EPSY EPSY

Reasons to Consider School Psychology

  • The program graduates more bilingual/Hispanic doctoral students than any other program in the United States.
  • The program is a leader in student placements in APA-accredited internship sites with greater than 90% of the students placed in APA sites and 100% of students placed in sites that meet criteria established by the Council for the National Register of Health Service Providers during the past five years.
  • The student attrition rate is very low, indicating that most students who begin the School Psychology Program at Texas A&M will complete their program.
  • Historically, all students in the program receive some form of support while pursuing their doctoral degree (i.e., a full assistantship or fellowship), generally for 3 or 4 years on campus.
  • The program is one of the top 2 school psychology programs for training in issues of diversity.
  • Since 1990, demographic student data indicates that 42.5% of the graduate students in school psychology come from culturally and/or linguistically diverse backgrounds.
  • Students in the program win a disproportionately large number of dissertation awards at college and national levels.
  • The faculty have received a variety of individual national awards including the Razur Walker Award for Outstanding Service to the Youth of America, President's Medal for Outstanding Service, Lightner Witmer Award, Dorothy H. Hughes Award for Educational Psychology, Jack Bardon Distinguished Service Award, Early Career Awards from various divisions of the American Psychological Association, and the 2000 Lee Salk Distinguished Service Award.
  • The faculty have received a number of individual university and college awards including Distinguished Research Scholar, Edith S. Greer Distinguished Professor of Educational Psychology, Alumni Foundation Distinguished Research Award, Distinguished Teaching Awards, Center for Teaching Excellence Awards, Outstanding New Faculty Award, and 2000 Suinn Minority Achievement Award.
  • The faculty in the program have a history of taking leadership positions in the field including current and past president and vice president positions of Divisions 5, 16, and 40 of the American Psychological Association, American Board of Professional Neuropsychology, Southwest Educational Research Association, and National Academy of Neuropsychology.
  • The faculty have leadership positions in the APA Committee on accreditation and the Association of State and Provincial Boards of Psychology.
  • The faculty are involved in the editorship or review boards of various professional journals including the Journal of Educational and Psychological Consultation, Journal of Psychoeducational Assessment, Special Services in the Schools, School Psychology Quarterly, Journal of Learning Disabilites, Developmental Neuropsychology, Learning Disability Quarterly, Archives of Clinical Neuropsychology, Journal of School Psychology, Balanced Reading, Diagnostique, Clinical Child Psychology, and Child, Youth and Family Service.
  • The faculty have served as co-editors or series editors for various books including the Mental Measurements Yearbook, Tests in Print, the Buros-Nebraska Series on Testing and Measurement, Perspectives on Individual Differences, the School Psychology Series published by APA, the Encyclopedia of Special Education, and so on.
  • The faculty have authored or edited over 30 books and over 50 book chapters.
  • The faculty maintain a strong record of external grant funding, some of which is used to support graduate students.
  • The faculty are also involved in a number of professional presentations, professional workshops, school consultation, and provision of in-service locally, nationally, and internationally.
  • The faculty serve as members of various state and national task forces, including the Texas Region 6 ESC Governor's Reading Initiative Task Force, The Texas Business Education Coalition, the Council of School Board Executives, Central Steering Committee of the Health, Mental Health, and Safety in Schools Project, and various APA task forces.
  • Job Placements of Program Graduates

    Graduates of the School Psychology doctoral program have a variety of employment opportunities. Past graduates have chosen a variety of settings including:

Schools 37%
Universities 26.5%
Private Practice 26.5%
Others 10%