psychology phd schools

APA-Accredited Programs

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IMPORTANT NOTE REGARDING 2020, 2021, 2022, 2023 SITE VISITS: Due to the COVID-19 pandemic, site visits for the majority of programs scheduled to be visited in 2020, 2021, 2022, and 2023 have been shifted. Please note that the “next site visit date” listed for each program does not represent an expiration of accreditation. It represents a timeline for a program’s next periodic review. The accreditation status of the 2020, 2021, 2022, and 2023 programs will not be impacted by site visit delays. Cycle shifts are listed here . 

Other Accreditation Statuses

Accredited program lists, related pages.

Choosing a Program

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Why APA Accreditation Matters

Office of Program Consultation and Accreditation

750 first st, ne  washington, dc 20002-4242 [email protected], telephone: (202) 336-5979  tdd/tty: (202) 336-6123  fax: (202) 336-5978 .

PhD Admissions

The PhD program in Psychology trains students for careers in research and teaching. In addition to a wide range of courses, the PhD program is characterized by close collaboration between students and their faculty advisors. 

General Information

The Department of Psychology holistically reviews each candidate's complete application to assess the promise of a career in teaching and research. Consideration is based on various factors, including courses taken, grade point average, letters of recommendation, and the statement of purpose. Additionally, the Department of Psychology places considerable emphasis on research training, and admitted students have often been involved in independent research as undergraduate students or post-baccalaureate settings. Although there are no course requirements for admission, all applicants should have sufficient foundational knowledge and research experience to engage in graduate-level coursework and research.

We accept students with undergraduate degrees and those with both undergraduate and master's degrees. An undergraduate psychology major is not required; the Department welcomes applicants from other academic backgrounds.

Our application portal is now closed for the AY24-25 admissions cycle.  Please consider applying during next year's AY25-26 admissions cycle, which opens on September 15, 2024.

How to Apply

Application and deadline.

Our 2025-26 Admissions application will open on September 15, 2024.

Applications will be due on November 30, 2024

The deadline for letters of recommendation will be  November 30, 2024 . 

Once an applicant submits the recommenders' information, the recommenders will receive an automated email with instructions for submitting the letter. Late letters should be sent directly to psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) . Staff will add them to the application file if the review process is still underway. Still, the faculty reviewers are not obligated to re-review files for materials submitted after the deadline.

The status of submitted applications can be viewed by logging in to the   application portal . 

The deadline to apply for the Stanford Psychology Ph.D. program is  November 30, 2024 . 

Applicants who are admitted to the program will matriculate in autumn 2025. 

In addition to the information below, please review the  Graduate Admissions  website prior to starting your application. The Department of Psychology does not have rolling admissions. We admit for the Autumn term only.

Requirements

• U.S. Bachelor's degree or its  foreign equivalent
• Statement of Purpose (submitted electronically as part of the graduate application). You will be able to specify three  Psychology Department faculty members , in order of preference, with whom you would like to work. 
• Three  Letters of Recommendation  (submitted electronically). A maximum of six letters will be accepted.
• Unofficial transcripts from all universities and colleges you have attended for at least one year must be uploaded to the graduate application. Applicants who reach the interview stage will be asked to provide official transcripts as well; Department staff will reach out to these applicants with instructions for submitting official transcripts. Please do  not  submit official transcripts with your initial application.
• Required for non-native English speakers: TOEFL (Test of English as a Foreign Language) scores, submitted by the Educational Testing Service (ETS) electronically to Stanford. 

Application Fee

The fee to apply for graduate study at Stanford is $125. Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an  Application Fee Waiver .

Application Review & Status Check

The Department of Psychology welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. The review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

To check the status or activity of your application, please log into your  application account . You can also send reminders to recommenders who have not yet submitted their letter of recommendation.

Due to limited bandwidth, the Department of Psychology staff will not answer any phone or email queries about application status, including requests to confirm the receipt of official transcripts.

Our faculty will interview prospective students before making final admission decisions. Candidates who progress to the interview round will be informed in January. Interviews are generally conducted in February.

The Department of Psychology recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

• Diversity and Engagement in Psychology PhD Programs 
• Vice Provost for Graduate Education
• Stanford IDEAL
• Graduate Application Fee Waiver Information

For More Information

Please see our  list of Frequently Asked Questions  and  psych-admissions [at] stanford.edu (contact us)  should you have additional questions.

PhD Program Rankings (Adapted from US News and World Report)

Below are reputation scores and ranks of the top 27 PhD programs in Psychology, including top-ranked schools in each of six subspecialties. From US News and World Report, “America’s Best Graduate Schools” rank/school average reputation score.

Rank                                      School Average reputation score

1                                 Stanford Univ.                                                         4.8

2                                 Univ. of California-Berkeley                                       4.6

2                                 Univ. of Michigan-Ann Arbor                                     4.6

4                                 Univ. of Illinois-Urbana-Champaign                         4.5

4                                 Yale Univ.                                                                 4.5

6                                 Harvard Univ.                                                        4.4

6                                 Univ. of California-Los Angeles                             4.4

6                                 Univ. of Minnesota-Twin Cities                             4.4

9                                 Carnegie Mellon Univ.                                             4.2

9                                 Princeton Univ.                                                          4.2

9                                 Univ. of Pennsylvania                                                4.2

9                                 Univ. of Wisconsin-Madison                                        4.2

13                               Indiana Univ.-Bloomington                                          4.1

13                               Univ. of California-San Diego                                         4.1

13                               Univ. of North Carolina-Chapel Hill                               4.1

16                               Johns Hopkins Univ.                                                       4.0

16                               Univ. of Colorado-Boulder                                              4.0

16                               Univ. of Texas-Austin                                                  4.0

19                               Cornell Univ.                                                               3.9

19                               Duke Univ.                                                                   3.9

19                               Northwestern Univ.                                                  3.9

19                               Univ. of Chicago                                                      3.9

19                               Univ. of Washington                                                    3.9

24                               Columbia Univ.                                                             3.8

24                               Ohio State Univ.                                                             3.8

24                               Univ. of California-Irvine                                                 3.8

24                               Univ. of Virginia                                                              3.8

Top Specialty Programs

C linical Psychology

1. Univ. of Minnesota-Twin Cities

2. Univ. of Illinois-Urban a-Champaign

3. Univ. of Michigan-Ann Arbor

4. Univ. of California-Los Angeles

5. Univ. of Washington

Co unseling Psychology

1. Univ. of Maryland-College Park

2. Ohio State Univ.

3. Univ. of Minnesota-Twin Cities

4. Univ. of Missouri-Columbia

5. Univ. of Iowa

Developme n tal

2. Univ. of Virginia

2. Stanford Univ.

4. Univ. of Michigan-Ann Arbor

5. Univ. of Illinois-Urban a-Champaign

5. Univ. of California-Berkeley

Expe ri menta l P sychology

1. Stanford Univ.

2. Univ. of Michigan-Ann Arbor

3. Univ. of California-Berkeley

4. Univ. of Illinois-Urban a-Champaign

5. Carnegie Mellon Univ.

I ndustrial / Organizational

2. Univ. of Maryland-College Park

3. Michigan State Univ.

4. Ohio State Univ.

5. Bowling Green State Univ.

5. Univ. of Illinois-Urbana-Champaign

Schoo l Psychology

1. Univ. of Wisconsin-Madison

2. Univ. of Texas-Austin

3. Univ. of South Carolina-Columbia

3. Univ. of Nebraska-Lincoln

3. Columbia Univ.

(The response rate for psychology was 34%, the lowest response rate for the six PhD fields surveyed. Political Science had the highest response rate, at 54%.)

Reprinted with permission from US News and World Report. Copyright, 1995, US News and World Report.

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Psychology Graduate Program

• Psychology Department

The Clinical Psychology Program adheres to a clinical science model of training, and is a member of the Academy of Psychological Clinical Science.  We are committed to training clinical psychologists whose research advances scientific knowledge of psychopathology and its treatment, and who are capable of applying evidence-based methods of assessment and clinical intervention. The main emphasis of the program is research, especially on severe psychopathology. The program includes research, course work, and clinical practica, and usually takes five years to complete. Students typically complete assessment and treatment practica during their second and third years in the program, and they must fulfill all departmental requirements prior to beginning their one-year internship. The curriculum meets the requirements for licensure in Massachusetts, accreditation requirements of the American Psychological Association (APA; Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242, apaaccred.org , Tel. [202] 336-5979), and accreditation requirements of the Psychological Clinical Science Accreditation System (PCSAS). PCSAS re-accredited the program on December 15, 2022 for a 10-year term. APA most recently accredited the program on April 28, 2015 for a seven-year term, which was extended due to COVID-related delays. 

Requirements

Required courses and training experiences fulfill requirements for clinical psychology licensure in Massachusetts as well as meet APA criteria for the accreditation of clinical psychology programs.  In addition to these courses, further training experiences are required in accordance with the American Psychological Association’s guidelines for the accreditation of clinical psychology programs (e.g., clinical practica [e.g., PSY 3050 Clinical Practicum, PSY 3080 Practicum in Neuropsychological Assessment]; clinical internship).

Students in the clinical psychology program are required to take the following courses:

• PSY 3900 Professional Ethics
• PSY 2445 Psychotherapy Research
• PSY 2070 Psychometric Theory and Method Using R
• PSY 2430 Cultural, Racial, and Ethnic Bases of Behavior
• PSY 3250 Psychological Testing
• PSY 2050 History of Psychology
• PSY 1951 Intermediate Quantitative Methods
• PSY 1952 Multivariate Analysis in Psychology
• PSY 2040 Contemporary Topics in Psychopathology
• PSY 2460 Diagnostic Interviewing
• PSY 2420 Cognitive-Behavioral Treatment of Psychological Disorders

Clinical students must also take one course in each of the following substantive areas: biological bases of behavior (e.g., PSY 1202 Modern Neuroanatomy; PSY 1325 The Emotional, Social Brain; PSY 1355 The Adolescent Brain; PSY 1702 The Emotional Mind); social bases of behavior (e.g., PSY 2500 Proseminar in Social Psychology); cognitive-affective bases of behavior (e.g., PSY 2400 Cognitive Psychology and Emotional Disorders); and individual differences (Required course PSY 2040 Contemporary Topics in Psychopathology fulfills the individual differences requirement for Massachusetts licensure). In accordance with American Psychological Association guidelines for the accreditation of clinical psychology programs, clinical students also receive consultation and supervision within the context of clinical practica in psychological assessment and treatment beginning in their second semester of their first year and running through their third year. They receive further exposure to additional topics (e.g., human development) in the Developmental Psychopathology seminar and in the twice-monthly clinical psychology “brown bag” speaker series. Finally, students complete a year-long clinical internship. Students are responsible for making sure that they take courses in all the relevant and required areas listed above. Students wishing to substitute one required course for another should seek advice from their advisor and from the director of clinical training prior to registering. During the first year, students are advised to get in as many requirements as possible. Many requirements can be completed before the deadlines stated below. First-year project:  Under the guidance of a faculty member who serves as a mentor, students participate in a research project and write a formal report on their research progress. Due by May of first year. Second-year project:  Original research project leading to a written report in the style of an APA journal article. A ten-minute oral presentation is also required. Due by May of second year. General exam:  A six-hour exam covering the literature of the field. To be taken in September before the start of the third year. Thesis prospectus:  A written description of the research proposed must be approved by a prospectus committee appointed by the CHD. Due at the beginning of the fourth year. Thesis and oral defense:  Ordinarily this would be completed by the end of the fourth year. Clinical internship:  Ordinarily this would occur in the fifth year. Students must have completed their thesis research prior to going on internship.

Credit for Prior Graduate Work

 A PhD student who has completed at least one full term of satisfactory work in the Graduate School of Arts and Sciences may file an application at the Registrar’s Office requesting that work done in a graduate program elsewhere be counted toward the academic residence requirement. Forms are available  online .

No more than the equivalent of eight half-courses may be so counted for the PhD.

An application for academic credit for work done elsewhere must contain a list of the courses, with grades, for which the student is seeking credit, and must be approved by the student’s department. In order for credit to be granted, official transcripts showing the courses for which credit is sought must be submitted to the registrar, unless they are already on file with the Graduate School. No guarantee is given in advance that such an application will be granted. 

Only courses taken in a Harvard AB-AM or AB-SM program, in Harvard Summer School, as a GSAS Special Student or FAS courses taken as an employee under the Tuition Assistance Program (TAP) may be counted toward the minimum academic residence requirements for a Master’s degree.

Academic and financial credit for courses taken as a GSAS Special Student or FAS courses taken as a Harvard employee prior to admission to a degree program may be granted for a maximum of four half-courses toward a one-year Master’s and eight half-courses toward a two-year Master’s or the PhD degree.

Applications for academic and financial credit must be approved by the student’s department and should then be submitted to the Registrar’s Office.

Student Admissions, Outcomes, and other data  

1. Time to Completion

Students can petition the program faculty to receive credit for prior graduate coursework, but it does not markedly reduce their expected time to complete the program.

2. Program Costs

3. Internships 

4. Attrition

5. Licensure

Standard Financial Aid Award, Students Entering 2023  

The financial aid package for Ph.D. students entering in 2023 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Typically students will not be allowed to teach while receiving a stipend in years one and two or during the dissertation completion year.    

Year 1 (2023-24) and Year 2 (2024- 25)  Tuition & Health Fees:                             Paid in Full  Academic Year Stipend:                           $35,700 (10 months)  Summer Research Award:                       $7,140 (2 months)

Year 3 (2025-26) & Year 4 (2026- 27) Tuition & Health Fees:                             Paid in Full Living Expenses:                                       $35,700 (Teaching Fellowship plus supplement, if eligible)  Summer Research Award:                       $7,140 (2 months)

Year 5 (2027-28) - if needed; may not be taken after the Dissertation Completion year Tuition & Health Fees:                             Paid in Full

Dissertation Completion Year (normally year 5, occasionally year 6) Tuition & Health Fees:                             Paid in Full  Stipend for Living Expenses:                    $35,700  

The academic year stipend is for the ten-month period September through June. The first stipend payment will be made available at the start of the fall term with subsequent disbursements on the first of each month. The summer research award is intended for use in July and August following the first four academic years.

In the third and fourth years, the guaranteed income of $35,700 includes four sections of teaching and, if necessary, a small supplement from the Graduate School. Your teaching fellowship is guaranteed by the Department provided you have passed the General Examination or equivalent and met any other department criteria. Students are required to take a teacher training course in the first year of teaching.

The dissertation completion year fellowship will be available as soon as you are prepared to finish your dissertation, ordinarily in the fifth year. Applications for the completion fellowship must be submitted in February of the year prior to utilizing the award. Dissertation completion fellowships are not guaranteed after the seventh year. Please note that registration in the Graduate School is always subject to your maintaining satisfactory progress toward the degree.

GSAS students are strongly encouraged to apply for appropriate Harvard and outside fellowships throughout their enrollment. All students who receive funds from an outside source are expected to accept the award in place of the above Harvard award. In such cases, students may be eligible to receive a GSAS award of up to $4,000 for each academic year of external funding secured or defer up to one year of GSAS stipend support.

For additional information, please refer to the Financial Support section of the GSAS website ( gsas.harvard.edu/financial-support ).

Registration and Financial Aid in the Graduate School are always subject to maintaining satisfactory progress toward the degree.

Psychology students are eligible to apply for generous research and travel grants from the Department.

The figures quoted above are estimates provided by the Graduate School of Arts and Sciences and are subject to change.

Office of Program Consultation and Accreditation American Psychological Association 750 First Street, NE Washington, DC 20002 Phone: (202) 336-5979 E-mail:  [email protected]   www.apa.org/ed/accreditation

The Director of Clinical Training is Prof. Richard J. McNally who can be reached by telephone at (617) 495-3853 or via e-mail at:  [email protected] . 

• Clinical Internship Allowance

Harvard Clinical Psychology Student Handbook

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The clinical program is accredited by the American Psychological Association and the Psychological Clinical Science Accreditation System.

Your program will typically be fully funded for five years thanks to stipend grant support and guaranteed teaching fellowships. Tuition support is also available for a six-year program. Funding is also available for research, travel, and conferences. You will have access to the latest technology at FAS Research Computing and the Neuroimaging Facility at the Center for Brain Science.

Examples of student dissertations and theses include “Childhood Anxiety Disorders: Developmental Risk Factors and Predictors of Treatment Response,” “Clarifying the Pathway to Suicide: An Examination of Subtypes of Suicidal Behavior and Their Association with Impulsiveness,” and “A Cognitive Neuroscience of Social Groups.”

Graduates have secured positions in academia at prestigious institutions such as Princeton University, Dartmouth College, and Columbia University. Others have embarked on careers with companies such as Facebook, BetterUp, and Apple.

Additional information on the graduate program is available from the Department of Psychology , and requirements for the degree are detailed in Policies .

Areas of Study

Cognition, Brain, and Behavior | Experimental Psychopathology and Clinical | Developmental | Social Psychology

Admissions Requirements

Please review the admissions requirements and other information before applying. You can find degree program-specific admissions requirements below and access additional guidance on applying from the Department of Psychology .

Academic Background

While an undergraduate concentration in psychology is not required, some social science coursework is recommended. Because the program is heavily quantitatively oriented, college-level math and statistics are also advised. Research experience is extremely helpful; successful applicants have often worked for professors, done research projects as part of college courses, written an undergraduate thesis, or volunteered in a psychology research lab.

Please Note: Before making the decision to apply, the program in psychology suggests checking individual faculty/lab websites or emailing faculty directly to inquire whether they plan to consider applicants for fall 2025 admission. It’s important to note that while individual faculty members may have every intention of bringing in a new student this year, we cannot guarantee that they will all be able to do so. The total number of offers of admission to be extended by the graduate program is based on applicant preparedness and fit, availability of university advising and support resources, and target class size. Some of these factors are not able to be determined until after the applicant pool has been finalized.

Personal Statement

Standardized tests.

GRE General: Optional for Cognition, Brain, and Behavior, Developmental, and Social Psychology. Required for Experimental Psychopathology and Clinical. GRE Subject: Optional

Theses and Dissertations

Theses & Dissertations for Psychology

See list of Psychology faculty

APPLICATION DEADLINE

Questions about the program.

Clinical Psychology

Mission statement.

Our mission is to advance knowledge that promotes psychological well-being and reduces the burden of mental illness and problems in living and to develop leading clinical scientists whose skills and knowledge will have a substantial impact on the field of psychology and the lives of those in need. Our faculty and graduate students promote critical thinking, innovation, and discovery, and strive to be leaders in their field, engaging in and influencing research, practice, policy, and education. Our pursuit of these goals is guided by the values of collaboration, mutual respect, and fairness, our commitment to diversity, and the highest ethical standards.

Information about the Clinical Psychology Graduate Major

UCLA’s Clinical Psychology program is one of the largest, most selective, and most highly regarded in the country and aims to produce future faculty, researchers, and leaders in clinical science, who influence research, policy development, and practice. Clinical science is a field of psychology that strives to generate and disseminate the best possible knowledge, whether basic or applied, to reduce suffering and to advance public health and wellness. Rather than viewing research and intervention as separable, clinical science construes these activities as part of a single, broad domain of expertise and action. Students in the program are immersed in an empirical, research-based approach to clinical training. This, in turn, informs their research endeavors with a strong understanding of associated psychological phenomena. The UCLA Clinical Science Training Programs employs rigorous methods and theories from multiple perspectives, in the context of human diversity. Our goal is to develop the next generation of clinical scientists who will advance and share knowledge related to the origins, development, assessment, treatment, and prevention of mental health problems.

Admissions decisions are based on applicants’ research interests and experiences, formal coursework in psychology and associated fields, academic performance, letters of recommendation, dedication to and suitability for a career as a clinical scientist, program fit, and contributions to an intellectually rich, diverse class. Once admitted, students engage with faculty in research activities addressing critical issues that impact psychological well-being and the burden of mental illness, using a wide range of approaches and at varying levels of analysis. Their integrated training is facilitated by on-campus resources including the departmental Psychology Clinic, the Semel Institute for Neuroscience and Human Behavior, and the David Geffen School of Medicine.

Our program philosophy is embodied in, and our goals are achieved through, a series of training activities that prepare students for increasingly complex, demanding, and independent roles as clinical scientists. These training activities expose students to the reciprocal relationship between scientific research and provision of clinical services, and to various systems and methods of intervention, assessment, and other clinical services with demographically and clinically diverse populations. The curriculum is designed to produce scientifically-minded scholars who are well-trained in research and practice, who use data to develop and refine the knowledge base in their field, and who bring a reasoned empirical perspective to positions of leadership in research and service delivery.

The program’s individualized supervision of each student in integrated research and practice roles provides considerable flexibility. Within the parameters set by faculty interests and practicum resources, there are specializations in child psychopathology and treatment, cognitive-behavior therapy, clinical assessment, adult psychopathology and treatment, family processes, assessment and intervention with distressed couples, community psychology, stress and coping, cognitive and affective neuroscience, minority mental health, and health psychology and behavioral medicine. The faculty and other research resources of the Department make possible an intensive concentration in particular areas of clinical psychology, while at the same time ensuring breadth of training.

Clinical psychology at UCLA is a six-year program including a full-time one-year internship, at least four years of which must be completed in residence at UCLA. The curriculum in clinical psychology is based on a twelve-month academic year. The program includes a mixture of coursework, clinical practicum training, teaching, and continuous involvement in research. Many of the twenty clinical area faculty, along with numerous clinical psychologists from other campus departments, community clinics, and hospitals settings, contribute to clinical supervision.  Clinical training experiences typically include four and a half years of part-time practicum placements in the Psychology Clinic and local agencies. The required one-year full-time internship is undertaken after the student has passed the clinical qualifying examinations and the dissertation preliminary orals. The student receives the Ph.D. degree when both the dissertation and an approved internship are completed.

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

The Graduate Program in Clinical Psychology at UCLA was accredited in 2012 by the Psychological Clinical Science Accreditation System (PCSAS). PCSAS was created to promote science-centered education and training in clinical psychology, to increase the quality and quantity of clinical scientists contributing to the advancement of public health, and to enhance the scientific knowledge base for mental and behavioral health care. The UCLA program is deeply committed to these goals and proud to be a member of the PCSAS Founder’s Circle and one of the group of programs accredited by PCSAS.  (Psychological Clinical Science Accreditation System, 1800 Massachusetts Avenue NW, Suite 402, Washington, DC 20036-1218. Telephone: 301-455-8046). Website:  https://www.pcsas.org

APA CoA – American Psychological Association Commission on Accreditation

The Graduate Program in Clinical Psychology at UCLA has been accredited by the American Psychological Association Commission on Accreditation since 1949. (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE. Washington, DC 20002-4242. Telephone:  202-336-5979 .) Website:  http://www.apa.org/ed/accreditation/

Future Accreditation Plans:  

Against the backdrop of distressing evidence that mental health problems are increasingly prevalent and burdensome, the field of psychological clinical science must think innovatively to address the unmet mental health needs of vulnerable populations. UCLA’s clinical psychology program remains committed to training clinical psychological scientists who will become leaders in research, dissemination, and implementation of knowledge, policy development, and evidence-based clinical practice. This commitment is firmly rooted in our overall mission of promoting equity and inclusion, adhering to ethical standards, and developing collaborations in all aspects of clinical psychology.

Increasingly, we believe that significant aspects of the academic and clinical-service requirements of accreditation by the American Psychological Association (APA) obstruct our training mission. Too often, APA requirements limit our ability to flexibly adapt our program to evolving scientific evidence, student needs, and global trends in mental health. Like many other top clinical science doctoral programs, we see our longstanding accreditation by the Psychological Clinical Science Accreditation System (PCSAS) as better aligned with our core values, including advancement of scientifically-based training.

Accordingly, we are unlikely to seek renewal of our program’s accreditation by APA, which is set to expire in 2028. The ultimate decision about re-accreditation will be made with the best interests and well-being of current and future students in our program in mind. To that end, we will continue to monitor important criteria that will determine the career prospects of students completing a doctoral degree in clinical psychology from programs accredited only by PCSAS. For example, we are working to understand the potential implications for securing excellent predoctoral internships and eligibility for professional licensure across jurisdictions in North America. Although the UCLA clinical psychology program has no direct influence over these external organizations, we are excited to continue to work to shape this evolving training landscape with the Academy of Psychological Clinical Science (APCS) and leaders from other clinical science programs.

Our ongoing monitoring of trends in clinical psychology training is encouraging for PCSAS-accredited programs. However, evolving circumstances could result in our program changing its opinion with respect to seeking APA re-accreditation in the future. In the spirit of transparency and empowering potential applicants to make informed choices for their own professional development, we are pleased to share our thinking on these important issues.

Notice to Students re: Professional Licensure and Certification

University of California programs for professions that require licensure or certification are intended to prepare the student for California licensure and certification requirements. Admission into programs for professions that require licensure and certification does not guarantee that students will obtain a license or certificate. Licensure and certification requirements are set by agencies that are not controlled by or affiliated with the University of California and licensure and certification requirements can change at any time.

The University of California has not determined whether its programs meet other states’ educational or professional requirements for licensure and certification. Students planning to pursue licensure or certification in other states are responsible for determining whether, if they complete a University of California program, they will meet their state’s requirements for licensure or certification. This disclosure is made pursuant to 34 CFR §668.43(a)(5)(v)(C).

NOTE:  Although the UCLA Clinical Psychology Program is not designed to ensure license eligibility, the majority of our graduates do go on to become professionally licensed.  For more information, please see  https://www.ucop.edu/institutional-research-academic-planning/content-analysis/academic-planning/licensure-and-certification-disclosures.html .

Clinical Program Policy on Diversity-Related Training 

In light of our guiding values of collaboration, respect, and fairness, this statement is to inform prospective and current trainees, faculty, and supervisors, as well as the public, that our trainees are required to (a) attain an understanding of cultural and individual diversity as related to both the science and practice of psychology and (b) provide competent and ethical services to diverse individuals.  Our primary consideration is always the welfare of the client.  Should such a conflict arise in which the trainee’s beliefs, values, worldview, or culture limits their ability to meet this requirement, as determined by either the student or the supervisor, it should be reported to the Clinic and Placements Committee, either directly or through a supervisor or clinical area faculty member.  The Committee will take a developmental view, such that if the competency to deliver services cannot be sufficiently developed in time to protect and serve a potentially impacted client, the committee will (a) consider a reassignment of the client so as to protect the client’s immediate interests, and (b) request from the student a plan to reach the above-stated competencies, to be developed and implemented in consultation with both the trainee’s supervisor and the Clinic Director.  There should be no reasonable expectation of a trainee being exempted from having clients with any particular background or characteristics assigned to them for the duration of their training.

Clinical Program Grievance Policies & Procedures

Unfortunately, conflicts between students and faculty or with other students will occur, and the following policies and procedures are provided in an effort to achieve the best solution. The first step in addressing these conflicts is for the student to consult with their academic advisor. If this option is not feasible (e.g. the conflict is with the advisor) or the conflict is not resolved to their satisfaction, then the issue should be brought to the attention of the Director of Clinical Training. If in the unlikely event that an effective solution is not achieved at this level, then the student has the option of consulting with the Department’s Vice Chair for Graduate Studies. Students also have the option of seeking assistance from the campus Office of Ombuds Services and the Office of the Dean of Students. It is expected that all such conflicts are to be addressed first within the program, then within the Department, before seeking a resolution outside of the department.

More Clinical Psychology Information

• For a list of Required Courses please see the  Psychology Handbook
• Psychology Clinic
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THE GRADUATE SCHOOL

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Clinical Psychology

• MA Requirements
• PhD Requirements

Learn more about the program by visiting the Department of Psychiatry & Behavioral Sciences

See related Interdisciplinary Clusters and Certificates

Degree Types: MA, PhD

The PhD Program in Clinical Psychology within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is one of only a handful of programs in the United States based in an academic medical center and housed in a psychiatry department. This unique setting provides opportunities for translational research and practice that span molecular to social models of disease, and epidemiologic to clinical and neuroimaging methodologies.

This scientist-practitioner program effectively balances clinical and research training to produce graduates who are competent in the science and practice of clinical psychology. The PhD program also provides opportunities for major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. Training is provided through core and emphasis-specific curricula, intensive research mentoring, and exceptional clinical practica. Major milestones include a research qualifying paper and master's thesis, a clinical qualifying exam, an empirical dissertation with original research, and an APA-accredited clinical internship.

Our mentor-based program prepares students to be competitive for careers as clinical psychologists in academic health centers, children's hospitals, VA medical centers, and related medical facilities.

The Clinical Psychology Master of Arts (MA) Program within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is intended for students interested in pursuing a career in academic clinical psychology. The MA program is designed to provide a foundation in academic clinical psychology at the graduate level, while also allowing students to gain educational and research exposure to major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. 

The goals of the MA Program in Clinical Psychology are to:

• Develop foundational competencies in research design, analytics, and ethics within academic clinical psychology.
• Explore major areas of study within academic clinical psychology.
• Understand educational and career opportunities within academic clinical psychology.

Note: the MA Program in Clinical Psychology does not include clinical training and is not intended to prepare students for clinical practice. Given the academic and research focus of the MA Program, the degree will not lead to licensure for independent practice.  For those interested in master's level programs that prepare students for licensure and practice, please visit the  MA in Counseling website , the  MS in Marriage and Family Therapy website  and  The Family Institute website . 

The MA Program in Clinical Psychology was designed for a variety of students, including students who:

• Are not yet ready to apply to a PhD program, but are considering doing so in the future.
• Wish to improve their competitiveness for a PhD program.
• Are interested in exploring a career in academic clinical psychology.
• With interests in related fields for which a background in academic clinical psychology may be of value.

The MA Program is embedded in the Clinical Psychology PhD Program, with coursework and lab work completed alongside PhD students. Although students in the MA Program are welcome to apply to Northwestern's PhD Program in Clinical Psychology, the MA Program is not intended to be a "gateway" into the PhD Program in Clinical Psychology at Northwestern University Feinberg School of Medicine.

Additional resources:

• Department Website
• Pro gram Handbook

Program Statistics

Visit Master's Program Statistics and PhD Program Statistics for statistics such as program admissions, enrollment, student demographics and more.

Program Contact

Contact Sarah Bratta Program Coordinator

Degree Requirements

The following requirements are in addition to, or further elaborate upon, those requirements outlined in  The Graduate School Policy Guide .

MA Degree Requirements

Total Units Required: 17

The MA program requires at least 17 units for graduation across five (5) quarters (15 months) of full-time enrollment; part-time and early graduation is not permitted. Students are required to take the Research Core, including Research Methods/Statistics (3 units), Advanced Research Methodology (1 unit), and Scientific and Professional Ethics in Psychology (1 unit). In addition to these required courses, students are expected to select between five to eight elective courses across the Summer I, Fall, Winter, Spring, and/or Summer II quarters. Elective courses can include Discipline Specific Knowledge and Profession Wide Competency courses, as well as courses in one or more Major Areas of Study. 

In addition to the Research Core and Elective courses, all MA students participate in the weekly Professional Development Seminar for the first four quarters of the MA Program. This Seminar orients students to the MA program, introduces students to various mentors and labs across Northwestern, explores career options in academic clinical psychology, refines interests in academic clinical psychology, and prepares students for the next steps in their careers (e.g., developing applications for PhD programs; preparing for interviews). 

Other MA Degree Requirements

• Research/Projects:  In addition to completion of the coursework requirements, students engage in a Research Lab Experience for at least 10 hours a week.
• Master's Thesis :   Optional (see below)
• Master’s Culminating Academic Experience:  Through the Research Lab Experience, the student will work with her or his research mentor to complete a Capstone Project. The Capstone Project is the culmination of the Research Lab Experience provided by the research mentor, providing the final evaluation of the student’s research competencies. Examples of capstone projects include: Substantial participation (i.e., authorship level) on one or more empirical studies submitted for publication in a peer-reviewed journal. First author submission of one or more peer-reviewed poster/oral presentations at regional, national, or international conferences. A comprehensive review paper that is submitted to and graded by the research mentor. A grant proposal (e.g., F31 style) that is submitted to and graded by the research mentor.  

Last Updated: September 12, 2023

PhD Degree Requirements

Total Units Required: 30

Other PhD Degree Requirements

• Examinations:  defense of a research paper and a clinical qualifying project serving as examination for admission to candidacy
• Research/Projects:  independent, empirical research study completed in fulfillment of the research qualifying paper
• PhD Dissertation:  original research following third year of coursework
• Final Evaluations:  oral defense of dissertation

PhD in Psychology

From its inception in 1904, the department has distinguished itself with outstanding faculty, research programs, and the best and brightest graduate students. Consistently ranked one of the top graduate programs in the country, the department nurtures an environment of collaborative and independent research and outstanding scholarship. At the University of Illinois we provide the resources, the network, and the experience for mature young scholars to become committed professionals who make unique contributions to the field of psychology and beyond.

Click here to learn more about why you should study Psychology at Illinois.

Graduate Program News

Phd student mazyar bagherian receives apa social justice grant, phd student erica granz receives grant from the society for the psychological study of social issues.

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Department of Psychology

Psychology courses delve into topics such as cognitive psychology, developmental psychology, clinical psychology, social psychology, and neuroscience. Through engaging coursework, students explore the intricacies of behavior and mental processes. We emphasize hands-on learning experiences, encouraging students to actively participate in psychological research projects and gain practical skills that will benefit them in their future careers.

Explore Our Undergraduate Programs

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Meet Our Faculty

Our faculty members, who are experts in their respective areas, bring a wealth of knowledge and experience to the classroom, ensuring that students receive a high-quality education.

The Department of Psychology offers numerous opportunities for students interested in psychological research. Under the guidance of our faculty, students can engage in research in areas such as cognitive psychology, developmental psychology, and more. 

Program Highlights

• Idaho's only APA-Accredited Clinical Psychology PhD program
• Idaho's only Experimental Psychology PhD program
• Diverse faculty with research interests covering various areas
• Opportunities for undergraduate students to work in research labs
• Inclusion in clinical practicum teams
• Minor in Applied Behavior Analysis with promising job prospects for Bachelor's degree holders

Employment Opportunities

• Local developmental disability companies
• Applied Behavior Analysis
• Internship opportunities with organizations such as the City of Pocatello, United Way, Idaho National Laboratories, and Access Point
• Potential for careers in medical professions including hospitals and Veteran's Affairs

Practical Experience and Skill Development

• Hands-on training in clinical psychology and experimental psychology
• Exposure to diverse research methodologies and approaches
• Access to real-world settings through internships and collaborations
• Development of essential skills for working in the psychology field

Want to know more about ISU's psychology programs? Watch this video.

We prepare students for success in various fields related to psychology

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Idaho State University

Find Your Roar with the Department of Psychology at ISU

We at the Department of Psychology are committed to providing outstanding education and promoting a deep understanding of human behavior, mental processes, and psychological research.

Our department offers a diverse range of programs and opportunities for those interested in psychology, whether you're pursuing a career in the field or simply want to explore the fascinating world of the human mind.

Idaho State University's psychology department offers comprehensive programs and degrees tailored to the diverse interests and career goals of our students. From undergraduate programs to graduate degrees, our faculty members, who are experts in their respective fields, bring extensive knowledge and experience to the classroom, ensuring a high-quality education that prepares students for success in various psychology-related fields.

Delving into topics such as cognitive psychology, developmental psychology, clinical psychology, social psychology, and neuroscience, our engaging coursework provides students with valuable insights into the complexities of human behavior and mental processes. Through hands-on learning experiences, students actively participate in psychological research projects, gaining practical skills that benefit their future careers.

Our department also offers abundant research opportunities, allowing students to engage in cutting-edge research guided by our expert faculty. These experiences deepen students' understanding of psychological principles and equip them with essential skills in research design, data analysis, and critical thinking. Graduates from Idaho State University's psychology program are well-prepared for a range of career prospects in counseling, social work, human resources, research, and academia.

We invite prospective students, current students, and alumni to explore our website and discover more about our psychology programs, faculty, research opportunities, and the vibrant community we have cultivated at Idaho State University's Department of Psychology. Whether you're seeking to understand human behavior, promote mental health, or make a positive impact in the field of psychology, we are here to support your journey.

Ph.D. in School Psychology

What you can earn, credits earned, time commitment, upcoming deadline, leaders of school psychology research and practice.

The School Psychology Ph.D. degree prepares leaders in the field of research and practice within school psychology. Our program stresses the expanded role of the school psychologist and offers formal coursework and practica in assessment, consultation, intervention, and counseling.

Our philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

The program is accredited by the American Psychological Association (APA) , approved by the  National Association of School Psychologists (NASP) , and meets requirements for state level licensure as a psychologist.

Our mission is to prepare scientist-practitioners whose practice of psychology is grounded in scientific knowledge and focused on enhancing the educational and socio-emotional competence of school-age children and youth.

The role of a health service psychologist with a specialty in school psychology is to assess, consult, and provide prevention and direct intervention services that focus on learning, behavior, and mental health. The graduate program in School Psychology at the University of Washington stresses the expanded role of the school psychologist and offers formal course work and practica in assessment, consultation, intervention, and counseling. In addition, the program philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

What you'll learn

The following are the nine profession-wide competencies and the specific objectives for graduates. Students' learning experiences are guided by the Discipline Specific Knowledge areas of APA and by the Profession-Wide Competencies in the APA Standards of Accreditation.

Program Objective: To prepare health service psychologists to be critical consumers of research, to have the knowledge and skills to conduct scientific inquiry, and to disseminate research.

Program Objective: To prepare health service psychologists to be competent in navigating and legal and ethical challenges and engaging in best practices associated with the APA Ethical Principles for Psychologists and Code of Conduct.

Program Objective: To prepare health service psychologists to integrate self-awareness, cultural knowledge, and culturally responsive skills in all professional activities including research, teaching, and clinical service.

Program Objective: To prepare health service psychologists to reflect the values and attitudes of psychology through integrity, professional identity alignment, professional behavior, and responsiveness to supervision and feedback.

Program Objective: To prepare health service psychologists to maintain effective relationships with colleagues, communities, organizations, supervisors, supervisees, and clients.

Program Objective: to prepare health service psychologists to incorporate the diversity characteristics of clients in psychological assessments and to present findings in an effective manner that is appropriate for audiences outside the discipline of psychology.

Program Objective: To prepare health service psychologists to implement evidence-based interventions with fidelity to empirical models along with the flexibility to adapt the interventions to the cultural and linguistic context of the clients.

Program Objective: To prepare health service psychologists to provide effective supervised supervision to less advanced students and peers appropriate for the service setting.

Program Objective: To prepare health service psychologists to demonstrate the ability to effectively collaborate in interdisciplinary contexts and integrated healthcare settings.

After graduation

Graduates are prepared for college teaching, clinical, and research positions in a variety of settings:

• School settings to serve students from all cultural, ethnic, and socioeconomic backgrounds
• University settings as trainers of school psychologists and continue to generate new knowledge for the practice of psychology
• Research settings where investigations are conducted related to learning, development, and behavior of school-aged children
• Teaching hospitals and other health agencies providing outpatient services for patients with school-related problems

Let's connect

We're excited that you're interested in our program! By joining our mailing list, you can receive updates on info sessions, deadlines, financial aid and more!

Connect with us

Related programs

The first three years of this Ph.D. program follow the sequence of the Educational Specialist (Ed.S.) program . The final three years of the Ph.D. program build upon and extend the training.

The Ph.D. degree is a six-year, full-time program that requires three years of Ed.S. degree coursework, two years of Ph.D. coursework and one year of a predoctoral internship. If you already have an Ed.S. degree, the Ph.D. course of study can be shortened to three or more years.

With the support of your advisor, you will design an individualized program of study that is guided by a supervisory committee and chaired by a core school psychology faculty member.

Students who complete their Ed.S. degree at UW will use that coursework as their specialty area. Students who completed their Ed.S. at another institution will have their transcripts reviewed to determine course credits that may be applied to their Ph.D. program of study.

As doctoral students are completing the individualized program of study requirements, they must also complete the Ph.D. degree milestones (research and inquiry, general exam, dissertation proposal, dissertation defense). These procedures are described in the program handbook sections under “Ph.D. degree milestones.”

For details,  download the student handbook

The first three years of the Ph.D. degree follow the course sequence of our Ed.S. degree . The Ed.S. course sequence is organized so that all basic foundation courses are completed the first year, the second year is centered on applied experiences in schools and at the University of Washington, and the third year is a full-time, school-based internship in public schools. Students who have already earned their Ed.S. degree may begin the Ph.D. coursework immediately.

Autumn quarter

• EDPSY 565: Adv Practicum in Clinical Practice (4)
• EDPSY 508: Adv Practicum- Supervision & School Mental Health (2)
• EDLPS 525: Educational Inquiry (3)
• EDPSY 529: Developmental Psychopathology and the DSM (3)
• Additional cognate courses (including research methods courses)

Winter quarter

• EDLPS 526: Educational Inquiry (3)
• EDPSY 538: Multiple Regression (3)
• Additional cognate and research methods courses
• Prospective Candidacy

Spring quarter

• EDPSY 585: History, Systems, & Contemporary Issues in School Psychology (3)
• Research and Inquiry

Summer quarter (session A)

EDPSY 581: Seminar in APPIC/CDSPP internships (2)

• EDPSY 579: Advanced Practicum in Assessment and Intervention (3)
• R & I presentation (Nov)
• General Exam (Nov or Dec)
• If not doing APPIC, start working on creating a local CDSPP-aligned Internship
• Register only if completing the general exam this quarter
• To obtain an add code for dissertation credits, go to  education.uw.edu/practicum , select your advisor, EDUC 800 course, and describe your dissertation project.
• General Exam (if not completed in Autumn)
• Dissertation Proposal (or in Spring)
• Internship interviews and APPIC Match Day
• Register for 25 dissertation credits (total) by the end of the academic year. Leave 2 credits for the following year when you defend your dissertation (final orals).
• Dissertation Proposal (if not completed in Winter)
• EDUC 800: Dissertation (8-10)

Students apply for “on leave” status EVERY quarter except the quarter of the dissertation defense. If a student does not apply each quarter, they will drop from the University system and have to reapply for active status and pay a $250 fee to the Graduate School. During the quarter of the dissertation defense, students MUST register for the remaining 2 credits.

Each doctoral student is required to identify two supportive cognate fields in addition to the area of specialization. Depending upon your academic background, the range of credits required for each supportive cognate is between 6 and 15. The breadth and depth of each cognate is normally defined by the graduate advisor and the faculty member selected to represent the cognate area.

Each student must form a specialization from a unit outside of the College of Education.  The specialization outside the College will normally be in a single department (e.g., Social Work, Public Health). In exceptional cases, it may be a series of courses from different departments containing a common thread (e.g., Ethnic Studies, which may draw upon courses based in several departments). The breadth and depth of the specialization outside the College is normally defined by the graduate faculty representative from that specialization serving on your Supervisory Committee. 

The culminating experience for the Ph.D. degree is a predoctoral internship, which includes advanced, integrative, supervised experiences in applying science to practice. The predoctoral internship must be completed after the general exam is passed and the dissertation proposal has been approved.

The predoctoral internship requires an additional 1,500 hours of experience and can be completed in a school or non-school setting. Students are strongly encouraged to apply to APA-accredited predoctoral internship programs through the Association of Postdoctoral Psychology and Internship Centers (APPIC) Match process. Those who do not have the ability to complete APA accredited internships must complete local predoctoral internships that are CDSPP compliant.

Students take a required 27 dissertation credits after passing the oral general examination, complete an approved dissertation proposal prior to predoctoral internship,  and complete the dissertation either before or during the predoctoral internship.

Admission requirements and process

Preferential consideration is given to applicants who have had employment or volunteer experiences in P-12 schools and who also have research training and experience.

We accept applications once a year, for autumn quarter admission.  You must apply to the Graduate School by December 2 . Faculty reviews commence in January and continue until all vacancies are filled.

We are committed to recognizing and fostering the values derived from a diverse student population and are striving to promote increased diversity among practicing school psychologists. Toward this end, we apply a variety of criteria when evaluating applicants. We strongly encourage racially and ethnically diverse students to apply to this program.

A bachelor’s degree is required for applicants who will complete their Ed.S. degree coursework first. A degree may be in-progress when applying but it must be completed before the Program starts.

Applicants may apply to begin the Ph.D. coursework under ONE the following conditions:

• They are enrolled in the UW Ed.S. degree in School Psychology Program and have completed at least two years of coursework,
• They have completed their school psychologist certification, or
• They have earned a master’s degree or Ed.S. in school psychology.
• Include one transcript from each institution from which you've earned a degree and one from every institution you have attended in the previous 5 years.
• Your transcripts must include your name, coursework, and degree (if completed).
• If you are offered admission, the UW Graduate School will request an official transcript from your most recent degree earned.

The UW Graduate School requires a cumulative GPA of 3.0. However, we review your application holistically. If your GPA is below 3.0, contact us at [email protected] for advice on how to strengthen your overall application.

During the online application process, you will be given instructions for adding your recommenders and getting their letters submitted electronically. Your recommenders should be able to address:

• your communication skills, both written and oral
• your ability to interact productively with supervisors, peers, and children
• your ability to function without supervision
• your research competence and experience
• your teaching, counseling and/or assessment skills 
• other relevant aspects of your academic or professional development

A current academic and professional resume or vita is required. In addition to educational degrees and professional experience, you should include a list of all relevant awards, publications, presentations or other achievements that will help us to evaluate your application.

The admissions committee uses your statement of purpose, along with other evidence, to determine whether your goals are well-matched with our Program. Your statement should address goals, relevant experience, future plans, and how the desired specific program meets your needs. Include personal experiences that have prepared you for the challenge of graduate school, topics like:

• Reasons for seeking entry into this program 
• Post-baccalaureate experiences in teaching, counseling, and assessment  
• Your professional aspirations
• Your research interests

Your statement must be no more than 750 words (3 pages double-spaced) using 12-point font and 1-inch margins.

While optional, you can add to your application by submitting a personal history statement with each application. This statement should address your intellectual growth and development, inclusive of and beyond your academic goals. 

Statements should be no longer than two pages long, double-spaced, with 12-point font and 1-inch margins.

• Gather all required documents
• Visit the Graduate School website
• Log into your account or create a new profile if you are a first-time applicant
• Complete all steps in application process and upload your documents
• You may request a fee waiver during the application process
• Submit your application

Here is our general timeline for decisions.

Step 1: Application processing

• Within 7 business days after the deadline, we will check if your application if fully complete
• We will email you whether your application is complete or incomplete
• If your application is missing anything, you will have a short amount of time submit these items
• You can also log into the online tool and check your status and see any missing items

Step 2: Application review

• Committees begin reviewing applications about two weeks after the deadline
• You will receiving an email when your application has entered the review phase

Step 3: Interview day

We host an interview day during the first or second week of February for finalists who remain competitive after the primary and secondary review of their application. For those who are unable to attend this event, a web based or phone interview with one or more members of the core faculty in school psychology is required. Interviews are only by invitation.

Step 4: Decision notification

• The final decision will be emailed to you
• Your status will also be updated in the online application tool

We value and welcoming applications from international students! If you are applying from outside the United States, there are additional requirements and application materials.

• At minimum, you must have the equivalent of a U.S. bachelor's degree (a four-year degree from an institution of recognized standing)
• The national system of education in the foreign country
• The type of institution
• The field of study and level of studies completed
• International transcripts must be submitted in the original language.
• Your transcript should include date of graduation and title of the awarded academic degree
• If your transcript is not in English, you must also provide a certified English translation
• You do not need to have your transcript evaluated for the degree by an agency

Per  UW Graduate School policy , you must submit a demonstration of English language proficiency if your native language is not English and you did not earn a degree in one of the following countries:

• United States
• United Kingdom
• New Zealand
• South Africa
• Trinidad and Tobago

The following tests are accepted if the test was taken fewer than two years ago:

• Minimum score: 80
• Recommended score: 92+
• The UW's 4-digit code is 4854
• University of Washington All Campuses, Organisation ID 365, Undergrad & Graduate Admis, Box 355850, Seattle, WA, 98105, United States of America
• Minimum score: 6.5
• Recommended score: 7.0+
• School information for submission: University of Washington, All Campuses Undergraduate & Graduate Admission Box 355850 Seattle, WA 98195
• Minimum score: 105
• Recommended score: 125+
• Follow the instructions on the Duolingo website to submit your scores

If apply and are offered admission to UW, you will need to submit a statement of financial ability.

Costs and funding

We are a tuition-based program. Estimated tuition rates are based on your residency: 

• Washington state residents: $19,584 per year
• Out-of-state students: $35,352 per year

Estimates are subject to change and may differ due to course load and summer quarter enrollment. Estimates include building fees, technology fees, U-Pass, etc. Additional program-specific fees are not included in this estimate.

View the UW tuition dashboard → Visit the Office of Planning & Budgeting →

Graduate Student General Scholarships

School psychology clinic.

The UW School Psychology Clinic serves as a training site for graduate students in the School Psychology Ed.S. and Ph.D. programs. All services are supervised by a licensed psychologist/clinician, along with a program faculty member. The center also services as a clinical-research site for faculty and students.

Disclosure, outcomes and other data

We post Program data, including students’ time to completion, program costs, internship placement, attrition, licensure, and other disclosures.

View outcome data

Program Director

Kristen Missall

Program faculty.

Janine Jones

Alexa Matlack

James Mazza

Program staff.

Jen Haveman

School Psychology PhD

Doctor of philosophy in school psychology.

For Fall 2024 admissions, the TC School Psychology programs have retained use of the GRE scores

Faculty use the scores, along with undergraduate GPA, letters of recommendation, the personal statement, and other materials to perform a holistic review of each applicant. There is no minimum GRE cutoff score for either the EdM or PhD program in School Psychology.

For Fall 2024 admissions, the following faculty members will be reviewing PhD applications from external students (i.e., students not already in our EdM program): Dr. Melissa Collier-Meek [email protected] . Please indicate in your personal statement which of these faculty you are applying to work with.

The Ph.D. program is fully accredited by the American Psychological Association (APA) and the National Association of School Psychologists (NASP). For general information about APA accreditation or specific information about the accreditation status of our program contact:

Jacqueline Remondet Wall, Ph.D. Director, Office of Program Consultation and Accreditation American Psychological Association  750 First Street, NE Washington, DC 20002-4242 (202) 336-5979 /  http://www.apa.org

If you have questions regarding the accreditation of the program by the National Association of School Psychologists (NASP) contact:

Natalie Politikos, Ph.D. National Association of School Psychologists 4340 East West Highway Suite 402 Bethesda, MD 20814 301-657-4155 / http://www.nasponline.org

Our Ph.D. program requires a minimum of 90 points. Attainment of the doctoral degree prepares students for certification as a school psychologist and licensure as a psychologist. On average, doctoral students should plan on five years of full-time attendance, including summers. This includes three years of coursework, a two-semester externship in the third year, a full-year internship during the fifth year, and a dissertation. The program can be completed in 5.2 years (enter in September of Year 1, graduate in October of Year 5 as internships end on either June 30 or August 31 and the next graduation date is early October) if students begin a program of research early in the program and complete the doctoral certification requirements (research methods examination, theoretical and empirical paper) by the 4th year of the program. Typically, most of the coursework (including practica, fieldwork, and externship) is completed by the end of the third year if the student completes only the one required externship. However, for many years, all students have completed two externships to make themselves more competitive in the APPIC match (one in a clinical setting, one in a public school), extending externship into the 4th year. Some students have chosen to do a third externship if they are specializing in intellectual disabilities/autism or child neuropsychology. The third externship increases competitiveness in the internship match and postdoctoral competition. The 4th and 5th (or 6th) years are devoted to dissertation and internship.

For more detailed information about our program, please download our Student Handbook.

Admissions Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall

Certification

View Public Disclosure Notification

• NY State Provisional: School Psychology

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

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Doctor of Philosophy (Ph.D., 90 points)

Our American Psychological Association (APA)- and National Association of School Psychologists (NASP)- accredited doctoral program (Ph.D.) requires a minimum of 90 points. Students may have to complete courses in addition to those included in the curriculum if their advisor deems it necessary (e.g., an extra statistics course). Attainment of the doctoral degree prepares students for certification as a school psychologist and licensure as a psychologist. On average, doctoral students should plan on five years of full-time attendance, including summers. This includes three years of coursework, a two-semester externship in the third year, a full-year internship during the fifth year, and a dissertation.

Suggested Sequence of Courses by Year and Semester

Fall (12 credits)

HBSK5320(3) Individual Psychological Testing I*

HBSK4025(3) Professional and Ethical Functions of School Psychologists

HBSK4073(3) Childhood Disorders*

HUDM4122(3) Probability and Statistical Inference (most semesters)

HBSK657_(0) Research Practicum

Spring (15 credits)

HBSK5321(3) Individual Psychological Testing II*

HBSK5378(3) Practicum in Psychoeducational Assessment of School Subject Difficulties*

HBSK5050(3) Cognitive and Behavioral Interventions for Youth

HBSK6380(3) Practicum in Psychoeducational Assessment with Culturally Diverse Students

HBSE 4015(3)  Applied Behavior Analysis I

Summer (6 credits)

HUDM5122(3) Applied Regression Analysis (most semesters)

ORL5362(3)    Group Dynamics: A Systems Perspective (most semesters)

Second Year

Fall (13 credits)

ORLJ5040(3)   Research Methods in Social Psychology

HBSK5280(4)   Fieldwork in School Psychological Services

HBSK6584(3)   Seminar: School Psychology Consultation

HBSK6382(3)   Advanced Practicum in Psychoeducational Interventions in Schools

HBSK657_(0)   Research Practicum

Spring (18 credits)

HBSK5031(3) Family as the Context for Child Development

HBSK5280(4) Fieldwork in School Psychological Services

HBSK 6362(3) Group Work with Children & Adolescents

HBSK 4030 (3)   Multicultural Issues in School Psychology

BBS 5069 (2)  Brain and behavior I

Summer (8 credits)

HUDM5059(3) Psychological Measurement

HUDM5123(3) Linear Models and Experimental Design

BBS 5069 (1)   Brain and behavior II

Fall (5 credits)

HBSK5271(2)  Supervised Externship in Psychoeducational Practice (Section 1)

HBSK657_(0)  Research Practicum

HUDK6520(3) Seminar in Lifespan Developmental Psychology (offered every other year)

HBSK4074(3)   Development of Reading Comprehension

Spring (6 credits)

HBSK5096(3)  Psychology of Memory: Cognitive and Affective Bases

HBSK5273(1)  Supervised Experience in Supervision

HBSK 6383 (3)    Neuropsychological Assessment of Children and Adults

HBSK657_(0)  Research Practicum: 

Summer (3 credits)

CCPX6020(3) History and Systems of Psychology

Fourth Year

Fall (4 credits)

ORLJ5540 (3) Pro-seminar in Social Psychology

HBSK7503(1) Dissertation Seminar**

HBSK5271(0) Supervised Externship in Psychoeducational Practice (Section 2)

Spring (0 credits)

HBSK8902(0) Dissertation Advisement

HBSK6480(0)  School Psychology Internship

PLEASE NOTE

The following courses, which are included in a fall or spring semester in the suggested sequence can be taken in the summer. However, before deciding to take any of the following in the summer, please consult with your advisor.

1. HUDM4122, Probability and Statistical Inference (most semesters)

2. HBSK4074, Development of Reading Comprehension

• View Other Degrees

Phone: (212) 678-3942

Email: schoolpsychology@tc.columbia.edu

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Psychology & Communication

Physical Address: 206 Student Health Center

Mailing Address: Psychology & Communication University of Idaho 875 Perimeter Drive MS 3043 Moscow, ID 83844-3043

Phone: 208-885-6324

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Web: Psychology and Communication

Master’s in Psychology, Human Factors Degree

Career information is not specific to degree level. Some career options may require an advanced degree.

Current Job Openings and Salary Range

in ID, WA, OR, MT and HI

Entry-Level

Senior-Level

• Career Options
• Clinical Research Coordinator
• Project Management Specialist
• Human Factor Engineers and Ergonomist
• Survey Researcher
• Social Science Research Assistant
• Psychology Teacher, Postsecondary

Regional Employment Trends

Employment trends and projected job growth in ID, WA, OR, MT & HI

*Job data is collected from national, state and private sources. For more information, visit EMSI's data sources page .

• Degree Prep

In order to be admitted into the program, your undergraduate degree can be in psychology or in a related field, such as engineering, computer science or business. You would need to have a grade point average (GPA) of 3.0. Admission requirements also include the completion of a course in introductory statistics.

• Degree Roadmap

Graduate courses will include ergonomics and biomechanics, human-computer interaction, and advanced human factors. In addition, you will also take advanced courses in statistics and research methods.

• PSYC 444: Sensation & Perception
• PSYC 446: Engineering Psychology
• PSYC 512: Research Methods
• PSYC 513: Advanced Research Methods
• PSYC 509: Human Factors in Engineering Design
• PSYC 525: Cognitive Psychology
• PSYC 552: Ergonomics & Biomechanics
• PSYC 561: Human-Computer Interaction
• PSYC 562: Advanced Human Factors

This degree is offered both on campus and online. Inquire about online degree .

• Scholarships

Students who pursue the Human Factors degree on campus have historically been provided part-time assistantships that offset some portion of living expenses, tuition and fees.

The College of Letters, Arts and Social Sciences provides annual scholarship awards totaling approximately $1,600,000. For information on specific scholarships, please email  [email protected] .

You can find general need- and merit-based scholarships on the Financial Aid Office's scholarships page.

To learn more about FAFSA deadlines and processes, available scholarships, and financial aid program types and eligibility requirements, please visit the University of Idaho Financial Aid Office .

• Hands-On Learning

Students are encouraged to apply the knowledge gained through coursework through active participation in research in a variety of specialty areas. These include human-computer interaction, advanced displays for aviation and process control, simulation and virtual environments, driving and surface transportation, computer security, alarm technology, physiological indicators of stress and workload, sound perception, cyclist and pedestrian safety, and the emerging fields of augmented cognition and neuroergonomics.

• Internships

Students in our program often complete professional internships with various companies and organizations, including Intel, Motorola, HP, Daimler-Chrysler, UserCentric, the Idaho National Lab and the University of Idaho's media development team.

• Job Openings and Salary Range
• Employment Trends

Looking Further into Behavior

The Master of Science in Psychology, Human Factors emphasis is a research-heavy program that examines why people do things the way they do. Considering the rapid evolution of technology over the past two decades, this question remains at the heart of both human development and the user experience. To explore where these areas intersect and how their overlap can collectively improve product design and delivery, this human factors degree program blends traditional psychology disciplines with modern-day engineering principles.

Through coursework and research, students apply these concepts to understand and improve how people engage with technology and products and examine this relationship within the context of mental health, human interactions and development, drug addiction, the workplace and consumer behavior.

Career wise, students who have finished this degree program find themselves working as researchers and user-experience engineers who seek to enhance the ways consumers interact with products, software, computers, and equipment. Opportunities exist in business, management, human services, and web and product design, with the goal of refining everyday human systems, interaction and capabilities.

• Flexible Formats: In addition to our on-campus program, we offer this degree fully online with all full-time online students paying in-state tuition.
• Scope: Human factors deals with a large range of applied topics — like product design, human performance and human error, human-machine and human-computer interaction, interface design, safety and ergonomics.
• Facilities: The Human Factors Program at University of Idaho has a number of on-campus laboratory facilities in which students conduct state-of-the-art research projects.
• Careers: Graduates of our program have found rewarding employment in diverse fields, including software and web usability, product development, consulting, public safety, healthcare, nuclear power, surface transportation, aviation systems and research.
• Requirements: Candidates interested in applying must meet the requirements for the College of Graduate Studies and the Department of Psychology and Communication. Review all requirements  before beginning your application.

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• Best Online Master's In Management

Best Online Master’s In Management Of 2024

Published: Aug 5, 2024, 10:47am

If you are a working business professional and feel like you’ve hit a wall or ceiling in your career and aren’t sure how to advance any further, an online master’s in management program might be a good option to get untracked. Largely built for working business professionals, these programs provide students with leadership training and practical skills in budgeting, forecasting and human resources, helping graduates advance to leadership and supervisory roles.

Since management is such a broad field, it can be difficult to differentiate between programs. That’s why we’ve researched and ranked the 10 best programs in the field. Read on to learn more about the best online master’s in management programs and find the best option for you.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

• 6,290 accredited, nonprofit colleges and universities analyzed nationwide
• 52 reputable tech bootcamp providers evaluated for our rankings
• All content is fact-checked and updated on an annual basis
• Rankings undergo five rounds of fact-checking
• Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

Our Methodology

We ranked 384 accredited, nonprofit colleges offering online master’s degree programs in the U.S. using 15 data points in the categories of student outcomes, affordability, student experience, credibility and application process. We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites. Data is accurate as of February 2024.

We scored schools based on the following metrics.

Student Outcomes:

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability:

• In-state graduate student tuition and fees
• Alternative tuition plans offered
• Median federal student loan debt
• Student loan default rate

Student Experience:

• Student-to-faculty ratio
• Socioeconomic diversity
• Availability of online coursework
• Total number of graduate assistants
• Proportion of graduate students enrolled in at least some distance education

Credibility:

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

Application Process:

• Acceptance rate

We chose the 10 best schools to display based on those receiving a curved final score of 93% or higher.

Find our full list of methodologies here .

• Best Online Accounting Degrees
• Best MBA In Finance Online
• Best Online Finance Degrees
• Best Online Master’s In Accounting Degrees
• Best Online Master’s In Finance

Degree Finder

Key takeaways, best online master’s degree in management options, should you enroll in an online master’s in management program, accreditation for online master’s in management, how to find the right online master’s in management program for you, frequently asked questions (faqs) about online master’s degrees in management.

• Since they are largely designed for working business professionals, many online master’s programs in management do not include field experience requirements.
• A master’s in management is considered by some experts to be more practical than an M.B.A.
• While a master’s in management is a general degree, some schools offer specialized concentrations in fields such as supply chain management, nonprofit management and human resource management.

University of Illinois Urbana-Champaign

University of florida, north carolina state university, university of the cumberlands, union college, lasell university, university of st. francis, mount vernon nazarene university, norwich university, indiana wesleyan university, featured online schools.

Learn about start dates, transferring credits, availability of financial credit and much more by clicking 'Visit Site'

Program Tuition Rate

$332/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

Located in the Champaign-Urbana metropolitan area, the University of Illinois (U of I) offers an online Master of Science in management program that distance learners can complete in 12 to 24 months. The program’s 36-credit curriculum includes required coursework in areas such as managerial accounting, project management , global marketing, and leadership and teams.

The program includes synchronous, live online sessions; however, students who miss these sessions can watch recorded versions at their convenience. Students take either one or two courses at a time and should expect to spend 10 to 15 hours per week on each course.

• Our Flexibility Rating: Learn on your schedule
• School Type: Public
• Application Fee: $70
• Degree Credit Requirements: 36 credits
• Program Enrollment Options: Full time, part time
• Example Major-Specific Courses: Managerial accounting; leadership and teams
• Concentrations Available: N/A
• In-Person Requirements: No

$531/credit (in-state)

Located in Gainesville, the University of Florida (UF) offers an online Master of Science in management that offers both full-time (three-semester) and part-time (six-semester) tracks. The 32-credit curriculum includes coursework in managerial accounting, managerial economics, international business law and global strategic management.

Distance learners in the program should expect to spend approximately six to 10 hours on their studies per course each week. Fall and spring courses last eight weeks, while summer courses take six weeks to complete.

• Application Fee: $30
• Degree Credit Requirements: 32 credits
• Example Major-Specific Courses: Managerial accounting, international business law

$42,974 total (in-state)

Located in the capital city of Raleigh, North Carolina State University (NCSU) offers a part-time online Master of Management program with two concentration options: marketing analytics and risk and analytics. The 30-credit curriculum includes core courses in critical thinking for managers, leading people, strategic risk analysis using Excel, and sustainability and business.

The university delivers the majority of its online coursework asynchronously, but some courses may include synchronous elements. Prospective students do not need to submit GMAT or GRE scores, but they can if they think test scores will enhance their applications.

• Application Fee: $75
• Degree Credit Requirements: 30 credits
• Program Enrollment Options: Part time
• Example Major-Specific Courses: Critical thinking for managers, leading people
• Concentrations Available: Marketing analytics, risk and analytics

$355/credit

Located in Williamsburg, Kentucky, Cumberlands is a private, Christian-affiliated university that offers a Master of Science program in strategic management. The 31-credit curriculum includes courses in areas such as strategic organizational design, management consulting, managing in a global environment, and mergers and acquisitions. All students must also complete a capstone course that involves a comprehensive written examination.

Cumberlands delivers most of its online coursework asynchronously. The program is designed for working professionals with an undergraduate business background.

• School Type: Private
• Degree Credit Requirements: 31 credits
• Program Enrollment Options: Full time
• Example Major-Specific Courses: Strategic organizational design, management consulting

$370/credit

Located in Barbourville, Kentucky, Union maintains an affiliation with the United Methodist Church. The college’s online Master of Science in management program requires 30 credits and includes courses such as management information systems, marketing for results, organizational behavior and teamwork, and leadership and human resources.

Incoming students must have earned a minimum 2.5 undergraduate GPA. Transfer students can earn up to six credits for prior coursework. Union delivers online coursework asynchronously and in eight-week terms.

• Application Fee: Free
• Example Major-Specific Courses: Management information systems, marketing for results

$675/credit

Located in Newton, Massachusetts, Lasell offers an online Master of Science in management program that requires 30 credits. The curriculum delves into topics including global leadership, financial management, strategic marketing, and ethical theory and management. Students can complete the program online or enroll in a blended/hybrid format with some on-campus coursework.

Lasell delivers most of its online coursework asynchronously for maximum flexibility. Students in the management program can choose between a research project and an in-person internship as a capstone experience.

• Our Flexibility Rating: Learn around your 9-to-5
• Example Major-Specific Courses: Global leadership, financial management
• In-Person Requirements: Yes, internship

$775/credit

Located in Joliet, Illinois, the University of St. Francis (USF) offers an online Master of Science in management program with eight concentration options, including data science in healthcare, human resource management, and management of training and development. In addition to nine credits of concentration courses, students complete a 15-credit core that includes courses in developing personal leadership and leading continuous improvement.

All students complete a management practicum experience in the field. The fastest completion timeline for this degree is 15 months.

• Example Major-Specific Courses: Developing personal leadership, leading continuous improvement
• Concentrations Available: Data science in healthcare; health administration; human resource management; instructional design in online learning; management of training and development; performance improvement; quality improvement in healthcare; supply chain management
• In-Person Requirements: Yes, practicum

$498/credit

Located in Mount Vernon, Ohio, Mount Vernon Nazarene University (MVNU) offers an online Master of Science in management program with four concentration options: logistics management, organizational management, human resource management , and human and social services leadership. Students complete nine credits in their concentration, in addition to core coursework in areas including strategic management, organizational behavior, global business and ethical leadership.

The typical student completes this degree in 16 months. The 30-credit curriculum does not include any in-person requirements.

• Our Flexibility Rating: N/A
• Example Major-Specific Courses: Organizational behavior, strategic management
• Concentrations Available: Logistics management; organizational management; human resource management; human and social services leadership

$698/credit

Located in Northfield, Vermont, Norwich is the oldest private military college in the nation. The university has recently expanded into distance learning and now offers a Master of Science program in management with 13 concentration options, including supply chain management , project management, fiscal management, organizational leadership management and nonprofit management.

The typical student completes this program in 18 months, and each online course lasts for 11 weeks.

• Application Fee: $150
• Example Major-Specific Courses: Leadership fundamentals, strategic management
• Concentrations Available: General; construction management; critical infrastructure protection and cyber crime; cyber law and international perspectives on cyberspace; cybersecurity; public sector leadership and crisis management; human resources leadership management; nonprofit management; organizational leadership management; fiscal management; technology management; project management; supply chain management

$499/credit

Headquartered in Marion, Indiana, Indiana Wesleyan University (IWU) reaches students around the world through its online National and Global campus. The university’s online Master of Science program in management includes four concentration options: data analytics, information technology management, healthcare administration, and policy and organizational change.

No matter their chosen concentration, all of the program’s students complete courses in areas such as foundations of graduate business and ethical and legal aspects of management. The program’s curriculum consists of 30 total credits. The university delivers all online coursework asynchronously.

• Example Major-Specific Courses: Foundations of graduate business; ethical and legal aspects of management
• Concentrations Available: Data analytics; information technology management; policy and organizational change

These days, an online degree might seem like the obvious choice. However, distance learning is only the right fit for a specific type of student . To determine if that’s you, ask yourself a few key questions:

• What’s your budget? Distance learning is a solid option for students looking to save money, as online students generally avoid paying campus-related costs such as housing and transportation. Additionally, some public universities allow students who exclusively enroll in online courses to pay in-state or otherwise discounted tuition rates.
• What are your other obligations? Online learning is often the right choice for parents and students who plan to work full or part time while enrolled. Many of the ranked programs in our guide were built for business professionals who want to complete their master’s degrees around their jobs.
• What’s your learning style? This is possibly the biggest question when determining whether or not online learning is right for you. If you are disciplined, organized and self-motivated, you can likely succeed in a less structured distance learning environment. If you crave regular interactions with a peer group or professor or prefer the structure of a physical classroom, campus-based learning might be a better choice.

There are two important types of accreditation: institutional and programmatic.

Institutional accreditation is the more important of the two. The U.S. Department of Education (ED) and Council for Higher Education Accreditation (CHEA) oversee the agencies that manage the institutional accreditation process. These agencies are each responsible for the schools within a group of states, vetting these schools for the quality of their academics, faculty and finances, among other areas.

You should only enroll at institutionally accredited schools, as this is the only way to qualify for federal financial aid. You can check a prospective school’s accreditation by visiting the accreditation page on its website or checking the directory on CHEA’s website.

Programmatic accreditation provides a similar vetting service in specific fields and disciplines. Its importance varies by field; however, programmatic accreditation is relatively important in business and management.

With master’s in management programs, keep an eye out for accreditation from three organizations: the Association to Advance Collegiate Schools of Business, the International Accreditation Council for Business Education, or the Accreditation Council for Business Schools and Programs.

Consider Your Future Goals

An online master’s in management program is generally a good option for an early career business professional who aspires to managerial and supervisory roles in their field. Some people claim that a master’s in management is a more practical degree than an M.B.A. , focused more on minutiae and data such as budgeting and forecasting.

As such, many schools build their programs with working business professionals in mind. To that end, many online master’s in management programs do not include field experience or practicum experiences or internships. If you want your program to include this opportunity, you’ll have to research more carefully on the front end.

Since management is a general field, some online programs in the field offer more specific concentrations in areas such as nonprofit management, human resource management or supply chain management. If you know you want to enter one of these subfields, make sure to apply to a program with the right concentration option.

Understand Your Expenses and Financing Options

Per-credit tuition rates for the 10 ranked programs in our guide ranged from $347 to $775. Over the course of a typical 30- to 36-credit master’s in management program, these rates translate to approximately $10,000 to $28,000 in total tuition.

As of the 2021–2022 academic year, the National Center for Education Statistics found that the average college charged $20,513 in annual tuition. For a one- or two-year master’s program, this translates to roughly $20,000 to $40,000 in total tuition.

Make sure to fill out the FAFSA to finance your master’s program. The FAFSA can lead to loans, scholarships and grants. You can pursue similar opportunities through nonprofit organizations and schools. You can also seek out graduate assistantships through your school, but these opportunities are often reserved for on-campus students.

Is a master’s in management worth it?

It depends on your goals and circumstances. However, if you hope to advance to a managerial role in a business field, a master’s in management is often worth it, equipping you with qualifications and skills necessary to advance your career.

Is a master’s in management the same as an M.B.A.?

No, they are two separate degrees. Some would say that a master’s in management is a more practical degree, focused on budgeting and forecasting as opposed to big-picture thinking. A master’s in management is often built for early career business professionals, while an M.B.A. targets career changers and accelerators.

How long does a master’s in management take?

The programs in our guide generally take between 12 and 24 months to complete depending on how many courses you take per term.

Mikeie Reiland is a writer who has written features for Oxford American, Bitter Southerner, Gravy, and SB Nation, among other publications. He received a James Beard nomination for a feature he wrote in 2023.