School Psychology Program Information

In This Section

School psychology graduate program information is provided below, including program offerings, instructional delivery, financial support, enrollment data, training experiences, and reported student outcomes. This information is intended to help prospective students, educators, and others better understand and compare programs.

Data are reported by individual graduate programs and reflect the most recent information submitted during the reporting cycle. Because programs may update offerings or requirements at other times, users are encouraged to contact programs directly for the most current details.

A combined list of NASP-approved programs and NASP-accredited programs is also available.

Duquesne University - PsyD Program
Last updated: 04/04/2025
Duquesne University
School of Education
209 A Canevin Hall
Pittsburgh, PA 15282
frame_personProgram Director: Laura Crothers

* The enrollment information below only pertains to the PsyD School Psychology Program, a NASP-approved program. Duquesne University also offers a PhD in School Psychology which is also NASP-approved.

Program
Finance
Enrollment
PRAXIS
Respecialization
Internships
Outcomes
Multicultural
Faculty
Programs Offered and Program Approvals
Degrees and training pathways offered by the program, including specialist and doctoral options, along with information on NASP approval, accreditation, and other applicable recognition or oversight.

Doctoral level, NASP Approved/Accredited (full), APA-Accredited, NCATE/CAEP Recognized

  • Approved by the State Department Of Education
  • Graduation Credit Hours: 91
  • Not Accessible to Working Professionals
  • Does not offer at least 50% of instruction via distance education
Financial Support
Financial support reported by the program, including assistantships, scholarships, grants, tuition support, and other funding opportunities available to enrolled students.
Doctoral

Assistantship/Traineeship

 
Do students in your program have access to an assistantship/traineeship?Yes
Total number of students receiving an assistantship/traineeship5
Minimum hours per semester320.0
Minimum stipend/salary per week$360
Minimum tuition waiver (%)50%
Do students in your program have access to hourly work?Yes
Total number of students receiving hourly work1
Minimum hours per semester20.0
Minimum stipend/salary per week$360
Minimum tuition waiver (%)100%

Internship

 
Number of interns who received stipends6
Median Stipend / Pay per year$32000
Student Enrollment Data
Enrollment information for the reporting year, including application volume, cohort size, and overall participation in the program.

2024 / 2025

Doctoral
Total Enrollment (including interns)34
# of First Year Students10
# of Male Students5
# of Minority Students*7
# of interns during the academic year6
# of accepted students for 2024 / 202521
# of applicants for 2024 / 202529
* Note: Minority students are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
No data from program has been submitted.
Respecialization
Training options for individuals who already hold graduate-level credentials and are seeking additional preparation or certification in school psychology.

Doctoral

Formal Option for Respecialization?No
Description of Respecialization ProcessA health service provider who desires to respecialize in school psychology must apply to the PsyD School Psychology Program using the publicly available application procedures. If accepted, the student will undergo transcript and competency reviews with a program advisor and the program director. A course of study will be developed to ensure school psychology competencies have been acquired and that the student will meet PA coursework, practicum, and internship certification requirements to become a school psychologist.
Culminating DocumentationN/A
Websitehttps://www.duq.edu/academics/schools/education/doctoral-programs/psyd-school-psychology
Internship Settings
Internship placement settings and supervision structures, including the types of schools or agencies where students complete required internship experiences.

2024 / 2025

SpecialistDoctoral
Total Number of Interns5
Total completing internship entirely in school settings1
Total completing internships partly in school settings0
Total completing internships entirely outside school settings4
Total APA Accredited Internships2
Total APPIC listed meeting CDSPP Internship Guidelines (not APA)2
Total APPIC listed not meeting CDSPP Internship Guidelines0
Total meeting CDSPP Internship Guidelines not APPIC listed3
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
Reported student outcomes such as program completion, employment, and placement information, where data have been provided by the program.

2024 / 2025

Doctoral
# of students completing program (including internship)5
Mean # of years to complete the program4.25
Median # of years to complete the program4.25
# of students that left the program prior to graduation1
# of graduates employed by schools0
# employed in settings other than schools5
# employed in a faculty position0
# entering other fields1
# continuing formal education3
# not employed or continuing education0
Multicultural Settings
Training and field experiences conducted in culturally, linguistically, and socioeconomically diverse settings, including opportunities to work with varied populations and communities.
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)
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.
  • A specific required course on social justice
  • Inclusion across some (not all) required courses
  • Extracurricular Events (e.g., Town Halls, Institute Days)
  • Research Opportunities
Faculty
Information about program faculty, including credentials, instructional roles, and areas of professional expertise within the program.
NameEmailFTE question_markMinority question_mark
Kara McGoeymcgoeyk@duq.edu100 %
Ara Schmittschmitta2106@duq.edu100 %
Laura Crotherscrothersl@duq.edu100 %
Tammy Hugheshughest@duq.edu100 %
Elizabeth McCallummccallume@duq.edu100 %
Jenna Hennesseyhennesseyj@duq.edu100 %
Unfilled faculty positions from the previous academic year?No
Anticipate opening a search for a new faculty member in the upcoming academic year?No
Programs Offered and Program Approvals
Financial Support
Enrollment
PRAXIS
Respecialization
Internships
Outcomes
Multicultural Setting
Faculty