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.

Columbia University Teachers College

Updated: 04/01/2022

School Psychology Program
529A West 120th St Box 120
New York, NY 10027

Program Director: Helen Stevens


Program Website:

Programs Offered and Program Approvals
  • Specialist level, NASP Approved/Accredited (full), NCATE/CAEP Recognized
    Approved by the State Department of Education
    Graduation Credit Hours: 69
    Not Accessible to Working Professionals
    Does not offer at least 50% of instruction via distance education
Financial Support
Number of interns who received stipends10
Student Enrollment Data

2021 / 2022

Total Enrollment (including interns)77
# of First Year Students31
# of Male Students7
# of Minority Students*28
# of interns during the academic year22
# of accepted students for 2021 / 202255
# of applicants for 2021 / 202291
* Note: Minority students are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
Helen Stevenshs2834@columbia.edu100 %
Roseanne Gutterbarn rcg2139@tc.columbia.edu100 %
Stephen Peverlystp4@columbia.edu100 %
Prerna Arorapa2542@tc.columbia.edu100 %
Benjamin Lovettbl2799@tc.columbia.edu100 %
Note: Minority faculty are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
No data from program has been submitted.


Formal Option for Respecialization?
Evaluation through standard Admissions?


Formal Option for Respecialization?
Internship Settings

2021 / 2022

Total Number of Interns225
Total completing internship entirely in school settings221
Total completing internships partly in school settings1
Total completing internships entirely outside school settings3
Total APA Accredited Internships5
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

# of students completing program (including internship)21
Mean # of years to complete the program3
Median # of years to complete the program3
# of students who transferred to a School Psych Doctoral Program0
# of students that left the program prior to graduation0
# of graduates employed by schools19
# employed in settings other than schools0
# employed in a faculty position0
# entering other fields1
# continuing formal education1
# not employed or continuing education0