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.
San Diego State University
Updated: 02/22/2023Dept of Counseling & School Psych
5500 Campanile Drive
San Diego, CA 92182-1179
Program Director: Sam Song
E-mail: ssong4@sdsu.edu
Program Website: http://go.sdsu.edu/education/csp/schoolpsychology.aspx
* The SDSU School Psychology Program prepares school psychologists that will be systems change agents in culturally diverse schools. More specifically,
the following student outcomes guide our work:
* Apply ecosystemic approaches to understand and address problem situations involving students, schools, families, and systems.
* Implement culturally affirming and responsive evidence-based Interventions focused on academic, behavioral and/or mental health supports.
* Consult and collaborate with others to promote educational equity and opportunity for students in culturally and linguistically diverse schools.
* Implement the NASP Practice Model (2020) to design, deliver, and evaluate services within a multi-tiered framework (MTSS).
* Act as leaders and advocates in schools, making a difference through their knowledge of innovative psychological and educational services and dissemination.
Programs Offered and Program Approvals
- Specialist level, NASP Approved/Accredited (full)
Approved by the State Department of Education
Other Accreditations: CCTC
Graduation Credit Hours: 93
Not Accessible to Working Professionals
Does not offer at least 50% of instruction via distance education
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? | 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 Praxis | 15 |
Percent Qualifying for the NCSP
(Score of 147) | 100% |
| Minimum Score | 158 |
| Maximum Score | 179 |
| Median Score | 174 |
| Mean Score | 171 |
* 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
93
Description of Respecialization Process
Students that have a graduate degree can apply to the program and be admitted through our standard admission process. Some classes may be waived if they meet the course requirements.
Culminating Documentation
Degree and recommendation for school psychologist credential
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. | - A specific required course on 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)
|
| Additional graduate preparation activities related to multicultural responsiveness | OSEP-funded grant specialization projects. |
| 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. | OSEP-funded grant specialization projects. Additionally, our students work in various campus centers that are social justice focused (ie., Black Resource Centers, Womens Resource Center, Latinx resource center, Pride Center). |
Student Outcome Data
