The EdS degree in school psychology prepares students to pursue credentialing as school psychologists in K–12 educational settings and is approved by the National Association of School Psychologists (NASP) through December 2026. Knowledge and competency areas include counseling (individual and group); responsive services; consultation with parents, teachers, school administrators, and other professionals; child and adolescent emotional and social needs; learning theory; promotion of healthy growth and development; prevention and early intervention; assessment leading to intervention with educational, personal/ social, career, and mental health issues; multicultural counseling; historical and educational foundations; professional roles and expectations; ethics; family and institutional systems; and research and evaluation.
This thesis program requires full-time day attendance. Students are placed in practicum early in the program. The 1200-hour internship is completed at sites where psychological and educational services are provided under the supervision of an appropriately credentialed school psychologist and a university faculty supervisor.
Requirements for Degree.
Required Test
GRE
Additional Requirements
Personal qualifications will be considered
Resume
School psychology students will have knowledge of varied models and methods of assessment and data collection for identifying an individual child's, group's, or program's strengths and needs; will demonstrate the ability to develop and implement effective services and programs; and will gather data to monitor progress and outcomes. Domain 1: Data-Based Decision Making & Accountability
Domain 2: Consultation and Collaboration
To promote effective implementation of services, school psychology students' course work and service delivery will demonstrate knowledge and application of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods.
School psychology students' course work and service delivery will demonstrate knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies.
As evidenced in their course work and service delivery, school psychology students will have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social–emotional functioning and mental health.
As evidenced in course work and service delivery, school psychology students will have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health.
As evidenced in course work and service delivery, school psychology students will have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health.
As evidenced in course work and service delivery, school psychology students will have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children's learning and mental health; and strategies to develop collaboration between families and schools.
As evidenced in course work and service delivery, school psychology students will have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity.
As evidenced in course work, service delivery, and in their thesis project, school psychology students will have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research, interpreting data in applied settings, and explaining data to parents and teachers.
As evidenced in course work and service delivery, school psychology students will have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
| Characteristics of Students from Past Academic Year | |
|---|---|
| Total Students | 40 |
| International | 1 |
| Female | 34 |
| LDS | 40 |
| Non-White | 9 |
| BYU Undergraduate | 23 |
| Three Year Average Test Scores of Admitted Student | |
|---|---|
| GRE Composite Score | 304.8 |
| GRE Quantitative Score | 150.2 |
| GRE Quantitative Percentile | 41.4 |
| GRE Verbal Score | 154.6 |
| GRE Verbal Percentile | 64.1 |
| GRE Analytical Score | 4.0 |
| GRE Analytical Percentile | 55.9 |
| Five Year Average of Graduated Students | |
|---|---|
| Average Years to Degree | 3.2 |
| Graduated Per Year | 9.6 |
| Five Year Average of Admitted Students | |
|---|---|
| Applied Per Year | 25.6 |
| Admitted Per Year | 13.6 |
| Percent Admitted | 53.13 |
| Average GPA | 3.66 |