School Psychology Program Information

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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.

University of Wisconsin - Madison

Updated: 10/06/2023

Dept. Educational Psychology
1025 West Johnson Street
316E Educational Sciences
Madison, WI 53706

Program Director: Katie Eklund

E-mail: katie.eklund@wisc.edu

Program Website: https://edpsych.education.wisc.edu/academics/school-psychology/

* The program leads to a PhD or EdS in Educational Psychology and prepares professional psychologists to use the knowledge of the behavioral sciences in ways that enhance the learning and adjustment of children, their families, and their teachers. The graduate program strongly emphasizes the preparation of psychologists for academic and scholarly careers, along with a sound and comprehensive focus on the practice of psychology in the schools and related applied settings. The EdS program began admitting students to start in the Fall 2019. Dr. Andy Garbacz and Dr. Katie Eklund co-direct the program.

Programs Offered and Program Approvals
  • Doctoral level, NASP Approved/Accredited (full), APA-Accredited
    Approved by the State Department of Education
    Graduation Credit Hours: 110
    Accessible to Working Professionals
    Does not offer at least 50% of instruction via distance education
  • Specialist level, NASP Approved/Accredited (full)
    Approved by the State Department of Education
    Graduation Credit Hours: 66
    Accessible to Working Professionals
    Does not offer at least 50% of instruction via distance education
Financial Support
SpecialistDoctoral

Assistantship/Traineeship

  
Do students in your program have access to an assistantship/traineeship?YesYes
Total number of students receiving an assistantship/traineeship3031
Minimum hours per semester150.0150.0
Minimum stipend/salary per week$600$600
Minimum tuition waiver (%)0%100%

Hourly Work

  
Do students in your program have access to hourly work?YesYes
Total number of students receiving hourly work85
Minimum hours per semester150.0150.0
Minimum stipend/salary per week$300$600
Minimum tuition waiver (%)0%0%

Internship

  
Number of interns who received stipends125
Number of interns who received stipends$50000$59000

Additional Information

  
Student Enrollment Data

2022 / 2023

SpecialistDoctoral
Total Enrollment (including interns)4741
# of First Year Students189
# of Male Students47
# of Minority Students*1021
# of interns during the academic year115
# of accepted students for 2022 / 2023209
# of applicants for 2022 / 20238080
* Note: Minority students are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
Faculty
NameEmailFTEMinority
Kristy Kellykmkohler@wisc.edu100 %
S. Andrew Garbaczsgarbacz@wisc.edu100 %
Katie Eklundkatie.eklund@wisc.edu100 %
Stephen Kilgusskilgus@wisc.edu100 %
Craig Alberscaalbers@wisc.edu100 %
Jennifer Asmusasmus@wisc.edu100 %✔
Stephen Quintanaquintana@education.wisc.edu25 %✔
David Klingbeildklingbeil@wisc.edu100 %✔
Elizabeth Hagermoser-Bayleyhagermoser@wisc.edu100 %
Note: Minority faculty are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
Unfilled faculty positions from the previous academic year?No
Anticipate opening a search for a new faculty member in the upcoming academic year?No
PRAXIS

01/01/2022 - 12/31/2022

# of Students Taking Praxis29
Percent Qualifying for the NCSP
(Score of 147)		100%
Minimum Score164
Maximum Score194
Median Score180
Mean Score180
* Refers to the % of individuals that have, at one point, passed the exam based on a score of 165 (prior to September 2014) or 147 (September 2014 and on), regardless of number of attempts.
** All data were produced using the ETS® Data Manager for The Praxis SeriesTM tests. Some data may be incomplete given that not all examinees identify their origin program.
*** Aggregated Praxis statistics (median score, minimum/maximum scores, percentage passing) are available only for programs that have had at least five students designating their program/institution as a score recipient within the reporting period.
Respecialization

Specialist

Formal Option for Respecialization?
No
Evaluation through standard Admissions?
Yes
Minimum Graduate Credit Hours for Respecialization
55
Description of Respecialization Process
Students admitted with a graduate degree in a related area must complete all degree requirements in school psychology (through coursework or course substitutions/waivers).
Culminating Documentation
EdS degree
Website
https://edpsych.education.wisc.edu/academics/school-psychology/

Doctoral

Formal Option for Respecialization?
No
Evaluation through standard Admissions?
Yes
Minimum Graduate Credit Hours for Respecialization
55
Description of Respecialization Process
Students admitted with a graduate degree in a related area must complete all degree requirements in school psychology (through coursework or course substitutions/waivers).
Culminating Documentation
PhD Degree
Website
https://edpsych.education.wisc.edu/academics/school-psychology/
Internship Settings

2022 / 2023

SpecialistDoctoral
Total Number of Interns115
Total completing internship entirely in school settings111
Total completing internships partly in school settings1
Total completing internships entirely outside school settings3
Total APA Accredited Internships4
Total meeting CDSPP Internship Guidelines not APPIC listed1
1. The 2010 NASP Standards for Graduate Preparation of School Psychologists defines a school setting as “…one in which the primary goal is the education of students of diverse backgrounds, characteristics, abilities, disabilities, and needs. Generally, a school setting includes students who are enrolled in Grades pre-K–12 and has both general education and special education services. The school setting has available an internal or external pupil services unit that includes at least one state-credentialed school psychologist and provides a full range of school psychology services.”
Multicultural Settings
Program offers a bilingual specialization (i.e. students graduate beign eligible for a bilingual school psychologist certification or designation).Yes
Program or department provides the following graduate preparation activities related to multicultural responsiveness.
  • A specific required course on multicultural responsiveness
  • Inclusion across some (not all) required courses
  • Extracurricular Events (e.g., Town Halls, Institute Days)
  • Research Opportunities (e.g., Faculty-led PAR, CBPR)
Program or department provides the following graduate preparation activities related to social justice that align with the NASP definition and extends beyond cultural awareness into action.
  • A specific required course on social justice
  • Inclusion across some (not all) required courses
  • Extracurricular Events (e.g., Town Halls, Institute Days)
  • Research Opportunities
Student Outcome Data

2021 / 2022

SpecialistDoctoral
# of students completing program (including internship)126
Mean # of years to complete the program35.5
Median # of years to complete the program35.5
# of students who transferred to a School Psych Doctoral Program0
# of students that left the program prior to graduation00
# of graduates employed by schools120
# employed in settings other than schools06
# employed in a faculty position01
# entering other fields00
# continuing formal education00
# not employed or continuing education00