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 Texas - San Antonio
Last updated: 04/09/2026
Department of Educational Psychology
501 W. Cesar E. Chavez Blvd.
Office DBB 4.332
San Antonio, TX 78207
frame_personProgram Director: Felicia Castro Villarreal

* For those interested in starting in the summer, the UT San Antonio Department of Educational Psychology is proud to announce the renewal of Project DEEP, a unique cross-training opportunity that includes tuition support, a monetary stipend, and mentorship from renowned experts in Deaf Education and School Psychology. Please contact the School Psychology Program Director, Dr. Felicia Castro-Villarreal at Felicia.castrovillarreal@utsa.edu for details. Project DEEP brief description: Funding Package = $10,000 Project DEEP aims to co-educate aspiring teachers of the deaf, and future school psychologists via interdisciplinary training preparation. DEEP scholars will learn and practice working with children who are deaf and/or hard of hearing.

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.

Specialist level, NASP Approved/Accredited (full)

  • 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

  • Fully campus-based

Mode of distance instruction

  • Hybrid (asynchronous and synchronous)

Required in-person coursework

NA

Courses typically held in person

  • Practicum / Internship
  • 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.
Specialist

Assistantship/Traineeship

 
Do students in your program have access to an assistantship/traineeship?Yes
Total number of students receiving an assistantship/traineeship4
Minimum hours per semester160.0
Minimum stipend/salary per week$150
Minimum tuition waiver (%)0%
Do students in your program have access to hourly work?Yes
Total number of students receiving hourly work2
Minimum hours per semester10.0
Minimum stipend/salary per week$150
Minimum tuition waiver (%)0%

Internship

 
Number of interns who received stipends17
Median Stipend / Pay per year$30000

Additional Information

 
Website
https://future.utsa.edu/programs/master/school-psychology/
Student Enrollment Data
Enrollment information for the reporting year, including application volume, cohort size, and overall participation in the program.

2025 / 2026

Specialist
Total Enrollment (including interns)54
# of First Year Students19
# of Male Students3
# of Minority Students*40
# of interns during the academic year18
# of accepted students for 2025 / 202620
# of applicants for 2025 / 202664
* 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 Praxis8
Percent Qualifying for the NCSP
(Score of 147)		100%
Minimum Score157
Maximum Score189
Median Score173
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 ProcessRESPECIALIZATION NOT OFFERED. PRACTICUM AND INTERNSHIP COURSEWORK ONLY AVAILABLE TO STUDENTS THAT HAVE COMPLETED ALL PREREQUISITES AT THE UNIVERSITY OF TEXAS-SAN ANTONIO.
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 Interns18
Total completing internship entirely in school settings18
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

Specialist
# of students completing program (including internship)16
Mean # of years to complete the program3.42
Median # of years to complete the program3.34
# of students who transferred to a School Psych Doctoral Program1
# of students that left the program prior to graduation1
# of graduates employed by schools16
# employed in settings other than schools0
# employed in a faculty position0
# entering other fields0
# continuing formal education0
# not employed or continuing education1
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.
    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)
    • 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
    Felicia Castro Villarrealfelicia.castrovillarreal@utsa.edu100 %✔Doctoral
    Jeremy Sullivanjeremy.sullivan@utsa.edu100 %Doctoral
    John DavisJohn.Davis2@utsa.edu100 %Doctoral
    Mackenzie Hartmackenzie.hart@utsa.edu100 %Doctoral
    Victor VillarrealVictor.Villarreal@utsa.edu100 %✔Doctoral
    Jordan Morgan Jordan.morgan@utsa.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?No
    Programs Offered and Program Approvals
    Instructional Delivery
    Financial Support
    Enrollment
    PRAXIS
    Respecialization
    Internships
    Outcomes
    Multicultural Setting
    Faculty