Education in Statistics and Research Design in School Psychology

Abstract

Training issues have long been debated within school psychology in the US with the doctorate being considered more of a research degree and the Masters/Specialist degree thought of as the level required for entry into practice. Therefore, this study examined statistics and research design requirements at various levels of school psychology education in the United States. A survey was sent to 181 programs, with 108 being returned, a return rate of 60 percent. Results indicated more required courses in statistics and research design at the doctoral level. When specific competencies were examined, eight of 17 statistics competencies and no research design competencies were reported as being more important for doctoral students. In addition, an attempt was made to compare the results of this survey with degree requirements of programs in school/educational psychology in other English speaking countries via a web-based search. Results are discussed in terms of the importance of statistics and research design competency at all levels of the profession.