Ph.D. in School Psychology
The School Psychology Ph.D. program at Texas A&M University prepares graduates for careers as scientist-practitioners. Grounded in a socio-cultural framework, the program emphasizes cultural and individual diversity, rigorous evidence-based decision-making, and the integration of research and practice. The program ensures the development of essential skills for leadership positions in health service psychology.
This degree is awarded based on a candidate’s grasp of subject matter in a broad field of study, a demonstrated ability to do independent research, and demonstrated competencies for practice as a health service psychologist. In addition, candidates must have acquired the ability to express thoughts clearly and professionally in both oral and written language.
This degree is not granted solely for the completion of coursework, residency, and technical requirements, although these must be met.
- For a student who has completed a master’s degree, a minimum of 36 hours is required on the degree plan for the Master’s of Education (M.Ed.). An additional 64 hours is required for the doctoral degree (Ph.D. in School Psychology).
- For a student who has completed a baccalaureate degree but not a master’s degree, they must obtain a Master’s degree (36 credits) en-route to the doctorate with a minimum of 64 hours on the degree plan for the degree of Doctor of Philosophy.
- All students must complete an APA accredited internship and defend their dissertation prior to graduation.
Students gain the knowledge and competencies necessary to function as health service psychologists in school and other settings including provision of direct and indirect services. Students are also trained to read research critically and to conduct research to inform practice.
Program graduates work in a variety of public, private, and institutional settings. That includes public and private schools, hospitals and medical clinics, community-based health and educational organizations, and University settings including academic positions.
Training Leaders in Practice and Research
Leadership: Leading the way for researchers, practitioners and services.
Research: Conducting innovative research, advancing knowledge in the field. Improving practice through research; improving research through practice.
Practice: Training future researchers and health-service providers. Training practitioners to serve in their communities.
Service: Partnering with communities to provide needed services.
Disclosure of Education & Training Outcomes
SPSY 2026 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 2016-2017 to 2025-2026, finds our graduates are currently in the following work settings:
School District
Hospital/Medical Centers
Community Mental Health Clinic
Independent Practice
Juvenile Justice
University Counseling Center
University Academic Setting (Teaching/Faculty)
Admissions Deadlines
- Applications are open and will close on December 1 each year.
Submission Criteria
- Transcripts from all educational institutions (undergraduate and graduate, if applicable)
- Three professional letters of reference
- Membership in professional organizations, if applicable
- Involvement in research activities
- Relevant job experience
- Personal characteristics such as bilingual status or experience working with individuals with disabilities (in employment or volunteer capacity)
- Statement of purpose (see FAQs below) outlining goals, research interests, skills, and future goals
- The GRE General Test is not required for admission into the SPSY program.
Application reviews occur in December. Full program faculty select students for virtual interviews in January.
Admission Interviews
- Expect a formal interview, informative sessions, and interaction with both faculty and graduate students. Applicants also have the opportunity to schedule a campus visit.
Post-Interview Process
- Admitted students must notify us in writing by April 15th of their intent to enroll the following fall semester.
- Students who enter the program are assigned a student mentor and a faculty advisor.
- We will notify students of financial aid as it is available.
Program Details
Degree: Ph.D. in School Psychology
Degrees Offered: Doctor of Philosophy (Ph.D.)
Credit Hours: minimum 100 hours (including Master’s)
- Students completing the program obtain the Doctorate of Philosophy (Ph.D.) in School Psychology.
- Students are trained as health service psychologists and will meet criteria for state and national practice in schools and licensure as psychologists in most states.
Select College of Education and update credit hours.
Accreditation
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
Our Program has been approved by the National Association of School Psychologists (NASP).
Program Requirements
- Students engage in coursework and field experiences that are sequential and increase in complexity.
- Students develop a focus area for more in-depth coverage as they progress through the program.
- Students must complete an APA-accredited internship.
Consideration for Prior Graduate Credit
In recognition that some students enter the program with a master’s or specialist’s degree in School Psychology or related field, the program has established the Direct to Doctorate process. This process is explained in the School Psychology Doctoral Program Student Handbook.
Degree Requirements
Review the School Psychology Ph.D. degree requirements associated with the time commitment and acquiring residency.
All students must be registered as full-time status for at least one year in residence. Most students complete the program within 5 years (See the Disclosure of Education and Training Outcomes).
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. Students increasingly gain skills in not only reading literature but in conceptualizing and conducting research with increased independence.
Values
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 essential to the development and delivery of sound professional services, and directly benefit the clients and constituencies served. The interplay between research and practice is emphasized such that research informs practice and practice informs research needs.
We believe that the Ph.D. 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 have developed skills with all aspects of the research process. Our graduates are able to function as researchers both independently and collaboratively in clinical and research settings.
Expectations
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. 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. Research involvement and competence will be reviewed annually by the student’s doctoral committee and/or program committee to provide written feedback about their progress toward meeting program research expectations.
Program Assessments
Program assessments begin at the course level with outcome measures for both knowledge and professional competencies. Each year, those skills appropriate for the year in the program and for their clinical experiences are reviewed. Progress is monitored and students who are not meeting expectations or need additional supports are identified. Students upload documents into an annual evaluation portal for faculty review. Students also upload a self-evaluation that is then reviewed by the faculty. Future expectations are addressed. Second year students participate in the discussion of their progress through a meeting with faculty to discuss their progress, readiness, and any necessary support for continued success.
Field Experiences
Students are first engaged in field experiences that are within the university and under direct supervision of licensed university faculty in the second year. In the third year and beyond, students are at external sites. All students complete a school-based experience for two semesters. In their fourth year, students take elective externships, usually aligned with their focus area and desired career goals. It is important for students to begin thinking about elective experiences early. Many sites are competitive and prior to a student enrolling in an elective site, there must be an active Memorandum of Understanding (MOU) between Texas A&M and the site. Students can consult with the Program Academic Advisor to determine if a site has an MOU currently or to start the process.
Program 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 as a School Psychologist (LSP) 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, Minnesota, and New Jersey) require specific provisions. 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 visit the Association of State and Provincial Psychology Boards.
Contact Advisors
All students have access to a Graduate Program Coordinator to assist with file maintenance, obtaining MOUs, registration, paper processing. Mrs. Brigman is located on the 4th floor of the Harrington building.
Program Faculty
Daniel Hajovsky
Associate Professor and Associate Department Head for Graduate Academic Affairs
Frequently Asked Questions
School Psychology
Can you guide me through the application process?
How to Apply: Doctoral Application Information
What if the Bachelor’s degree is not from the United States?
Please view a brief List of Bachelor Degree Equivalencies by Country. If you do not find your country listed and are unsure of your degree equivalency, please contact the Office of Admissions at admissions@tamu.edu.
What should I include in my Statement of Purpose Essay?
All applicants must complete the Essay, Statement of Purpose and explain the following:
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- Why you applied to this program
- Academic background and training
- Potential for graduate study
- Research experience
- Other relevant professional experiences
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I want/need a Graduate Assistantship/Fellowship – how do I apply?
The department and programs will choose students to be nominated for Graduate Merit fellowships as they are available.
How do I submit my letters of Recommendation?
The GraduateCAS online application includes a Recommendations section where you must add your recommenders’ information. Once you have saved the recommendation requests, GraduateCAS will contact each recommender via email to request the completion of the recommendation form and letter of recommendation. We require three letters of recommendations and they must be submitted directly by recommenders through the electronic system.
Is there an admissions cycle for Spring semester?
No. For our Ph.D. programs we only have admissions in fall semesters.
What are the typical program costs?
Check out the cost of attendance estimator.
Please note, you must update the program hours.
For a better understanding of your total cost of attendance (COA), please visit our cost and tuition rates webpage (https://aggie.tamu.edu/billing-and-payments/cost-and-tuition-rates). This webpage will provide you with an opportunity to review estimated COA information for undergraduate, graduate and professional students, as well as other resources such as the tuition calculator and billing and fee explanations.
I live out of state. Do you accept out-of-state applicants?
Yes, we accept in-state and out-of-state applicants; however, out-of-state tuition differs from in-state.
Is there any opportunity for financial assistance?
Yes, there are opportunities for financial assistance through the following departments: Office of Graduate Studies Financial Aid. As program faculty are made aware of opportunities for financial aid, incoming students will be made aware of them.
Tuition & Fees
For a better understanding of your total cost of attendance (COA), please visit our cost and tuition rates webpage (https://aggie.tamu.edu/billing-and-payments/cost-and-tuition-rates). This webpage will provide you with an opportunity to review estimated COA information for undergraduate, graduate and professional students, as well as other resources such as the tuition calculator and billing and fee explanations.