Obtaining an Educational Specialist degree (Ed.S.) in school psychology allows for an individual to practice school psychology in the great majority of school systems in the United States. The University of Arizona’s School Psychology Program provides a comprehensive and integrated curriculum that prepares students to become Nationally Certified School Psychologists (NCSPs). The University of Arizona offers students the opportunity to obtain an Ed.S. degree at two locations, Tucson and Chandler, Arizona. In both Tucson and Chandler, the program emphasizes professional and clinical practice, as well as understanding and using scholarship in one’s practice. This Ed.S. program is approved by the National Association of School Psychologists.
For details about the Tucson Program, contact our Tucson Program Director (Dr. Jennifer Kirkpatrick at email@example.com)
For details about the Chandler Program, contact our Chandler Program Director (Dr. Marsha Spencer at firstname.lastname@example.org)
Campuses where offered
Main Campus-Tucson, Distance Campus-Chandler
The Department of Disability and Psychoeducational Studies is committed to research about and teaching of students with disabilities and special abilities. The department’s research, teaching, and service address current issues in special education, rehabilitation, school psychology, and deaf studies. The Department of Disability and Psychoeducational Studies (DPS) is dedicated to advancing human and economic development through the empowerment and effective inclusion of culturally diverse individuals with disabilities and special abilities of all ages. This is accomplished by conducting research to further knowledge and understanding of abilities, disabilities, adaptations, interventions, and support systems; preparing professionals to educate and facilitate the development of individuals with disabilities and special abilities; and providing leadership at the local, state, national, and international levels. To accomplish our mission, the department offers nationally recognized undergraduate, master's, educational specialist, and doctoral-level degrees to prepare teachers, counselors, specialists, administrators, school psychologists, school counselors, and researchers and educators in special education, rehabilitation, school psychology, gifted education, sign language and deaf studies, and educational interpreting.
College of Education
Distance Campus - Chandler
Distance Campus - Yuma
University of Arizona - Main - Tucson
Admission standards to the School Psychology Ed.S. program are designed to attract students with high academic and professional potential. The program does not discriminate in admissions on the basis of gender, race, disability, cultural background, sexual orientation, or national origin. The program actively seeks to build a student body with diverse backgrounds. Each application received by the program is evaluated individually and with care.
Admission to the program is on a competitive basis and is based upon evaluation of information from the following sources:
These factors, as well as others that applicants choose to bring to our attention, are weighed into the selection of students for our program. GRE is not required but applicants can submit the scores if they choose to. Admission preference to the School Psychology Program is given to applicants with the following:
Students with a bachelor’s degree who demonstrate particular promise for doctoral study in School Psychology may apply directly to the Doctoral Program upon completion of the bachelor’s degree. Prospective students may also first apply to the Educational Specialist (Ed.S.) Program in School Psychology. However, acceptance into the Ed.S. Program does not guarantee future admission into Ph.D. Program.
Your application will be considered once you have submitted all required documentation. Incomplete applications will not be reviewed and will be automatically denied. If you have questions related to the application, contact Cecilia Carlon (email@example.com or 520-621-1248), the Graduate Coordinator in the Department of Disability and Psychoeducational Studies.
Once your application has been submitted, you may check the status of your application at any time by logging into GradApp and opening your application. You will be notified via email if you are invited for an interview and when a final admission decision has been reached.
Information regarding the department, our faculty, and the academic requirements can be found at the program website. For questions regarding the program, please contact the program director, Dr. Jennifer Kirkpatrick for Tucson EdS and Dr. Marsha Spencer for Chandler EdS .
Applicants must meet the minimum standards listed in the UA Graduate Catalog to be considered for admission. Additional information can be obtained from the Graduate College or by emailing Graduate Admissions.
In the personal statement, please address the following areas: Your interest in school psychology, research interests, and your personal background. Guiding questions are provided in each area below. The personal statement should be 2-3 single spaced pages with 12 pt font. Responses should address the following areas (in order of importance):
Interest in School Psychology
Professional and/or Research Interest
No standardized tests are required for domestic applicants. International applicants please see the Graduate College requirements for acceptable English proficiency credentials.
Contact your advisor or faculty in your program for information by visiting the department web site.
The deadline for submission of an application is January 15th. Admission is permitted only in the fall semester.
International applicants will not be considered for conditional admission by this program.
ETS Major Field Code(s) for this program:
3406 for Major
The School Psychology EdS Degree program requires a minimum of 67 graduate credits beyond the Bachelor’s degree, a minimum of 55 credits, which must be completed prior to internship. Students enroll in a minimum of 12 credits of internship.
SERP 511A: Basic Academic Skills for High Incidence Disabilities (3 credits)
SERP 512: School and Community Violence: Crisis Prevention, Intervention, and Response (3 credits)
SERP 517: Behavior Modification in Schools (3 credits)
SERP 549: Introduction to School Psychology (3 credits)
SERP 559: Diversity in School Psychology (3 credits)
SERP 601: Cognition & Development (3 credits)
SERP 602: Early Childhood Assessment & Intervention (3 credits)
SERP 638: Psychological Consultation & Supervision (3 credits)
SERP 674B: Cognitive Assessment (3 credits)
SERP 677: Personality and Social Emotional Assessment (3 credits)
SERP 679: Educational & Psychological Assessment of Children (3 credits)
SERP 685: Behavior Disorders (3 credits)
SERP 686: Child Psychotherapy (3 credits)
SERP 693B: School Psychology Internship (12 credits)
SERP 694B: School Psychology Practicum (3 credits)
SERP 695P: Research Methods and Measurement in School Psychology (3 credits)
SERP 696B: Neuropsychological Basis of Behavior & Learning (3 credits)
SERP 696C: Professional Standards, Ethics, & Issues in School Psychology (3 credits)
EDP 541: Statistical Methods in Education (4 credits)
There is no elective coursework for this program.
EdS Portfolio Requirements
A portfolio is an organized collection of assignments, work products, and evidence of a student’s progress in the University of Arizona School Psychology program. Thus, the portfolio documents a student’s comprehensive knowledge and professional competence. The portfolio includes work samples that have been completed throughout the program (e.g., assignments and case reports embedded in courses) and other products that are created specifically for the portfolio (e.g., case reports created during practicum or internship). The portfolio process is designed to meet the following goals:
1. To provide students with a systematic and instructional opportunity to assess their own competencies and progress in the program.
2. To provide students with an opportunity to demonstrate competencies consistent with program goals and expected outcomes.
3. To provide students with an opportunity to reflect on areas in need of further preparation and training.
The portfolio is not designed to prove that you have met the academic requirements for a graduate degree or for the school psychologist credential. Completion of course and program requirements is separate from the portfolio process and is verified by the DPS Graduate Program Coordinator and the COE Credential Analyst. Program faculty reserves the right to alter the exact components of each method to correspond with program goals and requirements, as well as requirements from 2020-2021 accreditation bodies. Students will be given sufficient notice of any changes to properly prepare and complete each component.
Portfolio reviews will be conducted for all students in the school psychology program as part of the student evaluation process. Annual reviews will be conducted after portfolio reviews are completed and grades are posted.
EdS Comprehensive Examination
Students are required to pass the Educational Specialist Comprehensive Examination to be awarded the EdS degree in school psychology. The Praxis II School Psychologist examination is the EdS Comprehensive Examination. Students must earn a passing score, using the minimum pass value required by the National Association of School Psychologists. The minimum passing score at the time this document was prepared was is 147, but the minimum score may change over time as determined by the National Association of School Psychologists. Testing deadlines can be found at the Praxis’ website at http://www.ets.org/praxis/register/centers_dates/praxisii_deadlines/ It is the policy that if a student fails the UA program’s EdS Comprehensive Examination (i.e., the Praxis II examination) twice, they will be terminated from the program. However, a student may appeal to the DPS Department Head to take the exam a third time.
Please refer to the Graduate Student Handbook for students who are pursuing this program of study.
|Application Acceptance Rate||43.68%|
|Avg. Time-to-degree (years)||n/a|
|Enrollment Percent Male||17.24%|
|Enrollment Percent Female||82.76%|
|Enrollment Percent International||2.3%|
|Enrollment Percent URM||36.78%|