How to Apply, Application Review and Admission Process

Deadlines

     MA/EdS 

  • Graduate School deadline: December 1st
  • Department deadline: January 1st

     PhD

  • Graduate School deadline: November 1st
  • Department deadline: December 1st

Admission to the select MA, EdS, and PhD graduate programs in school psychology is a two-step process consisting of a preliminary screening by the Graduate School and a final review by the School Psychology Core Committee in the Department of Educational Psychology.

Step One

Apply to the Graduate School. You will find detailed instructions on how to apply on the Graduate School website. Don't forget to send them your transcripts from ALL universities attended.

Plan to complete step one at least 4 weeks in advance of the Graduate School deadlines, December 1st (for MA/EdS) or November 1st (for PhD) for full consideration.

GRE Scores

Official scores of the GRE General Test should be sent directly to Ball State University. If you use the code for Ball State (1051) the results will go to the Graduate School. The Graduate School will forward a copy to the department.

Step Two

Apply to the Department of Educational Psychology for the graduate programs in school psychology by completing the below departmental application packet. Department application packets must be received by January 1 (for MA/EdS) or December 1st (for PhD).

You can download the application packet or request one by mail.

Email (preferred) your completed application packet to Linda Jones, Graduate Admissions Specialists.

or mail your completed application to:

Graduate Admissions Specialist 
Department of Educational Psychology
Ball State University
Teachers College 505
Muncie, IN 47306

 

Additional Information on Applying to the PhD in School Psychology

Applicants who have or will be granted a Baccalaureate degree are eligible to apply for the MA, EdS, or PhD degree. Applications may be made directly for any of the degrees, but many of our students choose combined admissions. For example, applicants may concurrently be granted admission into either the MA and EdS, or the MA and PhD in educational psychology (school). Applicants may be of such outstanding quality that they are eligible for concurrent admission into the MA and PhD in educational psychology (school). Such applicants must meet the admission requirements of the graduate school, achieve scores on the GRE at a level commensurate with master’s degree applicants applying to the advanced degree programs, and submit the additional materials appropriate to the degree program desired (see graduate school and departmental application procedures for the PhD in educational psychology (school) above). Candidates for admission must be approved by the School Psychology Core Committee and should contact the program director for appropriate forms and additional information.

Multiple criteria are used to select students for admission to the PhD program in educational psychology (school). These criteria include GRE scores, previous undergraduate and graduate grade point averages, letters of recommendation, and personal written statements regarding professional goals and special background experiences highlighting individual diversity. The written statements required of applicants are important admission criteria because they allow for comparisons between the potential students’ intellectual prowess, professional development, and intended career paths and the goals, objectives, and philosophy of the program. Students who are offered admission to the program need to hold professional goals that are consistent with the program’s model of training and faculty expertise.

Our program is committed to the preparation of graduates who are of a professional disposition that enables life-long learning and reflective practices based on an interactive model of theory, research, and practice. To accomplish this goal, faculty do not only provide advisement regarding the completion of program requirements, but also encourage and assist students in their professional development. Specifically, the core faculty assist each student in identifying a cognate and planning course work and experiences consistent with that cognate. In addition, faculty encourage and provide continual opportunities for students to participate in professional activities outside of the classroom context, including participation in collaborative and/or faculty-supervised independent research, practice, service activities, presentations at professional conferences, and publications in professional journals.

The program attempts to attract and retain a diverse student body with respect to age, gender, race, and ethnicity, all of whom are fully capable of pursuing careers in professional psychology. During the past seven years the number of applicants has increased substantially. We now have combined admissions to the MA and PhD and applicants who enter with a master’s degree. Given this, we have approximately fifty (50) applicants yearly who apply directly to the PhD Program. We admit only those students that we are able to fund. The number of PhD admissions has been 7-8 per year. A summary of GRE scores for students admitted to the doctoral program in the past seven years (2004-2010) is shown below:

Quantitative Data

Mean Undergraduate GPA 3.47
Mean Verbal GRE score 526.8
Mean Quantitative GRE score 621.4

Mean Combined Verbal & Quantitative GRE score 1,148.2

Departmental Application Review and Admission Process

When the Graduate School has determined that the university's minimum requirements have been met, the School Psychology Core Faculty proceeds with the review process. Each completed application file is reviewed independently by each committee member. The first step in admission is to determine which prospective students to invite for an interview. No one criterion is the sole basis of a decision to invite prospective students for an interview; rather, each faculty member is charged with assessing the degree to which the applicant will be able to complete the program successfully and be a credit to the profession. The appropriateness of the training program to an applicant's career goals also is evaluated. This step in the review process is typically completed by the last week in January. At this point, letters are sent to prospective students requesting that they participate in an Interview Day in mid-to-late February. Prospective students not meeting the admission criteria and/or whose career goals are not considered consistent with the program’s stated goals and objectives are sent letters informing them of the core faculty’s decision.

Approximately 14 to 16 students are typically invited for an interview. The Interview Day is structured to allow prospective students and program faculty to interact in both formal and informal ways. The day starts with an overview of the doctoral program (e.g., course requirements, course sequence, program requirements, funding, faculty) and progresses to structured interviews with program faculty, a Q and A session with current students, and a tour of the Department and campus. The day concludes with a social hour, where all departmental faculty and students are invited to interact with prospective students.

During the structured interviews, faculty independently evaluate prospective student responses on a set of predetermined questions. Core faculty then meet, usually within a couple of days of the Interview Day, to make admission decisions. The core faculty come to a consensus on the top 7-8 prospective students to admit and typically make offers via phone calls after the meeting. A limited number of other qualified applicants are placed on an alternate list and are offered admission if openings become available. The program is committed to affirmative action and recognizes the need for diversity in the profession. Each student should receive notification of an admission decision and a statement of his/her admission status no later than the first week in March but typically no later than April 15th.