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California State University - Long Beach
Updated: 04/04/2024Dept. Educational Psych. & Counseling
1250 Bellflower Blvd
Long Beach, CA 90840-2201
Program Director: Kerri Knight-Teague
E-mail: Kerri.KnightTeague@csulb.edu
Program Website: http://www.ced.csulb.edu/edpac/academic/school-psych
* The program has received both US Department of Education and OSEP Training Scholarships that are available to select students beginning the program in fall 2024 and anticipated for fall 2025. 1. CRISP is a self-determination training scholarship in which 12 school psychologists and 12 special educators collaborate on providing culturally-competent, evidence-based self-determination and self-advocacy services. School psychology students participate in 3 years of intense coursework, school-based fieldwork, and conference participation, and receive $13,550 per year of training for a total of $40,650 per student. 2. InSPIR (Increasing School Psychologists to Implment Robust Mental Health Services) is a funding opportunity in which we will train a total of 30 school psychologists across a 5-year time period to increase the number of diverse school psychologists who are prepared to address complex mental health concerns for diverse student populations. Project scholars will complete typical school psychology program coursework and fieldwork with the addition of intensive mental health training. In state scholars will receive $16,000 per year of training (this includes $2,000 for travel to an annual conference and $4,000 for the summer clinic) for a total scholarship over three years of $48,000 per student. Out-of-state scholars will receive $21,000 per year of training (this includes $2,000 for travel to an annual conference and $4,000 for the summer clinic) for a total scholarship over three years = $63,000 per student. Additional funds to cover the cost of summer school are available.
Programs Offered and Program Approvals
- Specialist level, NASP Approved/Accredited (full)
Approved by the State Department of Education
Graduation Credit Hours: 60
Accessible to Working Professionals
Financial Support
Student Enrollment Data
* Note: Minority students are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
Faculty
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? | Yes |
| Anticipate opening a search for a new faculty member in the upcoming academic year? | No |
PRAXIS
01/01/2024 - 12/31/2024 |
| # of Students Taking Praxis | 27 |
Percent Qualifying for the NCSP
(Score of 147) | 100% |
| Minimum Score | 165 |
| Maximum Score | 190 |
| Median Score | 176 |
| Mean Score | 176 |
* 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
42
Description of Respecialization Process
Respecialization decisions are made through decisions about course transfer credit. For core classes, equivalencies must be petitioned through the Graduate Studies Office with submission of applicable prior course syllabi and are limited to specific topics. Submitted materials are considered by course and program faculty to make decisions about equivalency. More commonly, respecialization candidates reduce their minimum credits required through the reduction of elective courses; these decisions are subject to review by the candidate's faculty advisor.
Doctoral
Formal Option for Respecialization?
No
Internship Settings
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). | No |
| Program or department provides the following graduate preparation activities related to multicultural responsiveness. | - Inclusion across all required courses (excluding statistics)
- Extracurricular Events (e.g., Town Halls, Institute Days)
- Research Opportunities (e.g., Faculty-led PAR, CBPR)
- Facilitated community or clinical opportunities
|
| Additional graduate preparation activities related to multicultural responsiveness | School Psychology Student Association activities |
| 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. | - Inclusion across all required courses (excluding statistics)
- Extracurricular Events (e.g., Town Halls, Institute Days)
- Research Opportunities
- Community or clinical opportunities
|
| Additional graduate preparation activities related to social justice. | School Psychology Student Association activities |
Student Outcome Data
