School Psychology Program Information

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 Arizona

Updated: 02/08/2022

1430 E. 2nd Street
College of Education, Room 412
Tucson, AZ 85721

Program Director: Jina Yoon

E-mail: jinayoon@email.arizona.edu

Program Website: https://www.coe.arizona.edu/dps/school-psychology

* The program offers a Ph.D. degree in Tucson, Arizona, and an Ed.S. degree at two locations, Tucson and Chandler, Arizona.

Programs Offered and Program Approvals
  • Doctoral level, NASP Approved/Accredited (full), APA-Accredited
    Approved by the State Department of Education
    Graduation Credit Hours: 100
    Not 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: 67
    Accessible to Working Professionals
    Does not offer at least 50% of instruction via distance education
Financial Support
SpecialistDoctoral
Number of interns who received stipends20
Website
https://coe.arizona.edu/programs/school-psychology-edshttps://coe.arizona.edu/programs/school-psychology-phd
Student Enrollment Data

2021 / 2022

SpecialistDoctoral
Total Enrollment (including interns)6328
# of First Year Students204
# of Male Students75
# of Minority Students*2111
# of interns during the academic year233
# of accepted students for 2021 / 20229
# of applicants for 2021 / 202218036
* Note: Minority students are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
Faculty
NameEmailFTEMinority
Desiree Vegadvega2@email.arizona.edu
Jina Yoonjinayoon@email.arizona.edu
Jennifer Kirkpatrickkirkpatrick@email.arizona.edu
Marsha Spencer marshaspencer@email.arizona.edu
Michelle Perfectmperfect@arizona.edu
Lauren Meyerlaurennmeyer@email.arizona.edu100 %
Michele Stathatos mstathat@email.arizona.edu50 %
Lindsay Balleslricherson@email.arizona.edu50 %
Note: Minority faculty are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
PRAXIS

01/01/2021 - 12/31/2021

# of Students Taking Praxis26
Percent Qualifying for the NCSP
(Score of 147)
100%
Minimum Score152
Maximum Score184
Median Score169
Mean Score169
* 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
67
Description of Respecialization Process
Students are admitted via regular application process.
Culminating Documentation
EdS degree and recommendation for school psychology credential
Special Notes
Minimum credit hours varies by student’s prior coursework and experience

Doctoral

Formal Option for Respecialization?
No
Evaluation through standard Admissions?
Yes
Description of Respecialization Process
Students are admitted via regular application process.
Culminating Documentation
PhD degree and recommendation for school psychology credential.
Special Notes
Minimum credit hours varies by student’s prior coursework and experience
Internship Settings

2021 / 2022

SpecialistDoctoral
Total Number of Interns173
Total completing internship entirely in school settings171
Total completing internships partly in school settings0
Total completing internships entirely outside school settings2
Total APA Accredited Internships3
Total APPIC listed meeting CDSPP Internship Guidelines (not APA)0
Total APPIC listed not meeting CDSPP Internship Guidelines0
Total meeting CDSPP Internship Guidelines not APPIC listed0
Total not APPIC listed and not meeting CDSPP Internship Guidelines0
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.”
Student Outcome Data

2019 / 2020

SpecialistDoctoral
# of students completing program (including internship)98
Mean # of years to complete the program39.2
Median # of years to complete the program37
# of students who transferred to a School Psych Doctoral Program1
# of students that left the program prior to graduation30
# of graduates employed by schools94
# employed in settings other than schools03
# employed in a faculty position01
# entering other fields00
# continuing formal education00
# not employed or continuing education00