NASP Research Reports
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Volume 8, Issue 3 (2024, May)
2022–2023 Ratio of Students to Full-Time Equivalent School Psychologists in U.S. Public Elementary and Secondary Schools
By Nicholas W. Affrunti
Abstract
The current brief provides an overview of the 2022–2023 school year’s student to school psychologist ratio for every United States territory, using the National Center for Education Statistics counts of school psychologists. In addition to this, data are presented on the percentage change in student to school psychologist ratio from the 2021–2022 school year to the 2022–2023 school year (i.e., the currently released data). When territory ratios for the 2022–2023 school year were examined by region, the data displayed significant differences. No associations were found between the student to school psychologist ratio and territory population, the number of graduate programs in school psychology in that territory, or the average school psychologist salary. This information is vital for tracking workforce shortages, as well as the effects of advocacy efforts throughout the country.
Volume 8, Issue 2 (2024, March)
A Model of School Psychologist Turnover
By Nicholas W. Affrunti & Eric Rossen
Abstract
This data brief presents a model of school psychologist turnover based on publicly available datasets. The model calculates the difference between the expected number of school psychologists for a current year by adding the number of school psychologists from the previous year with estimates of incoming graduates who work in schools. The number of school psychologists for that current year are then subtracted from the estimated total. This provides the estimated raw number of school psychologists who left the field in any given year. To obtain a percentage change that can be compared with other professions, the raw number of school psychologists who left in that year was divided by the current year’s total number of school psychologists. Based on this model, the rate of turnover for the 2020–2021 school year was 6.7%. The model is presented in more detail, and the implications of the model are discussed in this paper.
Volume 8, Issue 1 (2024, February)
NASP Report of Graduate Education in School Psychology: 2021–2022
By Daniel Gadke, Sarah Valley-Gray, & Eric Rossen
Abstract
Each year the Graduate Education Committee of the National Association of School Psychologists (NASP) administers the National School Psychology Program Database Survey. Data regarding graduate education in school psychology have been collected annually for both specialist and doctoral programs since 2010. This report for the 2021–2022 academic year summarizes data solicited from the directors of all known school psychology programs and provides estimates regarding selected outcomes for those programs. During the 2021–2022 academic year, an estimated 12,090 current students (including interns) were enrolled in school psychology programs. Furthermore, an estimated 3,855 first year students were enrolled, whereas an estimated 3,409 students (2,904 specialist level and 505 doctoral level) graduated from school psychology programs. Approximately 89% of specialist-level program graduates work in schools. In contrast, approximately 39% of doctoral-level program graduates work in schools, while 8% of doctoral graduates work as faculty members within a university setting. Additional data include information regarding credit hour requirements, financial support, enrollment, internship placement, and student outcomes.
Volume 7, Issue 3 (2023, November)
Examining Racial-Ethnic and Gender Differences on the Praxis School Psychologist Tests, September 2022–August 2023
By Nicholas W. Affrunti & Eric Rossen
Abstract
In this data brief, we examine the scores and pass rates for the Praxis School Psychologist tests (both Praxis 5402 and the newer version, Praxis 5403) by racial-ethnic group and gender for the period September 1, 2022 to August 31, 2023. The Praxis School Psychologist tests are the most often used external assessment of competency by school psychology programs and states and a passing score on the test is a requirement to earn the Nationally Certified School Psychologist (NCSP) credential. For this particular window of time, both versions of the test were available to test takers, with a passing score on either version accepted for NCSP applications. Data were provided to the National Association of School Psychologists (NASP) by the Educational Testing Service, including preset categories for racial-ethnic group and gender. The Praxis 5402 pass rates significantly differed by gender, though the Praxis 5403 did not significantly differ by gender. There were also significant differences in both the Praxis 5402 and the Praxis 5403 pass rates by race-ethnicity.
Volume 7, Issue 2 (2023, August)
Commentary on the Racial, Ethnic, and Gender Disparities in School Psychology Praxis Exam Outcomes
By Bryn Harris, Miriam E. Thompson, Lindsay Fallon, & Amanda L. Sullivan
Abstract
This commentary provides an external perspective on NASP’s first public report on racial and ethnic differences in Praxis outcomes. These data demonstrate racial disparities in pass rates but do not provide information regarding the causes of these disparities. This report underscores the need for expanded public reporting of Praxis data in order to facilitate research into program contexts for student success and whether there are systemic disparities in pass rates attributable to programmatic (e.g., type of institution, program training components and quality) and systemic considerations (e.g., racism, systemic oppression, bias among test content). Although we must maintain competencies for the practice of school psychology, the way in which we evaluate such competencies and the interpretation of Praxis test score data should be considered through a social justice lens. The report begins what we hope will be more transparency and ongoing dissemination and use of Praxis exam data to support equity.
Racial-Ethnic and Gender Breakdown of the Praxis Exam Scores and Pass Rates
By Nicholas W. Affrunti & Eric Rossen
Abstract
In this data brief, we examine both the scores and pass rates for the Praxis 5402 School Psychology test (Praxis 5402) by racial-ethnic group and gender. The Praxis 5402 is the most often used external assessment in school psychology, and a passing score on the Praxis 5402 is a requirement to earn the Nationally Certified School Psychologist (NCSP) credential. Data were provided to the National Association of School Psychologists (NASP) by the Educational Testing Service (ETS), including preset categories for racial-ethnic group and gender. The Praxis 5402 pass rates did not significantly differ by gender. Although there were significant differences in Praxis 5402 pass rates by racial-ethnic grouping, all racial-ethnic groups, except for Pacific Islander (n = 7), had a pass rate of 89% or higher. The data within represent a step in better understanding the fairness of the Praxis 5402 test for all individuals.
Volume 7, Issue 1 (2023, April)
2021–2022 Ratio of Students to Full-Time Equivalent (FTE) School Psychologists in U.S. Public Elementary and Secondary Schools
By Nicholas W. Affrunti
Abstract
The current brief provides an overview of the 2021–2022 school year student-to-school psychologist ratio for every United States territory, using the National Center for Education Statistics (NCES) counts of school psychologists. In addition to this, data are presented on the percentage change in student-to-school psychologist ratio from the 2020–2021 school year to the 2021–2022 school year (i.e., most recently released data). When territory ratios for the 2021–2022 school year were examined by region, the Northeast region was found to have significantly smaller ratios (i.e., fewer students per school psychologist) than all other regions. No associations were found between the student-to-school psychologist ratio and territory population or number of graduate programs in school psychology in that territory. There was a significant association between the student-to-school psychology ratio and the average salary in that territory. This information is vital for tracking workforce shortages, as well as the effects of advocacy efforts, throughout the country.
Volume 6, Issue 3 (2022, November)
NASP Report of Graduate Education in School Psychology: 2019-2020
By Daniel Gadke, Sarah Valley-Gray, & Eric Rossen
Abstract
Each year the Graduate Education Committee of the National Association of School Psychologists (NASP) administers the National School Psychology Program Database Survey. Data regarding the status of graduate education in school psychology have been collected annually for both specialist and doctoral programs since 2010. This report for the 2019–2020 academic year summarizes data solicited from the directors of all known school psychology programs and provides estimates regarding selected outcomes for those programs. During the 2019–2020 academic year, an estimated 11,728 current students (including interns) were enrolled in school psychology programs. Furthermore, an estimated 3,600 first year students were enrolled, whereas an estimated 3,394 students (2,879 specialist-level and 515 doctoral-level) graduated from school psychology programs. Approximately 87% of specialist-level program graduates work in schools. In contrast, approximately 42% of doctoral-level program graduates work in schools, while 4% of doctoral graduates work as faculty members within a university setting. Additional data include information regarding credit hour requirements, financial support, enrollment, internship placement, and student outcomes.
Volume 6, Issue 2 (2022, July)
Ratio of Students to Full-Time Equivalent School Psychologists in U.S. Public Elementary and Secondary Schools
By Nicholas W. Affrunti
Abstract
This data brief provides an overview of the 2020–2021 school year’s student to school psychologist ratio for every U.S. territory, using the National Center for Education Statistics (NCES) counts of school psychologists. In addition to this, data are presented on the percentage change in student to school psychologist ratio from the 2019–2020 school year and the 2020–2021 school year (i.e., currently released data). When territory ratios for the 2020–2021 school year were examined by region, the Northeast region was found to have significantly smaller ratios (i.e., fewer students per school psychologist) than all other regions. No associations were found between the student to school psychologist ratio and territory population or number of graduate programs in school psychology in that territory. This information is vital for tracking workforce shortages, as well as the effects of advocacy efforts, throughout the country.
Volume 6, Issue 1 (2022, June)
Trends in Graduate Education in School Psychology, 2015–2020
By Eric Rossen, Daniel Gadke, & Sarah Valley-Gray
Abstract
The Graduate Education Committee of the National Association of School Psychologists (NASP) has collected data regarding the status of graduate education in school psychology for both specialist and doctoral programs since 2010. This report highlights trends across a 5-year period from the 2015–2016 academic year through 2019–2020. The data highlight a generally positive outlook. The number of applicants, enrolled students, and graduates from school psychology programs continue to grow. The percent of minoritized students enrolled in school psychology programs has steadily increased over time as well. Additionally, more graduates than ever are estimated to enter the workforce, specifically in the school setting. However, these positive trends are almost entirely attributed to specialist-level programs; the data from doctoral-level programs indicate that the number of doctoral students enrolled, graduating, and working in schools has either remained the same or slightly decreased. Further, the number of available graduate programs overall (specialist-level or doctoral-level) remains generally stable with a slight increase over the 5-year period. This status quo may be insufficient to meet increasing demand for school psychological services coupled with an increasing pre-K–12 enrollment across the United States.
Volume 5, Issue 3 (2021, November)
Status of School Psychology in 2020, Part 2: Professional Practices in the NASP Membership Survey
By Ryan L. Farmer, Anisa N. Goforth, Samuel Y. Kim, Shereen C. Naser, Adam B. Lockwood, & Nicholas W. Affrunti
Abstract
In this second report on the 2020 NASP Membership Survey data, details regarding the professional practices of school psychologists employed in schools are highlighted (n = 1,006). The data suggest that school psychologists engage in assessment-related tasks above all other professional responsibilities, completing an average of 55 evaluations per year. Additionally, many, but not all, school psychologists are involved in mental health and behavioral health services, and involvement is dependent, in part, upon perceived competency. Additionally, the data suggest that the practices of school psychologists who serve more than 700 students were less likely to be consistent with the NASP Practice Model. Finally, only about 11% of school psychologists reported that they were knowledgeable about social justice. Implications of these results as well as recommendations for future research are discussed.
Volume 5, Issue 2 (2021, July)
Status of School Psychology in 2020: Part 1, Demographics of the NASP Membership Survey
By Anisa N. Goforth, Ryan L. Farmer, Samuel Y. Kim, Shereen C. Naser, Adam B. Lockwood, & Nicholas W. Affrunti
Abstract
This report highlights the results from the 2020 NASP Membership Survey, with a particular focus on the demographics and employment settings of school psychologists. For the current survey, 30% of NASP’s regular and early career members were randomly selected by state of residence; 1,308 participants ultimately completed the survey. Results found that more than 80% of school psychologists identified as female, White, able-bodied, and monolingual. Further, the number of school psychologists with a specialist degree is increasing over time, while the number of school psychologists with doctoral degrees has remained steady. The average ratio of school psychologists-to-students was 1:1,233. Implications of these results are also discussed.
Volume 5, Issue 1 (2021, April)
NASP Report of Graduate Education in School Psychology: 2018–2019
By Daniel L. Gadke, Sarah Valley-Gray, & Eric Rossen
Abstract
Each year, the Graduate Education Committee of the National Association of School Psychologists (NASP) administers the National School Psychology Program Database Survey. Data regarding the status of graduate education in school psychology have been collected annually for both specialist and doctoral programs since 2010. This report for the 2018–2019 academic year summarizes data solicited from the directors of all known school psychology programs and provides estimates regarding selected outcomes for those programs. During the 2018–2019 academic year, an estimated 10,173 current students (including interns) were enrolled in school psychology programs. Further, an estimated 3,128 first year students were enrolled, whereas an estimated 2,816 students (2,321 specialist-level, 495 doctoral-level) graduated from school psychology programs. Approximately 85% of specialist-level program graduates work in schools. In contrast, approximately 51% of doctoral-level program graduates work in schools, while 6% of doctoral graduates work as faculty members within a university setting. Additional data include information regarding credit hour requirements, financial support, enrollment, internship placement, and student outcomes.
Volume 4, Issue 2 (2019, August)
NASP Report of Graduate Education in School Psychology: 2017–2018
By Daniel L. Gadke, Sarah Valley-Gray, & Eric Rossen
Abstract
Each year the Graduate Education Committee of the National Association of School Psychologists (NASP) administers the National School Psychology Program Database Survey. Data regarding the status of graduate education in school psychology have been collected annually for both specialist and doctoral programs since 2010. This report for the 2017–2018 academic year summarizes data collected from the directors of all known school psychology programs and provides estimates regarding selected outcomes for those programs. During the 2017–2018 academic year, an estimated 10,121 current students (including interns) were enrolled in school psychology programs. Furthermore, an estimated 3,116 first year students were enrolled, whereas an estimated 2,708 students (2,198 specialist-level and 510 doctoral-level) graduated from school psychology programs. Approximately 90% of specialist-level program graduates work in schools. In contrast, approximately 60% of doctoral-level program graduates work in schools, while 14% of doctoral graduates work as faculty members within a university setting. Additional data include information regarding credit hour requirements, financial support, enrollment, internship placement, and student outcomes.
Volume 4, Issue 1 (2019, June)
Results from the NASP 2015 Membership Survey, Part Two: Professional Practices in School Psychology
By Kathleen M. McNamara, Christy M. Walcott, & Daniel Hyson
Abstract
The National Association of School Psychologists (NASP) has conducted membership surveys every 5 years since 1990. In this (2015) version, surveys were completed by 1,274 NASP members, 990 of whom reported primary full-time employment as school psychologists in school settings. This is the second in a series of two reports of results, describing the professional practices of these school psychologists for the 2014-2015 school year, and examining trends in these practices over time. The report presents findings in the context of two of the five current (2017-2022) NASP Strategic Goals: (1) School psychologists, state education agencies, and local education agencies implement the NASP Model for Comprehensive and Integrated School Psychological Services; and (2) Advance the role of school psychologists as qualified mental and behavioral health providers. Results indicate that, while individual evaluations continue to play a major role in their daily activities, school psychologists also report noteworthy levels of engagement in consultation and collaboration targeting individual students' instructional needs, as well as services to enhance mental and behavior health.
Volume 3, Issue 2 (2018, November)
NASP Report of Graduate Education in School Psychology: 2016–2017
By Daniel L. Gadke, Sarah Valley-Gray, & Eric Rossen
Abstract
Each year the Graduate Education Committee of the National Association of School Psychologists (NASP) administers the National School Psychology Program Database Survey. Data regarding the status of graduate education in school psychology have been collected annually for both specialist and doctoral programs since 2010. This report for the 2016–2017 academic year summarizes data collected from the directors of all known school psychology programs and provides estimates regarding selected outcomes for those programs. During the 2016–2017 academic year, an estimated 10,209 students (including interns) were enrolled in school psychology programs. Further, an estimated 3,118 first-year students were enrolled, and an estimated 2,796 students (2,210 specialist-level and 586 doctoral-level) graduated from school psychology programs. Approximately 94% of specialist-level program graduates work in schools. In contrast, approximately 47% of doctoral-level program graduates work in schools, while 38% work as faculty members within a university setting. Additional data include information regarding credit hour requirements, financial support, enrollment, internship placement, and student outcomes.
Volume 3, Issue 1 (2018, June)
Results From the NASP 2015 Membership Survey, Part One: Demographics and Employment Conditions
By Christy M. Walcott & Daniel Hyson
Abstract
This report presents demographic and employment conditions for school psychologists in the 2014-2015 school year and trends in these conditions over time. The findings are organized around two of the five Strategic Goals of the National Association of School Psychologists (NASP), so as to inform advocacy initiatives and guide the work of the association. NASP has been conducting membership surveys every 5 years since 1990. In this most recent survey, 20% of NASP's regular and early career members were randomly selected by state of residence and invited by e-mail to participate. The final sample consisted of 1,274 respondents, representing a 48% response rate. Results indicate no change in the ratio of students per school psychologist since 2010, modest increases in the diversity of the workforce, and a decline since 2010 in the average age of school psychologists. Findings also suggest limited opportunities for leadership development and mentoring within school districts and minimal release time and financial reimbursement for professional development. Implications of the survey findings for how best to address workforce shortages and leadership development are discussed.
Volume 2, Issue 2 (2017, November)
NASP Report of Graduate Education in School Psychology: 2015–2016
By Daniel L. Gadke, Sarah Valley-Gray, & Eric Rossen
Abstract
The National School Psychology Program Database Survey is an annual initiative of the Graduate Education Committee of the National Association of School Psychologists (NASP). While NASP has periodically collected data regarding graduate education in school psychology since the mid-1970s, data have been collected annually for both specialist and doctoral school psychology programs since 2010. The collection of these data aims to provide transparency regarding the status of graduate education in school psychology, inform the profession regarding emerging trends, and provide prospective students and other stakeholders with information regarding school psychology graduate programs. This report summarizes the data received from the directors of school psychology programs during the 2015–2016 academic year and provides estimates for selected outcomes for all programs. An estimated 9,797 current students (including interns) were enrolled in school psychology programs. Further, an estimated 3,003 first year students were enrolled, whereas an estimated 2,580 students (2,026 specialist-level; 554 doctoral-level) graduated. Additional data include information regarding credit hour requirements, financial support, enrollment, internship placement, and student outcomes.
Volume 2, Issue 1 (2017, May)
Factors Associated With Graduate Students' Decisions to Enter School Psychology
By Joel Bocanegra, Eric Rossen, & Sally L. Grapin
Abstract
Workforce shortages in school psychology have been a persistent problem since the field’s inception. To inform targeted recruitment efforts, the present study aimed to identify factors that contributed to current graduate students’ decisions to pursue a career in the field. Participants were 356 student members of the National Association of School Psychologists (NASP) who completed a survey comprised of demographic items and three scales. The scales measured (a) the importance of various informational resources for learning about school psychology, (b) factors influencing their decision to pursue a degree in school psychology, and (c) factors contributing to their excitement about the field. Results indicated that participants typically learned about school psychology through more informal encounters (e.g., conversations with faculty and Internet searches) rather than through structured or formal learning experiences (e.g., coursework, presentations, and internships). Students were most excited about the broad prospect of working with children and families in schools. Fewer than half of respondents enrolled directly after completing an undergraduate degree. Implications and recommendations for developing optimally effective recruitment strategies are discussed.
Volume 1, Issue 2 (2016, November)
NASP Annual Report of Graduate Education in School Psychology: 2014–2015
By Daniel L. Gadke, Sarah Valley-Gray, & Eric Rossen
Abstract
The National Association of School Psychologists (NASP) collects data annually on both specialist and doctoral school psychology programs via its National School Psychology Program Database Project Survey. The project goals are to maintain transparency regarding the status of graduate education in school psychology, inform the field about relevant trends, and provide prospective students and other stakeholders with a wide variety of information on school psychology graduate programs. This report summarizes the data from 171 specialist and 88 doctoral programs during the 2014–2015 academic year. Programs reported data on applications, enrollment, financial support, graduation requirements, internship placements, and more. Applicant acceptance rates were 40.7% across specialist programs and 31.0% across doctoral programs. There was a wide range of credit hours required for graduation, with 50–124 needed for specialist programs and 48–189 needed for doctoral programs.
Volume 1, Issue 1 (2016, September)
Comparing Praxis® Performance Based on NASP Program Approval Status
By Eric Rossen, Matthew W. Hayes, Joseph Prus, & Tracey Bowman
Abstract
The National Association of School Psychologists (NASP) provides national review and approval of graduate programs in school psychology. Program approval represents an important quality indicator and offers important credentialing benefits to graduates of those programs. However, no research has previously examined the relationship between NASP program approval and the performance of program completers on tests such as the Praxis School Psychologist exam. The current study compared performance on the Praxis among NASP-approved and nonapproved programs before and after controlling for Graduate Record Exam (GRE) scores, which are a common admissions requirement for graduate programs in school psychology. Results revealed that graduates of NASP-approved programs score significantly higher on the Praxis, even after controlling for GRE, although much of the variance can be linked to GRE scores. This finding was most pronounced among institutions offering either a specialist-level program or both specialist- and doctoral-level programs as opposed to those offering a doctoral-level program only.