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The Department OF Educational Psychology

The Department of Educational Psychology (EPSY) is home to a variety of interrelated disciplines and degree options focused on human development and well-being in educational and community contexts. Our undergraduate programs prepare students to work with children and youth in a variety of community and school contexts. We also offer a range of professional master’s degrees geared towards professionals in schools, communities, and the corporate world. For those interested in doctoral studies we offer Doctor of Philosophy (PhD) degrees in Educational Psychology, Counseling Psychology, and School Psychology.

Learn more about Educational Psychology

Academic Programs

Program Areas to choose from

Educational Psychology, US News & World Report 2021

Number of Online Courses Available

Former Student Highlight

Educational Psychology Programs



EPSY offers a Bachelor of Science (B.S.) in Education and University Studies, with one of three focuses.


Graduate Programs

The department of Educational Psychology offers a range of professional graduate degree programs.



EPSY offers a wide variety of online programs and courses to many the diverse needs our students.

Educational Psychology Teacher Teaching Students


Undergraduate students have the opportunity to complete certificate programs while completing their degree requirements.


“I came to the conclusion that being a special educator is less about whom you teach and more about what you teach.”

– Stephanie Haetchen ’12
Special Education Programs


Doctorate in:

School Psychology

Ph.D. in School Psychology

Work leading to the degree of Doctor of Philosophy (PhD) is designed to give the candidate a thorough and comprehensive knowledge of his or her professional field and training in methods of research, as well as competencies required for practice. The final basis for granting the degree shall be the candidate’s grasp of the subject matter of a broad field of study, a demonstrated ability to do independent research, and demonstrated competencies for practice as a health service professional. In addition, the candidate must have acquired the ability to express thoughts clearly and forcefully in both oral and written languages. The degree is not granted solely for the completion of coursework, residence and technical requirements, although these must be met.

For a student who has completed a master’s degree, a DDS/DMD, DVM or MD at a U.S. institution, a minimum of 64 hours is required on the degree plan for the degree of Doctor of Philosophy. For a student who has completed a baccalaureate degree but not a master’s degree or a U.S. DDS/DMD, DVM or MD, a minimum of 96 hours is required on the degree plan for the degree of Doctor of Philosophy.

Students gain the knowledge and skills for:

• Research
• Assessment
• Intervention
• Consultation
• Supervision
• Ethical and Professional Practice

Program graduates work in a variety of private and institutional settings:

• Public and private schools
• Hospitals and medical clinics
• Community-based health and educational organizations
• University settings

Disclosure of Education & Training Outcomes

SPSY 2020 Student Admissions, Outcomes, and Other Data is for informed decision-making by prospective students, as well as others.

Where are our Graduates?

A recent evaluation of program graduates over the last 10 years from the academic year 2010-2011 to 2019-2020 finds our graduates are currently in the following work settings.



School District

Hospital/Medical Centers

Community Mental Health Clinic

Independent Practice

Other: DOD schools (consultant)

Other: Community Agency

University Academic Setting (non-medical) teaching/faculty

Chosen Unemployment


December 1 for the following fall semester

Applications are due no later than December 1st with admitted students beginning the following Fall semester.



  • 1000 (old scoring system) or
  • 310 (new scoring system)
  • Undergraduate (and Graduate, if applicable) GPA could impact admission.
  • GRE scores are not required for 2022 applicants.



  • Letters of reference from professors and employers
  • Membership in professional organizations
  • Involvement in research activities
  • Relevant job experience
  • Personal characteristics such as bilingual status or experience working with individuals with disabilities.
  • Essay outlining goals, research interests, and skills.

Application reviews occur in December. Full program faculty and a graduate student select students for interviews in early January. On-campus interviews start at the beginning of February.

Admission Interviews


Expect a formal interview, informative sessions, and interaction with faculty and graduate students. Applicants also will have the opportunity to see the campus, clinics, and the community.

For students coming from out of state, we try to subsidize the cost of travel.


Admitted students must notify us in writing by April 15 of their intent to enroll the following fall.

Students who enter the program are assigned a student mentor and a temporary advisor.

Program Details

Degree: Ph.D. in School Psychology
Degrees Offered: Doctor of Philosophy (Ph.D.)
Credit Hours: minimum 104-112 hours

Students completing the program obtain the Doctorate of Philosophy (Ph.D.) in School Psychology. For students entering with the baccalaureate, the program requires the student to get the nonthesis option M.Ed. after completion of the first 36 credits. The doctoral degree plan includes a minimum of an additional 64 credits for all students including internship.

The program meets criteria for the state and national credentials for practice in the schools and licensure as a psychologist in most states.

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*Select College of Education and update credit hours


The School Psychology Program at Texas A & M University is fully accredited by the American Psychological Association (APA).

Office of Program Consultation and Accreditation
750 First Street, N.E.
Washington, DC 20002-4242
(202) 336-5979

The Program is approved by the National Association of School Psychologists (NASP).

Program Requirements

Students engage in coursework as well as field experiences that are sequential and increase in complexity.  All students complete the core curriculum. Students choose an area of more in-depth coverage as they progress through the program.

See the School Psychology Student handbook for details about our mission, required coursework, field experiences, and student performance evaluations.


In recognition that some students enter the program with a master’s or specialist’s degree in School Psychology or master’s in a related field, the program has established the Direct to Doctorate process.

Degree Requirements

Review the School Psychology degree requirements associated with time commitment and acquiring residency.

Research Apprenticeship

Students participate in mentored research activities beginning in their first year. They present as part of research at the regional, national and international convention and publish with faculty mentorship.


Scientific inquiry (i.e., research) is the most powerful and prominent method for creating new knowledge and testing extant theories.  The skills and attitudes of scientific inquiry are also essential to the development and delivery of sound professional services, and directly benefit the clients and constituencies served.

We believe that the Ph.D. degree in School Psychology should indicate the student’s ability to generate and disseminate (e.g., through professional conferences and journals) new knowledge that contributes to our understanding of important theoretical and/or practical issues and questions in the area of psychology.  This requires that students are well versed in the knowledge base in their specialty area, and that they have developed facility with all aspects of the research process.  It also implies that our graduates should be able to function as researchers both independently and collaboratively in clinical and research settings.


Our program is designed to foster doctoral students’ continuous involvement in research.   Students are expected to participate in mentored research activities from the start of their doctoral training by joining existing research teams led by faculty mentors to provide a vehicle to cultivate their research skills.  At early stages, involvement in research may include assistance with data collection, study management, and data entry or organization.  As students’ skills develop, opportunities for conducting data analyses, designing new studies, producing scholarly products (e.g., conference presentations, journal articles), and mentoring in grant writing may be available.

Through these mentored research opportunities, students’ will develop the full spectrum of research skills necessary for formulating their dissertation and conducting research independently.   Students’ research involvement and research competence will be reviewed annually by the student’s doctoral committee and/or program committee to provide the student with written feedback about his/her progress toward meeting program research expectations.

Practicum Directory

Student Handbook

Notice to students pursuing programs that may lead to a professional license or certification required for employment.

The following programs may lead to a professional license or certification that is required for employment. Professional licensure/certification requirements vary from state to state, which may affect a student’s ability to apply for a professional license/certification upon the completion of the program. The U.S. Department of Education regulation, 34 CFR 668.43 (a) (5) (v), requires an institution to disclose whether the program will fulfill educational requirements for licensure or certification for each state. The administrative departments that offer the programs have made the following determination regarding their curriculum.


Program Meets Does not meet A determination has not been made
Doctoral degree in School Psychology TX, AK, AL, AZ, AR, CO, CT, DC, DE, FL, GA, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MN, MS, MO, MT, NE, NV, NH, NM, NY, NC, ND**, OH, OK, OR, PA, RI, SC, SD, TN, UT, VT, VA, WA, WV, WI, WY CA*, MI*, NJ* PR, AS, CNMI, GU, MH, FM, PW, VI*
See “Additional Conditions Explained” section for * / **
We recommend students contact the appropriate state licensing agency in their state or the state where they intend to work to seek the most up-to-date information about state licensure/certification requirements before beginning the program.

Additional conditions explained

* The School Psychology Doctoral program is aligned with requirements for the License as a Psychologist (LP) and Licensed Specialist in School Psychology (LSSP) in the State of Texas and the National Certification as a School Psychologist (NCSP). The curriculum is consistent with accreditation by the American Psychological Association and as such provides required coursework and training for most states; however, students should be aware that state licensure and educational certification requirements change and vary by state. In particular, some states (i.e., California and Michigan) require specific didactic courses or supervisory provisions (i.e., New Jersey and Virgin Islands) not required in Texas or other states for licensure/certification. As such, students are encouraged to investigate the requirements in other states to identify additional courses they may need. For a fuller summary of the requirements for licensure in each state, please see the Association of State and Provincial Psychology Boards website:

** North Dakota Board of Examiner’s specifies that telepsych may not replace face-to-face individual supervision. During the COVID pandemic, the TAMU School Psychology program utilized telepsych practices to engage in supervision. We advise students interested in licensure in ND to consult with that psychology board regarding these special circumstances if we continue this approach for safety reasons.

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