accreditation of the American Psychological Association, UMass Boston's School Psychology PhD program provides students with core psychology training and the ability to become licensed psychologists. School psychologists are in-demand experts in assessment, consultation, and intervention for students and school systems.

The School Psychology PhD program utilizes a scientist-practitioner model that emphasizes practice to support students, school staff, families, and community members that is grounded in rigorous research and science. In adhering to this model, our School Psychology PhD program of study is designed to:

• develop scientist-practitioners who deliver evidence-based, prevention, assessment, consultation, and intervention services in school and community settings
• prepare doctoral level school psychologists to apply advanced research skills exploring and evaluating educational and psychological issues, and conduct independent research
• promote culturally responsive graduates and leaders who understand contextual, policy, and social justice issues related to diversity and educational disparities at local and transnational levels

The School Psychology PhD program is accredited by the American Psychological Association and fully approved by the National Association of School Psychologists (NASP). Our faculty, in collaboration with students, are actively engaged in funded research and applied practice to evaluate and support data-driven and culturally responsive behavior screening, classroom management, implementation, and multi-tiered systems of support. In addition to this research, our students have the opportunity to pursue transnational work as part of the local and global social justice initiative of the program.

Why Apply for UMass Boston's School Psychology PhD Program?

School psychologists are in-demand experts in assessment, consultation, and intervention for students and school systems. The School Psychology PhD program provides students with core psychology training and the ability to become licensed psychologists. School psychology faculty partner with students to publish and disseminate widely on important topics for today’s schools including multi-tiered systems of support, behavioral screening, culturally competent classroom instruction, mindfulness, and implementation science. Our students receive competitive internship placements and graduates are employed in leadership positions in schools and other settings. Our program is driven by a commitment to social justice, including opportunities to advocate and contribute to local and transnational work. We make every effort to provide all doctoral students with a stipend, which covers tuition, for the duration of the program as they complete graduate assistant work in research, teaching, and practicum.

The School Psychology program meets applicable licensure requirements in the state of Massachusetts. The program has not made a determination whether the curriculum meets the educational requirements for licensure in states outside of Massachusetts.

Start Your Application

Plan Your Education

How to apply.

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• Have a bachelor’s degree from a regionally accredited U.S. institution of recognized standing or an international equivalent at the time of enrollment
• A minimum, cumulative GPA of 3.0 on a 4.0 scale (or international equivalent) in all undergraduate work
• Official transcripts for all institutions where you have earned more than 6 credits
• Statement of Purpose
• Writing Sample
• Two(2) letters of recommendation

Deadlines & Cost

Deadline: December 1 for a fall start

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar’s Website

Psychological Foundation Courses (18 Credits)

• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
• COUNSL 620 - Life Span Human Development 3 Credit(s)
• COUNSL 660 - College Readiness Counseling 3 Credit(s)
• CSP 641 - Cognitive and Affective Foundations 3 Credit(s)
• CSP 680 - History & Systems in Counseling and School Psychology 3 Credit(s)
• CSP 705 - Social and Cultural Psychology 3 Credit(s)

School Psychology, Systems Change, and Social Justice Courses (27 Credits)

• CSP 701 - Social Justice in Counseling and School Psychology 3 Credit(s)
• CSP 785 - Practicum in School Psychology I 3 Credit(s)
• CSP 786 - Practicum in School Psychology II: Evidence-Based Practice 3 Credit(s)
• CSP 787 - Advanced Practicum III in Counseling and School Psychology 3 Credit(s) - complete two times
• CSP 801 - Transnational Social Justice in Counseling and School Psychology 3 Credit(s)
• SPY G 601 - Issues and Ethics in School Psychology 3 Credit(s)
• SPY G 608 - Systems Consultation, Prevention, and Organizational Change 3 Credit(s)
• SPY G 653 - Culturally Responsive Practice & Social Justice in School Psychology 3 Credit(s)

Prevention, Assessment, and Intervention Courses (24 Credits)

• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)
• COUNSL 632 - Collaborative Consultation in Schools 3 Credit(s)
• CSP 780 - Supervision and Training in Psychology 3 Credit(s)
• SPY G 602 - Standardized Assessment and Report Writing 3 Credit(s)
• SPY G 603 - Foundations of Educational Assessment and Data-Based Decision Making 3 Credit(s)
• SPY G 604 - Social, Emotional, and Behavioral Assessment and Intervention 3 Credit(s)
• SPY G 607 - School-Based Interventions and Data-Based Decision Making 3 Credit(s)
• SPY G 635 - Behavior Therapy in Schools 3 Credit(s)

Research Courses (24 Credits)

• CSP 703 - Research in Counseling and School Psychology 1-6 Credit(s) - complete at least three credits
• CSP 704 - Qualitative and Quantitative Research Methods in Counseling and School Psychology 3 Credit(s)
• CSP 708 - Intermediate Statistics in CSP 3 Credit(s)
• CSP 770 - Advanced Statistics in Counseling and School Psychology 3 Credit(s)
• CSP 891 - Dissertation Seminar 3 Credit(s)
• CSP 899 - Dissertation Research 1-9 Credit(s) - complete nine credits

Teaching Course (3 Credits)

• CSP 782 - Teaching in Counseling and School Psychology 3 Credit(s)

Graduation Criteria

Complete 73 credits from 28 courses including six psychological foundation courses; eight school psychology, systems change, and social justice courses; eight prevention, assessment, and intervention courses, six research courses, and one teaching course.

Doctoral candidacy: Successful completion of a qualifying paper, a critical and synthetic review of a focused body of literature in the area in which each student plans to complete the dissertation. Dissertation: Compose and defend a dissertation based on original empirical research that makes a substantive contribution to the knowledge base in school psychology. It is usually completed by the end of the fifth or sixth year, although students are strongly encouraged to complete the dissertation prior to the internship year. Practicum and internship: Participate in at least two semesters of practicum and complete a full year internship. Four semesters of practicum are strongly encouraged. Research team:  Participate in faculty-led research team for five semesters. Students are strongly encouraged to participate in research teams led by multiple faculty members to obtain diverse experiences and hone research skills. Research teams are composed of faculty mentors and other graduate students who collaborate on research projects, presentations, and papers. Through these activities, students are expected to contribute to scholarly presentations and publications. Teaching: Co-teach at least one semester to build skills in disseminating research and practice and delivering university instruction. To prepare for this experience, students complete the course Teaching in Counseling and School Psychology in addition to an opportunity to serve as a Teaching Assistant and when available a course instructor.

Students who enter with a master’s degree in school psychology or a related field will have a reduction in required course credits to the extent their master’s level courses match required courses.

Statute of limitations: Eight years.

Student Admissions, Outcomes, and Other Data

School Psychology PhD Student Admissions, Outcomes, and Other Data

Graduate Program Director Lindsay Fallon lindsay.fallon [at] umb.edu (617) 287-7613

Counseling & School Psychology Graduate Programs csp.admissions [at] umb.edu

About Our PhD Programs

Hear why our students chose UMass Boston's Counseling & School Psychology PhD programs.

Counseling & School Psychology

Learn more about UMass Boston's Counseling & School Psychology department, our research, and our faculty.

College of Education & Human Development

Learn more about the faculty, research, and programs that make up our College of Education & Human Development.

Accreditation

Questions related to the program’s APA accreditation 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 / E-mail: [email protected] / Web: www.apa.org/ed/accreditation

© Copyright & Disclaimer 2024

PhD in School Psychology

Using data-driven solutions to enhance equality across the education system.

With a PhD in School Psychology, you will work directly with PK-12 students, while also publishing change-making research, that will help improve equity and inclusion in schools.

See important statements and positions from the School Psychology faculty

Our commitment to you

Upon graduation with a PhD in school psychology from Loyola, you will possess the following knowledge, skills, and professional values necessary to commence work as both a practicing school psychologist and researcher.

You will become a scientist-practitioner who understands and can implement evidence-based assessment, intervention, and consultation practice from a social justice perspective. Plus, you'll understand the history of school psychology, the impact of historical discrimination and inequity on educational and psychological functioning, and  individual differences and social/cultural influences on development and adjustment.

You'll conduct evidence-based direct counseling and mental health interventions, as well as indirect consultative interventions in applied settings. You will also be trained to carry out comprehensive psychoeducational assessments to support decision-making regarding special education eligibility and development of individual education plans (IEPs). On the research side, you'll critically evaluate research (i.e., designs, data analysis, and data interpretation) from a methodological, as well as ethical and social justice, perspective. Using research methodological skills and statistical expertise, you'll complete original dissertation research, present at psychological and educational conferences, and prepare manuscripts for publication.

Professional Values

Our graduates represent the scientist-practitioner ideal of a person who not only applies psychological knowledge within the context of their professional practice, but also a person who can generate new, applications-oriented knowledge through their research and scholarly activities and the application of such in the service of others through a social justice framework.

Program Faculty

Our dedicated  School Psychology Faculty  are experts in the field of School Psychology. They conduct research on topics such as equity in school mental health, discipline policy, early childhood development, family collaboration, school consultation, student identity development, and other scholarship that advances social justice in education. PhD students work on faculty research teams trhoughout their training. Additionally, faculty advisors support students throughout each stage of the program.

Accreditation

Loyola's PhD in School Psychology has been accredited by the  American Psychologist Association (APA)  and approved by the  National Association of School Psychologists (NASP).

APA Student Admissions Outcomes Reporting Measures

APA Student Admissions, Outcomes and Other Data (2023)

Program Features

All students begin in the first year with an introductory professional orientation course, beginning research courses, pre-requisite courses that lead to a second-year school-based practicum, and engagement with the community through the completion of a school-based, pre-practicum experience.

In the second year of the program, students complete two semesters of a structured school-based practicum, in which they spend two days a week in a school setting and complete structured activities tied to the practicum, while also taking additional courses in research methods/statistics, counseling, consultation, and assessment.

In the third year of the program, students complete an advanced practicum, more advanced research courses, and work on their dissertation proposals.

In the fourth year of the program, students apply for a calendar-year-long doctoral internship through the Association of Psychology Postdoctoral and Internship Centers (APPIC), an APA-accredited doctoral internship match system for doctoral students in Health Service Psychology programs.

In the fifth year, students are required to complete a calendar-year internship under the direction of a licensed psychologist and certified school psychologist.

Transfer Credit

Students with a master’s degree may be able to transfer up to 36 credit hours into the PhD program. However, a minimum of 63 credit hours and a minimum of 2 years of coursework must be completed at Loyola University Chicago.

Program Length

This is a full-time program. Students complete the course work for the program in four years, including summers. Time for degree completion, including the dissertation, is five years.

Continuous Enrollments Doctoral students in School Psychology are required to maintain continuous enrollment during their program of studies. A formal leave of absence may be granted upon request and with the approval of the Graduate School’s Associate Dean.

Admission Requirements

Interested in applying? Check out the  PhD i n School Psychology application requirements .

• For  application  related questions,  contact Graduate Enrollment Management . 
• For  program structure and academics  related questions, contact:  Ashley Mayworm , Program Chair

Tuition, Financial Aid and Scholarships

The School of Education and Loyola's Financial Aid Office are committed to helping students secure the necessary financial resources to make their education at Loyola affordable. You can learn more on the  Financial Assistance  page.

What is the difference between a PhD and EdS in School Psychology?

The EdS degree will allow you to be credentialed in Illinois as a licensed school psychologist through the State Board of Education and also prepares you to become a Nationally Certified School Psychologist (NCSP). This credential allows you to practice as a school psychologist in the public schools. The PhD program also prepares students to become credentialed school psychologists, but additionally provides research and clinical training that allows for careers in research and University-level teaching.

Does the School Psychology PhD program prepare me for licensure?

In Illinois, the PhD degree qualifies you to become licensed as a school psychologist by the Illinois State Board of Education, which is required to work in the schools. Graduates of the PhD program are also eligible to pursue clinical licensure (as a clinical psychologist) through the Illinois Department of Professional Regulations (IDPR). In Illinois, graduates of our School Psychology PhD program meet the educational requirements to pursue their clinical psychology license, but must meet IDPR requirements for internship, postdoctoral training, and exams; each case is reviewed by IDPR. Outside of Illinois, each state has its own credentialing requirements and individuals need to check with the state in which they want to practice school psychology for the particular state's credentialing requirements.

Do I need to take any licensure examinations?

All candidates must successfully pass the Illinois State School Psychology Content Examination prior to beginning internship. All candidates must also pass the PRAXIS School Psychology Examination to obtain NCSP status (National Certified School Psychologists). For doctoral graduates pursuing their clinical license in Illinois, they must also meet IDPR exam requirements (e.g., passing the EPPP).

How do I apply for state licensure?

Visit the  Placement and Licensure page  for details. 

I have taken graduate courses at another university. Will any of these courses transfer to Loyola's School Psychology program?

Because of the rapid changes in the field of education and school psychology, courses will only be transferred to Loyola if they have been taken during the five years prior to your admittance to the school psychology program. If you do not have a master's degree, then six semester hours may be transferred. If you have a master's degree, up to 36 semester hours may be transferred into the PhD program at Loyola.

How long does it take to complete the PhD in School Psychology?

Full-time students can complete the coursework and field placements in a minimum of four years by taking courses during the summer. A full-time 12-month internship must be completed during the last year of study. All coursework and the dissertation proposal must be completed prior to beginning an internship. Completion of coursework and dissertation typically takes five years.

Can I complete the PhD in School Psychology degree by taking courses part time?

The program is full-time only and requires attendance during the summer.

Is there a residency requirement?

As full-time students, all PhD students automatically satisfy the residency requirements.

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A program description and listing of all core, foundations, and elective courses is available in the official  JMU Graduate Catalog . Students complete an Individualized Program of Study with their advisers upon entry into the program to review masters-level training and tailor an educational plan for each student to satisfy doctoral-level requirements.

JMU Graduate Catalog

Each student completes an Individualized Program of Study with their adviser upon entry into the program to review masters-level training and tailor an educational plan to satisfy doctoral-level requirements.

More complete information about the Clinical and School Psychology program mission, Madison Model of training, practicum placements, and coursework can be seen in the program   handbook.  

Clinical & School Psychology Handbook

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Apr 5, 2024, 2:56 PM

By Jenna Somers

Associate Professor of Special Education Jessica Logan has always been interested in child development, specifically the growth of academic skills in young children at risk for learning disabilities. She seeks to understand how children learn and the contexts in which they learn, exploring questions such as, “Why do some kids struggle with learning to read?”

But for Logan, it’s not enough to ask a research question and then develop a methodology. The methodology itself must be studied to understand whether it is best for answering the question. As new questions arise, new statistical methods may need to be designed and implemented. Likewise, new designs may generate new questions that otherwise could not be answered.

In graduate school, Logan’s passion for developmental science spurred her passion for quantitative methodology. Now she uses her skills not only to improve her own work but to study the statistical methodologies used in her field, and to support her colleagues in developing and refining their research designs. In short, Logan is a meta-scientist on a mission.

“Metascience is really at the heart of everything I do. I study what methods researchers are using to understand questions about child development and how we can innovate and improve methods to better align with those questions. If we want to ensure the best outcomes for children, we should study problems using the methods that best address each question,” Logan said.

To support her colleagues, Logan leads workshops on best practices for data management and data sharing , and how to implement novel statistical methods to rescue research projects marred by missing data .

In a recent project supported by a $837,860 grant from the National Institutes of Health, Logan and her colleague Sara Hart , professor of psychology at Florida State University, are developing intensive short courses in data management and data sharing for researchers in children’s learning and development. Data management concerns processes for collecting, organizing, validating, and securing data. Data sharing refers to the practice of sharing research data for use by other investigators.

Logan says that roughly 80 percent of researchers in the field of children’s learning and development do not share their data, but interest in developing best practices for data sharing is growing. As part of this grant, Logan will host 20 investigators in the field of developmental science for a five-day course in data management and data sharing at Vanderbilt Peabody College of education and human development in August. Courses supported by this grant have the potential to improve data management and sharing practices in the field of children’s learning and development, which ultimately could improve the work of practitioners and outcomes for the children they serve.

Logan and Hart don’t just educate colleagues through workshops. In the early days of the COVID-19 pandemic in 2020, when physical isolation was hindering the professional growth of many early-career researchers, Logan and Hart began cohosting the podcast Within and Between . They wanted to reach a wide audience of young developmental scientists, many of whom peppered them with questions about the methods and metascience of developmental science and professional development concerns. As the tagline for the inaugural episode states, “When one person asks for advice, you give it to them. When five people ask you for advice, you start a podcast.” Through four seasons, Logan and Hart have offered advice on topics such as the open science practice of preregistering research plans publicly, developing research questions, deciding on which conferences to attend and why, preparing for annual faculty reviews, and of course, all things data management.

And when Logan, Hart, and several of their colleagues asked each other for advice on navigating systemic inequities in their field, they started POWER (Providing Opportunities for Women in Educational Research), a non-profit organization to connect, support, and advocate for researchers who identify as women or non-binary in the fields of education and child development.

“Women have held the majority of Ph.D.’s in education for a very long time—it’s a unique field in that way—but they hold fewer positions of power, so they are less likely to remain in the field. Early in their careers, researchers are postdocs and assistant professors, and female researchers who have children during this time are often held back. The tenure clock gets pushed back, but that pushes back raises and promotions, which affects their perception within their departments and their ability to contribute to science. They might get entry-level academic positions, but they occupy fewer leadership roles, are less likely to achieve tenure, and are less likely to receive federal funding than their male peers,” Logan said.

To help close the gap, POWER has a database to connect women and non-binary researchers in education and child development. The database can help users find potential research collaborators, mentors, colleagues who can write letters of support, and more.

Additionally, POWER provides a list of resources and hubs to connect researchers based on geographic locations and research specializations. The organization also hosts online and in-person networking events and has an active email listserv. Membership is free and open to any researcher in the field of education or child development.

As a researcher, podcaster, and leader of a non-profit, Logan wears many different hats, but no matter which one she wears at any given time, her mission is the same: to help improve the scholarship of education and developmental science researchers, so that their work can lead to better outcomes for children.

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What Can You Do With a Master's in Psychology?

Published on: March 5, 2024

If you already have a bachelor's degree and are looking to expand your career prospects, then it may be time to explore an advanced degree. Specifically, a master's degree in psychology can open the door for all kinds of job opportunities. Whether you are interested in pursuing a more traditional clinical/counseling role or are interested in a corporate role, there are plenty of potential jobs with a psychology master's degree.

With a better understanding of the different types of master's degrees in psychology along with some common career paths for this degree, you can determine whether this path may be right for you.

Get Your Applied Psychology Degree

Types of Master's Degrees in Psychology

Psychology is a relatively broad field, so there are quite a few different master's degree programs available that you may want to consider. The two main types of degrees are a Master of Arts and a Master of Science (or applied science).

So, what is the difference between an MA and an MS in psychology? Typically, an MA is more focused on the application and practical uses of psychology concepts (such as in a clinical setting), whereas an MS is more focused on the scientific methods and research behind psychology concepts.

Both degree types can have their benefits, depending on what you are planning to do with your degree and where your interests lie. For many students, a Master of Applied Science in psychology offers the best of both worlds, incorporating some scientific research/theory while also covering practical applications that can be useful in the real world.

Within graduate degrees in psychology, there may also be specialized degree programs for those who want to focus their studies even further. You may be able to explore master's degree programs, for example, in:

• Behavioral psychology
• Clinical psychology
• Forensic psychology
• Organizational psychology

Job Outlook for Master's in Psychology Graduates

There is an increasing demand for psychologists and those with graduate-level psychology degrees across the United States. In fact, according to the U.S. Bureau of Labor Statistics (BLS), the job outlook for psychologists is  expected to grow by 6 percent between 2022 and 2032. That's faster than the national average for all occupations.

Common Careers With a Master's in Psychology

So, what can you do with a master's in psychology? There are so many possibilities to explore, depending on what your interests and career aspirations look like. From clinical roles to corporate, educational and legal roles, you can explore the area of the field best suited to your goals.

Clinical and Counseling Roles

Some people who obtain their master's degrees in psychology go on to work clinical jobs in counseling, therapy and similar roles. Of course, this will depend on the state in which you plan to work. Some states allow psychologists to practice at a limited capacity with just a master's degree, while others may require a doctoral degree.

Corporate and Organizational Psychology

Interested in more of a leadership role in the corporate world? Then working as a human resources manager can be a challenging yet rewarding line of work for a myriad of graduates with master's degrees in psychology. In this kind of role, you can use your understanding of the human mind and its functions to better serve team members and keep the organization running as smoothly as possible.

Educational and School Psychology

If you are more interested in how the principles and theories of psychology may apply to how people learn and grow, then studying educational or school psychology may be right up your alley. With a master's in psychology and proper training, you may be able to work in this fascinating field as a school psychologist or educational psychologist.

Research and Academia

You do not necessarily have to practice applied psychology in your everyday work to make a career out of it. Some people who obtain their master's degrees in psychology go into the realm of academia. These graduates may collaborate with other academics to conduct important research or even teach classes on psychology. 

Legal and Forensic Consulting

Another potential line of work to consider once you have your psychology degree is getting into legal or forensic counseling. These professionals typically work for police departments and government agencies to handle everything from profiling criminals to conducting psychological research on specific cases. This area of the field can be quite challenging and requires a lot of problem-solving and critical thinking, but it can be a good fit for those who like a good challenge.

Sports Psychology

Some graduates of a master's in psychology program may also end up working in the field of sports psychology, which uses psychological theories and concepts to better understand how athletes develop and reach peak performance. If you have a passion for sports or exercise, then this could be the perfect line of work for you to get into after you finish your degree.

Health Psychology

Another potential career path to consider with a master's degree in psychology is getting into health psychology, where principles and theories are used to promote better health and wellness among patients. As a health psychologist, you might work in a hospital setting or in a physician's office, and you can work with a wide range of ages and populations. This can be an excellent area of the field worth exploring if you enjoy helping others and making a difference.

How to Prepare for the Job Market

Regardless of the specific line of work that you are interested in pursuing, having a master's degree in psychology is only one step toward landing your dream job. There are some additional steps you will want to take to better prepare yourself for the job market and ensure that you are a competitive candidate.

Evaluate Your Career Goals

Start by considering your short- and long-term career goals, or what you see yourself doing in the next several years. Do you plan on finishing school once you complete your master's degree program, or do you see yourself potentially pursuing a mental health doctoral degree? Ultimately, this will depend on how far you want to work up your career ladder and what you envision yourself doing professionally down the road.

Identify Your Preferred Clientele or Work Environment

You will also want to consider the kind of people you prefer to work with and where you would like to work within the psychology field. For example, if you enjoy working with children, then getting into school psychology can be a great starting point. On the other hand, if you prefer to take on more of a human resources role where you work in an administrative setting, then organizational/corporate psychology may be a better fit.

Develop Essential Skills

Once you have a better idea of where you see yourself working within the psychology field, you can begin working on the skills you need to succeed in these areas. Many of the skills you need can be sharpened during your graduate program, but you may need to work separately on some essential soft skills (such as communication and critical thinking) to stand out from other talent.

Acquire Necessary Qualifications

Depending on the line of work that you are pursuing, you may also need to acquire additional qualifications beyond your formal degree. For instance, in some states you need to obtain a license to practice as a psychologist. In other areas of the field, certification or other designations may be preferred or required by employers.

Take the Next Step in Your Educational Journey With Husson University

A master's degree in psychology can help you take your career to new heights or even open the doors of opportunity for a career change. That said, not all graduate degree programs are created equal — which is why it is so important to explore and thoroughly research your options before you commit to a program.

At Husson University Online, we offer a  master of science degree in applied psychology  that can be completed in as little as 24 months. This program includes a flexible curriculum that allows you to personalize your studies, as well as free 24/7 tutoring services and career services for all students.  Get in touch  to learn more about this program or any of our other available programs. We would love to speak with you!

Select a Program

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How to Become a Psychiatric Mental Health Nurse Practitioner

Graduate Assistantships

Assistantships for students in the MA in School Psychology program are a way to obtain financial assistance and gain experience within the program in a variety of settings.

Types of Assistantships

Assistantships are based on academic merit and financial need, and are available to students in each of the master’s programs. Assistants work from 5 to 10 hours per week for the 15-week semesters. Payment for assistantships is provided in the form of tuition remission.

Research Assistantships

Students interested in serving as a research assistant for a faculty member must obtain the faculty member’s recommendation to apply for the position. The position involves conducting literature reviews; collecting data for research projects; participating in the organization and analysis of data, and processing data; and assisting professors with tasks related to teaching of classes.

Teaching Assistantships

Teaching Assistantships  are available in the second and third year of the program to students who have been recommended by the faculty members of the Intellectual Assessment (0504-607, 0504-608) and Personality Assessment (0504-605) courses. The position involves data kit distributions and returns, grading protocols, providing comprehensive exams, moving of test kits and materials for fall and spring semesters, and meeting with students registered in the Intellectual Assessment courses individually should they have questions.

Departmental Assistantships

There are only a few departmental assistantship positions each year, the majority of which are only available during the summer. The position involves helping with clerical work; conducting  literature reviews; helping faculty members organize assignments; filing, organizing and  compiling admissions data; and facilitating admissions interviews and conference registrations.  Clerical skills and familiarity with computer software are  required.

Students may also seek part-time employment, with job opportunities available through the university’s Center for Career and Professional Development .

Gordon F. Derner School of Psychology

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30 Best universities for Psychology in Moscow, Russia

Updated: February 29, 2024

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• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
• Mathematics

Below is a list of best universities in Moscow ranked based on their research performance in Psychology. A graph of 406K citations received by 66.7K academic papers made by 30 universities in Moscow was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Psychology

2. National Research University Higher School of Economics

3. Moscow Medical Academy

4. Russian National Research Medical University

5. RUDN University

6. Moscow Institute of Physics and Technology

7. National Research Nuclear University MEPI

8. Russian Presidential Academy of National Economy and Public Administration

9. Moscow State Pedagogical University

10. Finance Academy under the Government of the Russian Federation

11. Bauman Moscow State Technical University

12. Moscow State Institute of International Relations

13. N.R.U. Moscow Power Engineering Institute

14. Moscow Aviation Institute

15. Plekhanov Russian University of Economics

16. Russian State University for the Humanities

17. State University of Management

18. Russian State Social University

19. National University of Science and Technology "MISIS"

20. Moscow State Linguistic University

21. New Economic School

22. Russian State University of Oil and Gas

23. mendeleev university of chemical technology of russia.

24. Moscow Polytech

25. Moscow State University of Railway Engineering

26. National Research University of Electronic Technology

27. Moscow State Technological University "Stankin"

28. Pushkin State Russian Language Institute

29. Russian State Agricultural University

30. Moscow International University

Universities for Psychology near Moscow

Psychology subfields in moscow.

What are you looking for?

• Domestic Students
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Formally accept usc’s offer of admission.

To accept your admission offer, please visit youSC to submit the Intent to Enroll form. This must be completed before you can enroll. Deadlines to certify your enrollment vary by program, so please check with your program for updates. We encourage you to review “The Decision Letter and Intent to Enroll Form” video tutorial below. 

The Decision Letter and Intent to Enroll Form

Pay the commitment deposit (if applicable).

Several graduate programs at USC require certified students to pay a nonrefundable commitment deposit to reserve their spot in the incoming class. This deposit is applied to your first-semester tuition charges. Your program will notify you of any required program deposits and the deadline to submit them.

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Continue to check your USC email for information about attending a university-wide orientation program for graduate students. Additionally, many academic departments offer their own school-specific events, so keep an eye out for information from your department. You are also welcome to visit your program’s website or the Office of Orientation Programs for updates.

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Email [email protected] or visit USC Student Health for more information.

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All students are required to pay the Student Health Fee, which covers most primary care services provided at the university’s student health centers. This fee appears on your tuition bill and is included in your cost of attendance on your financial aid summary. Students can make an appointment at the health center by calling (213) 740-WELL (9355) or by accessing their student health portal.

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Be sure to carry your USC ID card at all times while you’re on campus.

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You will need to satisfy any continuing registration requirement for degree verification by the end of your first semester at USC. (This requirement will be listed on your offer of admission.) If you do not verify your previous degrees, you will not be able to register for your second semester of classes. Learn more about how to satisfy this continuing registration requirement by visiting the Degree Progress department at the Registrar One Stop Center .

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• Degree Requirements
• How to Apply
• Core Faculty

MA/JD in Forensic Psychology & Law

Our program, dual-degree.

Earn an MA in Forensic Psychology & a Juris Doctor in Law

SKILLS & FLEXIBILITY

Complete the program in four years & gain skills in law & forensic psychology

REAL-WORLD LEARNING

Conduct fieldwork at a site you select & customize your electives

Program Information

• Read more about Degree Requirements

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Requirements, tours & more

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This dual-degree program collaboration between the Master of Arts in Forensic Psychology program at John Jay College & the Juris Doctor program at New York Law School capitalizes on New York Law School’s nationally renowned expertise in mental disability law & John Jay College’s highly recognized specialization in Forensic Psychology to develop lawyers who will be uniquely trained to advocate for the mentally disabled as practitioners, policy makers & legal scholars.

[email protected]

212.393.6818

10.63.30 New Building

Lomonosov Moscow State University

Preparatory course (pre-university programme).

• Duration of study: March 2024 – July 2025.
• Holidays: July – August 2024.
• Start date: 1 March – 30 March 2024.
• Exams: June 2025.
• Tuition: $8900.
• The level of Russian: Beginner.
• Duration of study: September/October 2024 – July 2025.
• Start date: September – October.
• Tuition: $7000.
• The level of Russian: All levels.

• 1 BUSINESS SCHOOL
• 2 FACULTY OF BIOENGINEERING AND BIOINFORMATICS
• 3 FACULTY OF BIOLOGY
• 4 FACULTY OF BIOTECHNOLOGY
• 5 FACULTY OF CHEMISTRY
• 6 FACULTY OF COMPUTATIONAL MATHEMATICS AND CYBERNETICS
• 7 FACULTY OF EDUCATIONAL STUDIES
• 8 FACULTY OF ECONOMICS
• 9 FACULTY OF FOREIGN LANGUAGES
• 10 FACULTY OF FINE AND PERFORMING ARTS
• 11 FACULTY OF FUNDAMENTAL MEDICINE
• 12 FACULTY OF FUNDAMENTAL PHYSICAL-CHEMICAL ENGENEERING
• 13 FACULTY OF GEOLOGY
• 14 FACULTY OF GEOGRAPHY
• 15 FACULTY OF HISTORY
• 16 FACULTY OF JOURNALISM
• 17 FACULTY OF LAW
• 18 FACULTY OF MATERIALS SCIENCE
• 19 FACULTY OF MECHANICS AND MATHEMATICS
• 20 FACULTY OF PHYSICS
• 21 FACULTY OF PHILOLOGY
• 22 FACULTY OF PHILOSOPHY
• 23 FACULTY OF PUBLIC ADMINISTRATION
• 24 FACULTY OF SOCIOLOGY
• 25 FACULTY OF WORLD POLITICS
• 26 GRADUATE SCHOOL OF INNOVATIVE BUSINESS
• 27 GRADUATE SCHOOL OF MANAGEMENT AND INNOVATION
• 28 GRADUATE SCHOOL OF PUBLIC ADMINIASTRATION
• 29 HIGHER SCHOOL OF MODERN SOCIAL SCIENCES
• 30 HIGHER SCHOOL OF POLICY IN CULTURE AND ADMINISTRATION IN HUMANITIES
• 31 HIGHER SCHOOL OF STATE AUDIT
• 32 HIGHER SCHOOL OF TRANSLATION/INTERPRETING
• 33 HIGHER SCHOOL OF TELEVISION STUDIES
• 34 INSTITUTE OF ASIAN AND AFRICAN STUDIES
• 35 MOSCOW SCHOOL OF ECONOMICS
• 36 SOIL SCIENCE FACULTY
• Admission procedure