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School Psychologists are experts in learning, behavior, mental health, and school systems.

They Provide

• academic and behavioral interventions
• mental health supports
• evaluation, assessment, and data analysis
• consultation with teachers and families
• culturally responsive services
• crisis prevention and response

They Support

• struggling and diverse learners
• academic achievement
• positive behavior and mental health
• safe and supportive learning environments
• school-family-community partnerships
• school-wide data-based decision-making

They Serve In

• public and private schools
• early childhood centers
• universities
• juvenile justice facilities
• clinics and hospitals
• independent practice

The vast majority of school psychologists work in K-12 public schools.
School psychologists can make a positive, lasting difference in children’s lives. They are a vital part of the effort to unlock each child’s potential for success. School psychology is an ideal career for individuals that are interested in:

• Working directly with children and adolescents
• Supporting students with mental health needs by providing counseling, skill instruction, and learning and support plans
• Assessing and evaluating individual differences to identify intervention strategies
• Working collaboratively with parents and teachers to support children’s success
• Changing practices and policies to improve school outcomes
• Engaging in challenging and diverse activities that change from day to day
• Using research to inform practices
• Developing strong team member and leadership skills
• Promoting appreciation and support for human diversity
• Demonstrating the highest standards for ethical and professional behavior
• Helping students thrive at home, in school, and in life

(NASP, 2023)

The reports that the national average annual salary for School Psychologists is $87,550. The average salary for school psychologists in Rhode Island is $84,230, and the average salary in Massachusetts is $92,730.

National Wage Estimates for School Psychologists

Percentile	10%	25%	50% Median	75%	90%
Annual Salary	$ 53,040	$ 64,880	$ 81,500	$ 103,890	$ 128,800

We recommend visiting the for an overview of the field. Our program courses and training experiences align closely with NASP Standards and the 2020 NASP Practice Model.

Yes, our program remains fully accredited by the National Association of School Psychologists (NASP) through 2030. Graduates of NASP-approved and NASP-accredited programs receive quality preparation across all domains of practice and can have a streamlined process for applying for the Nationally Certified School Psychologist (NCSP) credential.

Yes, our program was “Approved with Distinction” by the Rhode Island Department of Education (RIDE) in 2016 and again in 2023.

The employment rate is 100% for graduates of the �鶹ԭ�� School Psychology program.

Contact the program’s graduate assistant at schoolpsychology@ric.edu or the program director, Shannon Dowd-Eagle, at seagle@ric.edu. If interested, you can ask to be connected with a current student (via email or phone) to learn more about the program from a student’s perspective. Information sessions are held during the Fall semester. Check the program website for dates and locations (www.ric.edu/schoolpsychology).

Our �鶹ԭ�� School Psychology Instagram account is run by current students and includes photos and information about our program from the perspective of current students: @ricschoolpsychology,

Classes are scheduled once per week in the evenings (4pm - 6:50pm or 7pm - 9:50pm) during the Fall and Spring semesters. Summer 1 and Summer 2 session classes are scheduled twice per week (3pm - 6:35pm or 7pm - 10:35pm).

Most of the required classes are 100% in-person (once per week 3-hour classes). However, some courses are also offered in a “Hybrid” format (half in-person, and half online).

Full-time graduate study is a significant investment of both time and money. We expect it to be the primary focus of our students in order to get the most out of the education and training experience. That said, many students are able to continue their work during Year 1 of the program consistent with the flexibility of their work hours and time needed to fully engage in graduate study. Year 2 students are required to spend two full days at their practicum site in a school, in addition to evening courses, so most students are not able to work full-time. In Year 3 students complete a full-time internship in a school (5 days per week) and receive a stipend of $10,000.

Most students enroll full-time across three years, and we prefer students to enroll full-time. Part-time enrollment is possible during Year 1 of the program, but full-time enrollment is required during Practicum and Internship.

Below is a sample based on 2023-2024 courses. The schedule is subject to change.'

YEAR 1, Foundational Courses

Fall Semester (September – December)

• CEP 532 – Monday, 4–7 pm
• CEP 534 – Wednesday, 4–7 pm
• CEP 601 – Thursday, 4–7 pm
• CEP 603 – Thursday, 7–10 pm

Spring Semester (January – May)

• TESL 539 – Tuesday, 4–7 pm
• CEP 604 – Wednesday, 4–7 pm
• CEP 533 – Wednesday, 7–10 pm
• CEP 551 – Thursday, 4–7 pm

Summer I Semester (May – June)

• CEP 536 – Monday, Wednesday, 3–6:35 pm
• CEP 538 – Monday, Wednesday, 6:35–9:48 pm

Summer II Semester (July – August)

• CEP 531 – Tuesday, Thursday, 3–6:35 pm
• CEP 537 – Tuesday, Thursday, 6:35–9:48 pm

YEAR 2, Practicum Year

Fall Semester (September – December)

• CEP 651 – Wednesday, 4–7 pm
• CEP 675 – Wednesday, 7–10 pm
• CEP 605 – Thursday, 4–7 pm

Spring Semester (January – May)

• SPED 534 – Monday, 4–7 pm
• CEP 554 – Tuesday, 7–10 pm
• CEP 602 – Thursday, 4–7 pm
• CEP 605 – Thursday, 7–10 pm

(No Summer Courses in Year 2)

YEAR 3, Internship Year

YEAR 3 Fall Semester (September – December)

• Full-time internship in a school setting, during school hours
• CEP 629 – Friday, 1–3 pm

YEAR 3 Spring Semester (January – June)

• Full-time internship in a school setting, during school hours
• CEP 629 – Friday, 1–3 pm

We allow non-matriculating students to enroll in the following courses: CEP 532 Theories and Methods of Counseling, and CEP 531 Human Development across Cultures. Completing these courses does not ensure acceptance into the program. Once accepted into the program, these course credits would apply to the M.A. in Counseling /C.A.G.S. in School Psychology.

No. Non-matriculated students are not eligible to enroll in any of the following core school psychology courses: CEP 601, CEP 603, CEP 551, CEP 604, CEP 533, CEP 651, CEP 605, CEP 675, CEP 602, and CEP 629. These courses are designed to be taken sequentially over the course of three years of training (this applies to both M.A/C.A.G.S.. and C.A.G.S.-only applicants).

Graduate Tuition and Fees 2024-2025

2024-2025 Tuition

Semester	In-State Cost	Northeast Neighbors	Out-of-State Cost
Fall/Spring Year 1	13,248	19,368	24,840
Summer Year 1	6,624	9,684	12,420
Fall/Spring Year 2	11,592	16,947	21,375
Fall/Spring Year 3	6,624	9,684	12,420
Total Cost	38,088	55,683	71,055

The In-State Tuition cost per credit is $533, Northeast Neighbor cost per credit is $781, and the Out-of-State cost per credit is $1002. Applicants from MA, CT, ME, VT, and parts of NY, NJ, and PA can attend �鶹ԭ�� at a 40% discount. As a leader in social mobility, �鶹ԭ�� extends this offer of more than $10,000 off of out-of-state tuition to our Northeast Neighbors. 

Please Note: This table does not include the $10,000 stipend that students receive during Fall/Spring of Year 3 (internship year).

For information about applying for financial aid, please contact the Financial Aid Office 401-456-8033.

Yes. Applicants are eligible to apply for Graduate and Teaching Assistantships in various �鶹ԭ�� programs and departments. To learn more about available assistantships and to apply see here. The application deadline for assistantships is March 15th. To be considered for an assistantship, applicants are encouraged to apply prior to acceptance into the program.

Full-time Graduate and Teaching Assistants receive an annual stipend of $3,150. Half-time GA’s receive $1,575. Full-time positions are accompanied by a waiver of all tuition for courses at �鶹ԭ�� for the academic year and for one summer (the summer previous to or following the appointment). Students with half-time positions receive a waiver of half tuition for courses at �鶹ԭ�� for the academic year and one summer.

As stated on our program webpage, the following must be provided by February 1st:

1. A completed application form accompanied by a $50 nonrefundable application fee.
2. Official transcripts of all undergraduate and graduate records.
3. A résumé or curriculum vitae.
4. A professional goals essay.
5. Three letters of recommendation accompanied by candidate rating forms.
6. Performance based evaluation.

After you submit the email addresses for each of your references, they will receive an email prompt to submit their letters of recommendation. Within the system they will be prompted to complete a candidate rating form (you do not provide this to them, they will see it when they submit your letter online).

The performance-based evaluation could be a review from an employer, supervisor, or professor regarding the quality of your work. A performance-based evaluation measures your ability to perform a task or series of tasks in real time. It can be a work evaluation or applied task from a class such as service learning or a research project presentation.

No. As of 2022, the GRE and/or MAT are no longer required.

No, the Psychology GRE is not required.

Applicants can transfer up to 13 credits, with the approval of program faculty. With the 13 credits that can be transferred towards the C.A.G.S degree, the courses must have been taken within 6 years. The �鶹ԭ�� Graduate Studies Manual (2022, p. 8) states:

E. Transfer Credits
A candidate may request credit for work taken at other regionally accredited institutions of higher learning. Candidates must successfully complete a residency requirement of a minimum of 4/5 of the credit hours of the graduate degree program at �鶹ԭ��. In considering a request for transfer credit, the student’s advisor will review the program of study, carefully evaluate the relevance of the proposed courses to the Plan of Study, and consider the availability of courses to fulfill credit requirements. Transfer credit is granted only when approved by the student's adviser, the Program Director and Academic Dean. In order to qualify for transfer credit, the following conditions must be satisfied:
1. The student must have earned a grade of B or better for graduate-level coursework.
2. The graduate-level coursework approved to be included in a Plan of Study may be from a candidate’s previously completed graduate degree.
3. Transfer credit for courses taken more than six years prior to awarding of the Master's degree need to be approved by the Program Director and Academic Dean.
4. The work must have clear and unquestioned relevance to the student's Plan of Study.
5. A student enrolled at �鶹ԭ�� may receive transfer credit for work subsequently taken at another institution under the provisions cited above only if approval is obtained in writing from the appropriate Academic Dean before the student enrolls for the course.
6. Any credits transferred from another institution of higher learning will be so indicated on the student's transcript. However, the grade earned at that institution would not be recorded or used in computing the student's GPA. (edits approved by Graduate Committee April 2019) To determine 4/5 of transfer credits refer to .

For applicants with a M.A. in Counseling, the program faculty will review previous transcripts and degree(s). The following courses comprise the M.A. in Counseling with a concentration in Educational Psychology: CEP 531, CEP 532, CEP 534, CEP 536, CEP 537, CEP 538, CEP 554, CEP 533, CEP 551, and CEP 602. Program faculty will review the applicant’s transcript to identify missing courses. CEP 533, CEP 551, and CEP 602 are not typically completed as part of a M.A. in Counseling Degree, so C.A.G.S-only students must take these courses upon acceptance to the program.

No. This is not required for applicants who have successfully completed a M.A. in Counseling.

No. C.A.G.S-only students take fewer courses than M.A./C.A.G.S students, but the timeline remains three years to program completion. Courses and training experiences are developmentally sequenced over a three-year period within a cohort model.