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.

Fordham University Lincoln Center
Last updated: 03/17/2026
School Psychology Program
113 West 60th Street
New York, NY 10023
frame_personProgram Director: Yi Ding

* Our School Psychology programs prepare professionals for positions in PreK–12 schools, mental health settings; counseling services in higher education, adult education, business, industry, and independent psychological practice. Bilingual School Psychology (Advanced Certificate Bilingual) This NASP approved program prepares students who are proficient in English and at least one other language to work as Certified School Psychologist working with children and families including those with limited-English proficiency. It leads to eligibility for NYS certification with a bilingual extension and national certification (NCSP) as a school psychologist. School Psychology (Advanced Certificate) This NASP approved program prepares students to work as school psychologists and leads to eligibility for NYS and national certification (NCSP) as a school psychologist. School Psychology (PhD) This APA accredited program prepares students to work as school psychologists and leads to leads to eligibility for certification as a school psychologist and licensure as a psychologist.

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, NASP Approved/Accredited (full), APA-Accredited

  • Graduation Credit Hours: 100
  • Accessible to Working Professionals
  • Does not offer at least 50% of instruction via distance education

Specialist level, NASP Approved/Accredited (conditional)

  • Other Accreditations: AAQEP
  • Graduation Credit Hours: 66
  • Accessible to Working Professionals
  • Does not offer 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
  • Hybrid (asynchronous and synchronous)

Required in-person coursework

NA

Courses typically held in person

  • Assessment
  • Intervention
  • Research methods
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/traineeship126
Minimum hours per semester100.0100.0

Hourly Work

  
Do students in your program have access to hourly work?YesYes

Internship

  

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)4976
# of First Year Students148
# of Male Students610
# of Minority Students*2716
# of interns during the academic year1616
# of accepted students for 2025 / 20263735
# of applicants for 2025 / 20264196
* 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 Praxis31
Percent Qualifying for the NCSP
(Score of 147)		90%
Minimum Score140
Maximum Score186
Median Score164
Mean Score169
* 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
Evaluation through standard Admissions?Yes
Minimum Graduate Credit Hours for Respecialization66
Description of Respecialization ProcessStudents must complete all program requirements; They may be exempted from selected courses based on an exam and/or review of their previous transcript and course syllabi/products.
Culminating DocumentationSame as students completing the regular program
Special NotesFor ADV CER https://www.fordham.edu/graduate-school-of-education/academics/degree-and-certificate-programs/become-a-school-psychologist/advanced-certificate-in-school-psychology/ For ADV CER BIL https://www.fordham.edu/graduate-school-of-education/academics/degree-and-certificate-programs/become-a-school-psychologist/advanced-certificate-in-bilingual-school-psychology/
Websitehttps://www.fordham.edu/graduate-school-of-education/academics/degree-and-certificate-programs/become-a-school-psychologist/advanced-certificate-in-school-psychology/

Doctoral

Formal Option for Respecialization?No
Evaluation through standard Admissions?Yes
Minimum Graduate Credit Hours for Respecialization100
Description of Respecialization ProcessStudents must complete all program requirements; They may be exempted from selected courses based on an exam and/or review of their previous transcript and course syllabi/products
Culminating DocumentationSame as students completing the regular program
Websitehttps://www.fordham.edu/graduate-school-of-education/academics/degree-and-certificate-programs/become-a-school-psychologist/school-psychology-phd/
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 Interns1616
Total completing internship entirely in school settings164
Total completing internships partly in school settings1
Total completing internships entirely outside school settings10
Total APA Accredited Internships6
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 listed10
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)178
Mean # of years to complete the program3.065.88
Median # of years to complete the program36
# of students who transferred to a School Psych Doctoral Program0
# of students that left the program prior to graduation00
# of graduates employed by schools176
# employed in settings other than schools02
# employed in a faculty position00
# entering other fields00
# continuing formal education00
# not employed or continuing education00
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).Yes
Program or department provides the following graduate preparation activities related to multicultural responsiveness.
  • A specific required course on multicultural responsiveness
  • Inclusion across some (not all) required courses
  • 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.
  • Inclusion across some (not all) required courses
  • Inclusion across all required courses (excluding statistics)
  • 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_markHighest Degree question_mark
Angie Sjoquistasjoquist@fordham.edu100 %✔Doctoral
Courteney Johnsoncjohnson235@fordham.edu 100 %✔Doctoral
Cindy Molinacmolina8@fordham.edu 100 %✔Doctoral
Jennifer Cooperjcooper59@fordham.edu 100 %Doctoral
Lynne Thieslthies@fordham.edu100 %Doctoral
Yi DingYding4@fordham.edu100 %✔Doctoral
Unfilled faculty positions from the previous academic year?No
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