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.

University of Connecticut
Last updated: 04/10/2026
U-3064
249 Glenbrook Road
Storrs Mansfield, CT 06269
Program
Delivery
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, APA-Accredited

  • Other Accreditations: APA
  • Graduation Credit Hours: 45
  • Not Accessible to Working Professionals
  • Offers at least 50% of instruction via distance education

Specialist level, NASP Approved/Accredited (full)

  • Other Accreditations: NASP
  • Graduation Credit Hours: 60
  • Not Accessible to Working Professionals
  • Offers at least 50% of instruction via distance education
Instructional Delivery
Information about how coursework and training are delivered.
  • Distance-delivered courses are courses in which at least 75% of the instruction and interaction occurs via electronic communication, correspondence, or equivalent mechanisms, with the faculty and students physically separated from each other.
  • Distance-delivered programs are certificate or degree programs in which 50% or more of the required courses may be taken as distance-delivered courses.
  • Campus-based programs are certificate or degree programs in which 50% or more of the required courses are completed in a physical location (e.g., a classroom) where both the instructor and students are present at the same time. Fewer than 50% of courses in campus-based programs are distance-delivered.

Instructional format

  • Primarily campus-based

Mode of distance instruction

  • Synchronous instruction

Required in-person coursework

Yes

Courses typically held in person

  • Assessment
  • Intervention
  • Research methods
  • Counseling, Consultation
Financial Support
Financial support reported by the program, including assistantships, scholarships, grants, tuition support, and other funding opportunities available to enrolled students.
SpecialistDoctoral

Assistantship/Traineeship

  
Do students in your program have access to an assistantship/traineeship?YesYes
Total number of students receiving an assistantship/traineeship1418
Minimum hours per semester10.010.0
Minimum stipend/salary per week$366.63$366.63
Minimum tuition waiver (%)100%100%

Hourly Work

  
Do students in your program have access to hourly work?YesYes
Total number of students receiving hourly work55
Minimum hours per semester0.00.0
Minimum stipend/salary per week$0$0
Minimum tuition waiver (%)0%0%

Internship

  
Number of interns who received stipends102
Number of interns who received stipends$10000$42500

Additional Information

  
Student Enrollment Data
Enrollment information for the reporting year, including application volume, cohort size, and overall participation in the program.

2025 / 2026

SpecialistDoctoral
Total Enrollment (including interns)2826
# of First Year Students85
# of Male Students00
# of Minority Students*106
# of interns during the academic year122
# of accepted students for 2025 / 2026178
# of applicants for 2025 / 20266525
* Note: Minority students are defined as those from ethnic/racial minorities historically underrepresented in United States colleges and universities.
Praxis
Praxis examination requirements and reported outcomes associated with licensure or certification, including pass rates when available.
01/01/2025 - 12/31/2025
# of Students Taking Praxis18
Percent Qualifying for the NCSP
(Score of 147)		100%
Minimum Score157
Maximum Score193
Median Score175
Mean Score174
* 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
Training options for individuals who already hold graduate-level credentials and are seeking additional preparation or certification in school psychology.

Specialist

Formal Option for Respecialization?No
Description of Respecialization ProcessWe do not do Respecialization

Doctoral

Formal Option for Respecialization?No
Description of Respecialization ProcessWe do not do Respecialization
Internship Settings
Internship placement settings and supervision structures, including the types of schools or agencies where students complete required internship experiences.

2025 / 2026

SpecialistDoctoral
Total Number of Interns122
Total completing internship entirely in school settings120
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)0
Total APPIC listed not meeting CDSPP Internship Guidelines2
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
Reported student outcomes such as program completion, employment, and placement information, where data have been provided by the program.

2025 / 2026

SpecialistDoctoral
# of students completing program (including internship)58
Mean # of years to complete the program34
Median # of years to complete the program33.9
# of students who transferred to a School Psych Doctoral Program0
# of students that left the program prior to graduation01
# of graduates employed by schools53
# employed in settings other than schools01
# employed in a faculty position0
# entering other fields0
# continuing formal education04
# 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)
  • 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 all required courses (excluding statistics)
  • Research Opportunities
Faculty
Information about program faculty, including credentials, instructional roles, and areas of professional expertise within the program.
NameEmailFTE question_markMinority question_markHighest Degree question_mark
Jacqueline Caemerer jacqueline.caemmerer@uconn.edu100 %Doctoral
Steve Hoffsteven.hoff@Uconn.edu100 %Doctoral
Melissa Braymelissa.bray@uconn.edu100 %Doctoral
Sandra Chafouleassandra.chafouleas@uconn.edu100 %Doctoral
Unfilled faculty positions from the previous academic year?Yes
Anticipate opening a search for a new faculty member in the upcoming academic year?Yes
Programs Offered and Program Approvals
Instructional Delivery
Financial Support
Enrollment
PRAXIS
Respecialization
Internships
Outcomes
Multicultural Setting
Faculty