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.

William James College

Updated: 02/14/2022

School Psychology Program
One Wells Avenue
Newton, MA 02459

Program Director: Robyn Bratica

E-mail: Robyn_Bratica@williamjames.edu

Program Website: http://www.williamjames.edu/academics/school/index.cfm

* The William James College School Psychology Programs train practitioners through extensive integration of field work and course work; faculty are experienced practitioners and active within the school psychology community. The program prepares students for a broad role in school psychology, and emphasizes behavioral health and prevention. Students also have opportunities to participate in concentrations, including African & Caribbean Mental Health, Children & Families of Adversity & Resilience (CFAR), Global Mental Health, and Latino Mental Health.

Programs Offered and Program Approvals
  • Doctoral level, NASP Approved/Accredited (full), APA-Accredited
    Other Accreditations: NECHE (Institutional)
    Graduation Credit Hours: 120
    Not Accessible to Working Professionals
  • Specialist level, NASP Approved/Accredited (full)
    Other Accreditations: NECHE (Institutional)
    Graduation Credit Hours: 66
    Not Accessible to Working Professionals
Financial Support
SpecialistDoctoral
Number of interns who received stipends43
Student Enrollment Data

2021 / 2022

SpecialistDoctoral
Total Enrollment (including interns)4412
# of First Year Students160
# of Male Students53
# of Minority Students*72
# of interns during the academic year163
# of accepted students for 2021 / 2022400
# of applicants for 2021 / 2022500
* Note: Minority students are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
Faculty
NameEmailFTEMinority
Barbara Millerbarbara_miller@williamjames.edu 65 %
Craig Murphycraig_murphy@williamjames.edu85 %
Daniel Jacobsdaniel_jacobs@williamjames.edu100 %
Elana Wolkoffelana_wolkoff@williamjames.edu100 %
Jason Kaplanjason_kaplan@williamjames.edu100 %
Robyn Braticarobyn_bratica@williamjames.edu100 %
Lisa Chalukianlisa_chalukian@williamjames.edu100 %
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 Praxis17
Percent Qualifying for the NCSP
(Score of 147)
100%
Minimum Score150
Maximum Score181
Median Score166
Mean Score167
* 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
Description of Respecialization Process
Please see the School Psychology MA/CAGS Program Handbook, available at the link below, for program policies on Advanced Standing and Transfer of Credits.
Culminating Documentation
Degree only

Doctoral

Formal Option for Respecialization?
No
Evaluation through standard Admissions?
Yes
Description of Respecialization Process
Please see the School Psychology PsyD Program Handbook, available at the link below, for program policies on Advanced Standing and Transfer of Credits.
Culminating Documentation
Degree only
Internship Settings

2021 / 2022

SpecialistDoctoral
Total Number of Interns443
Total completing internship entirely in school settings441
Total completing internships partly in school settings0
Total completing internships entirely outside school settings2
Total APA Accredited Internships2
Total APPIC listed meeting CDSPP Internship Guidelines (not APA)1
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)192
Mean # of years to complete the program33.5
Median # of years to complete the program33.5
# of students who transferred to a School Psych Doctoral Program0
# of students that left the program prior to graduation23
# of graduates employed by schools181
# employed in settings other than schools21
# employed in a faculty position10
# entering other fields00
# continuing formal education30
# not employed or continuing education0