Most affordable Masters program in School Psychology

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The Human Services offers the Master of Science (M.S.) program in Industrial-Organizational Psychology.

Master of Science (M.S.) in Psychology Industrial Organizational.

Since the inception of the I-O Program at VSU in 1984, our students have had a high success rate in acquiring jobs in human resources, research, and human services. Part of the success of our students can be attributed to the opportunities provided by on-site practicum experiences. Students have served as human-resource interns with local, regional, national, and international organizations in manufacturing, human services, health care, civil service, banking, and government contracting.

Many of our students take advantage of courses in other departments such as Instructional Technology (IT) and Public Administration. The IT program offers classes in Technology Applications. Students interested in the field of training will find that IT courses complement their psychology courses.

M.S. Psychology I O Track: Retention, Dismissal, and Readmission Policies.

M.S. Psychology I O Track: Program Graduation Requirements.

Master of Science (M.S.) in Psychology Clinical Counseling.

The M.S. Program in Clinical Counseling Psychology has been deactivated as of Fall 2015. They are no longer admitting students into this program for the foreseeable future.

M.S. Psychology CLI Track: Program Retention, Dismissal, and Readmission Policies.

M.S. Psychology CLI Track: Program Graduation Requirements.

The University of Texas Rio Grande Valley offers a 69-hour Master of Arts in School Psychology to prepare school psychologists to work with children, adolescents, and families from diverse socio-cultural and linguistic backgrounds. This 2-year degree program includes a year-long supervised internship. The UTRGV School Psychology program is in accordance with the scientist-practitioner model of training, which emphasizes school psychologists using empirical research in practice. The program training includes preparation in mental health and educational interventions, child development, learning, behaviour, motivation, curriculum, and instruction, assessment, consultation, collaboration, school law, and school system. The School Psychology program at UTRGV also offers a number of unique features, such as:

• Focus on bilingualism and multiculturalism: The Rio Grande Valley is a bilingual and multicultural region, and the School Psychology program prepares students to work with students from diverse backgrounds.
• Emphasis on research: The program faculty are active researchers, and students have the opportunity to participate in research projects.
• Collaboration with local schools: The program has strong partnerships with local schools, which gives students opportunities to learn from and collaborate with experienced school psychologists.

School Psychologists help children and youth succeed academically, socially, behaviorally, and emotionally. They collaborate with educators, parents, and other professionals to create a safe, healthy and supportive learning environment that strengthens connections between home, school, and the community for all students. In the state of Texas, the license that is required by the Texas State Board of Examiners of Psychologists (TSBEP) under the Texas Behavioral Health Executive Council (BHEC) to provide school psychological services in Texas public schools is Licensed Specialist in School Psychology (LSSP).

Appalachian State University has a course named MASSP in School Psychology consisting of 67 credits. The Master of Arts & Specialist in School Psychology Program embraces its mission to provide learning experiences grounded in the scientist-practitioner model. This enables the graduates to become well-rounded, effective School Psychologists who practice competently, and ethically in all domains of School Psychology practice and who are prepared to work effectively with diverse populations in a variety of settings. This 3-year program is committed to recruiting, admitting, and retaining student applicants who broaden the cultural, ethnic, gender, linguistic, racial, and socioeconomic diversity of the program. The program faculty also provides training experiences that enrich student's awareness and understanding of diversity and enhance their ability to advocate for positive change in schools and other educational settings. Some program features include:

• NASP-Approved since 1991
• Early and ongoing school-based learning experiences
• Faculty members are accessible and supportive
• Cooperation and cohesiveness among faculty and students are fostered
• 100% of the eligible students have received Graduate Assistantships in the past decade
• 100% of the students have obtained third-year internship placements
• 100% of the graduates who have sought employment as School Psychologists have been successful

The students progress through a rigorous, sequential program of study and are actively involved in school-based learning activities, beginning in the first weeks of their enrollment and culminating in the comprehensive third-year internship. As a result, by the time of their graduation, they have developed a broad range of knowledge and skills and are highly sought after by school districts, other employment settings, and doctoral programs across North Carolina and the US. Overall, the program ascribes to NASP's Nondiscrimination and Equal Opportunity Policy

California State University-Long Beach has an Education Specialist Degree in School Psychology which is of 60 credit hours. Students completing this program are typically employed in PreK-12 educational settings and provide direct and indirect social-emotional, behavioural, and academic support to children and youth. The program is designed to be completed in 3 years, which includes 2-3 years of full-time (9-12 units per semester) coursework, 450 hours of practicum, and a 1200-hour internship. Some features of the program include:

• Upon successful completion of the program, graduates of the CSULB School Psychology program are awarded the Education Specialist degree (Ed.S.).
• Graduates meet the qualifications for the California Pupil Personnel Services (PPS) credential in School Psychology from the Commission on Teacher Credentialing.
• CSULB School Psychology program is ranked #8 in the nation for scholarly productivity
• Program faculty were recently awarded U.S. Department of Education grants totalling more than $3 million to train school psychologists to work with transition-age foster youth and culturally- and linguistically-diverse learners. For more information, go to Financing Your Education.

The School Psychology Program is aligned with the National Association of School Psychologists (NASP) Professional Standards and the California Commission on Teacher Credentialing Pupil Personnel Services School Psychology Program Standards and Performance Expectations. The accreditations held include:

• National Association of School Psychologists (NASP)
• Commission on Teacher Credentialing (CTC)
• For additional information related to professional licensure and certification related to this program, please see the CSULB Credential Center website

The 3-year Master of Science program in School Psychology for Pupil Personnel Services Credential offered by San Francisco State University prepares students to provide professional expertise in school settings for the purpose of promoting improvement in the quality of life for children, their families, and the community. This 24-credit program leads to the Pupil Personnel Services Credential with authorization in School Psychology. Designed primarily for full-time SF State students, an M.S. is earned after successful completion of the fourth semester and the Pupil Personnel Services Credential with an authorization in School Psychology is awarded after successful completion of the sixth semester in the program. Compliance with the California Commission on Teacher Credentialing (CCTC) and the National Association of School Psychologists (NASP) standards that are typically met during the first two years of the Master of Science degree in Psychology with a concentration in School Psychology. These standards include knowledge of:

• Growth and Development
• Socio-Cultural Influences
• Problem Prevention and Early Intervention
• Consultation Services
• Learning Theory and Psychological Education
• Psychological theory including psychodynamic, family systems, and object relations orientations
• Research and evaluation methods, statistics and measurement
• Program/Service Coordination and Development
• Alternative models for the delivery of school psychological services

By successfully completing the two-year School Psychology program and the one-year Pupil Personnel Services Credential Program in School Psychology, students are eligible for a State of California Pupil Personnel Services Credential (PPS) with authorization in School Psychology. 

Master of Science (M.S.Ed) and Educational Specialist (Ed.S) in School Psychology program at the University of Wisconsin-Stout offers an excellent, comprehensive core curriculum that prepares students for successful careers in school psychology, with an emphasis on experiential learning. With strong ties to the school counselling program, students get a comprehensive education that prepares them for all aspects of the school psychology role, including assessment, intervention, and collaboration.

After completing a Master’s degree students pursue the Educational Specialist degree which is conferred following the third year of the program, during which students complete a full-time, site-based internship. This 31-credit UW-Stout's Master of Science (M.S.Ed) and Educational Specialist (Ed.S) in School Psychology program prepares graduates to work with students, educators and parents to ensure that all students learn and thrive. This three-year experience leads students through both coursework and applied practicum experiences to become effective school psychologists and advocates for children. Some program highlights include:

• Specialized coursework with an emphasis on developmental assessment, early learning, and counselling skills
• Experiential learning experiences in diverse PK-12 settings (rural, urban, etc)
• Both field and clinical practicums help students develop applied skills
• Cohort-based program model aids in student growth and connections
• A variety of on-campus facilities available to enhance student learning
• Fully accredited by the National Association of School Psychologists

With an EdS degree from the University of Wisconsin-Stout, students are eligible for national certification as a school psychologist (NCSP).

The University of Southern Mississippi offers an 8-year long PhD in School Psychology consisting of 125 credits with the goal of training professionals to provide psychological services to children in a variety of settings including schools, clinics, and hospitals. The student-led and faculty-supported Diversity Committee promotes a greater understanding of the impact of diversity on the profession of psychology and in school systems. Much of the research conducted in the School Psychology Program is applied in nature, emphasizing the scientist-practitioner model of the program. Students in the School Psychology Program are expected to engage in all aspects of the research process including presentations at national conventions and publications in top-ranked journals in the field.

The School Psychology program is behaviorally oriented, with students becoming experts in behavioural assessment and intervention. Cohorts are small, allowing students to receive individualized training experiences. The faculty in the School Psychology program is highly research-active. For students interested in pursuing careers in academia, this allows students to gain substantial experience in designing studies, publishing, and presenting. For students interested in applied careers, the empirical focus of the program ensures that students are receiving cutting-edge training that will provide them with the necessary tools to be effective practitioners. Some highlights of the program include:

• 100% of students in the program publish in peer-reviewed journals and book chapters
• 100% match rate for internship last 5 years 
• 100% of students present research or applied practice projects at local (e.g., BAAMS, MPA) or national (e.g., National Association of School Psychologists) conferences 
• 100% of students complete practicum experiences through externally funded partnerships with school and community-based organizations 

The program is accredited by the American Psychological Association (APA) and is approved by the National Association of School Psychologists (NASP). Additionally, the program includes a course sequence verified by the Behavior Analysis Certification Board (BACB), enabling students to complete the coursework required for the Board Certified Behavior Analyst (BCBA) credential. Students completing the doctoral degree program with an emphasis in School Psychology will be eligible for licensure as a psychologist through the Mississippi Board of Psychology and as a school psychologist through the Mississippi State Department of Education.

The School Psychology concurrent M.Ed./Ed.S. program educates students in the major disciplines of education and psychology. In this 36-credit program students will be equipped to undertake and manage processes and problems related to the education and development of children in schools. There are two major training thrusts in the school psychology 3-year program. The training provides a knowledge base about schools, instructional methods, research methods, learning and developmental issues. Students develop application skills in cognitive and achievement assessment, interviewing and teacher and parent consultation. Graduates from this program will be prepared to:

• Intervene constructively when acute and chronic behaviour problems occur.
• Consult effectively with change agents in the child’s life (for example, parents, administrators, teachers).
• Participate in the assessment of individual learning problems.
• Participate in education program planning and management.
• Provide information to promote effective use of the resources of agencies outside the school setting.
• Design and carry out action and situational research requiring knowledge of the school and of the learner in interaction in such a setting.

The school psychology program demonstrates a commitment to diversity issues through the recruitment and retention of students from culturally and linguistically diverse backgrounds, multicultural curricular emphasis, faculty members’ involvement in multicultural research and outreach, and participation in related research and training grants.

Southern Illinois University-Edwardsville offers a Master of Science degree in clinical child and school psychology.

The clinical child and school psychology program at SIUE is one of only a handful of combined clinical child and school psychology programs in the nation. Training emphasizes evidence-based practices, prevention, the ecological/systems approach, and the consultative role of the psychologist. Students complete practical experiences each semester of the program. Graduates of the clinical child track are prepared to work with children, adolescents, and their families in the health system and other community agencies under the supervision of licensed healthcare providers. Features of the Clinical Child and School Psychology Program at Southern Illinois University-Edwardsville (SIUE):

• Combined clinical child and school psychology program: SIUE is one of only a handful of programs in the nation that offers a combined clinical child and school psychology program. This means that students can train in both areas of psychology and be eligible for licensure in both Illinois.
• Emphasis on evidence-based practices: The program emphasizes the use of evidence-based practices in all aspects of clinical and school psychology. This means that students are trained in the most effective interventions for a variety of mental health and learning disorders.
• Ecological/systems approach: The program takes an ecological/systems approach to psychology. This means that students learn to consider the multiple factors that influence children's development and well-being, including the family, school, community, and culture.
• Consultative role of the psychologist: The students learn to work collaboratively with other professionals, such as teachers, parents, and other mental health professionals, to support children's success.
• Practicum experiences: Students complete practica experiences each semester of the program. These experiences provide students with the opportunity to apply the skills they are learning in the classroom to real-world settings.

After this, the students are also well prepared to pursue doctoral education following the completion of a master's degree. This degree leads to partial fulfilment of the education requirement to become a Licensed Clinical Professional Counselor in the state of Illinois. The school psychology track provides students with the knowledge and skills necessary for further education and training in the specialist degree program in school psychology. The specialist degree program has been fully accredited by the National Association of School Psychologists since 1999

The specialist program in School Psychology is approved by the National Association of School Psychologists (NASP), the Council for Accreditation of Teacher Educator Preparation (CAEP), and the Illinois State Board of Education. We provide our students with comprehensive curriculum, high quality training, and properly supervised field experiences that are consistent with the NASP 2020 Professional Standards. The mission of the specialist program, which emphasizes the scientist-practitioner model of training, is to develop entry-level competencies in our graduates so they can function as school psychologists in public and private schools. The specialist degree can be completed in three years with full time enrollment on campus for two years and a 9-month internship.

The Specialist in School Psychology graduate program is approved by the National Association of School Psychologists, the Council for Accreditation for Educator Preparation, and the Illinois State Board of Education.

Discover what life as an Illinois State graduate student is like.

A student applying to a specialist program must:.

Have earned a four-year bachelor degree or its equivalent from a college or university prior to fall admission.

Admission is offered only for the fall semester and is very competitive. Admission offers are sent in February. The Council for Graduate Schools stipulates that an applicant has until April 15 to accept or decline an admission offer. Some admission offers may be delayed until applicants notify the department that they are declining admission.

Missing courses will be added to your curriculum and must be completed during your first year of graduate study.

The GRE is not required for Fall 2022 applicants and will not be used to evaluate applicants. The GRE may be submitted to establish math proficiency.

Why you selected the specialist program in School Psychology.

Why you should be admitted to the specialist program.

Your expectations for professional training in school psychology.

The University provides graduate assistantships as a means of . They are intended as a way to facilitate a student progress to degree while providing important professional development.

Be admitted as a degree-seeking student to a graduate program.

Be enrolled full-time (typically at least 9 graduate credits) during the fall or spring semesters.

The department awards graduate assistantships to applicants who accept admission. Graduate assistantships are subject to verification of employment eligibility under U.S. immigration laws and the receipt of anticipated state funding by the University.

See Student Accounts for information on tuition and fees. Funding for graduate students is available from several different sources. Students who have been admitted from contiguous states including Iowa, Indiana, Kentucky, Michigan, Missouri, and Wisconsin will receive in-state tuition.