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Master of Science in School Psychology

Accredited by the California Commission on Teaching Credentialing (CTC), CBU's Master of Science with a Specialization in School Psychology prepares students to fulfill the requirements for Pupil Personnel Services Credential in School Psychology. Graduates of the program build the knowledge, skills and experiences to help youth in today's school environments succeed academically, socially and emotionally. 

Offered through CBU's highly respected Dr. Bonnie G. Metcalf School of Education, this specialization develops school psychologists who are highly trained to collaborate and communicate effectively, assess and evaluate students' behavior as well as learning environments, intervene and address barriers to students' success, and implement solutions to create safer, healthier and stronger educational communities. 

For more information, visit the following pages and resources to the left.

Thank you for your interest in California Baptist University. We look forward to helping you live your purpose.

Quick Look

Length of Program: 8 semesters

Program Units: 61 (and 1,200 hours Final Field Experience)

Program Starts: Fall (September), Spring (January)

Priority Application Deadline: Fall-April 1, Spring-November 1

Standard Application Deadline: Fall-August 1, Spring-December 1

Tuition: $615 per unit 2016-2017 academic year

General Fee: $355 per semester

Accreditation: CTC, WASC

Location: Riverside (main campus)

Printable Fact Sheet

Student Learning Outcomes

1. PPS candidates communicate in a supportive, problem-solving fashion using active listening, flexibility and effective facilitation.

2. PPS candidates have an awareness of cultural factors that impact student development, behavioral functioning, and home interactions. PPS candidates understand the implications of diversity upon the design and administration of assessments and interventions.

3. PPS candidates help students, parents, and teachers effectively access technology, as well as how to enhance learning with appropriate technologies. PPS candidates use technology and database in evidence based practice, decision making, program evaluation, assessment and progress monitoring. 

4. PPS candidates support policy development that creates safe and effective learning environments. Candidates use their knowledge of ethical considerations related to assessment, counseling, professional activity, and personal conduct to drive their professional practice. 

5. PPS candidates determine how best to collect data, interpret the results, communicate the data to a diverse audience, and use the data effectively to design instructional interventions. Candidates are able to use standardized measures as well as alternative assessment methods to collect student data necessary to develop appropriate behavioral and academic interventions. Candidates are skilled in communication the results of assessment to many types of audiences, including teachers, parents, IEP teams, community agencies and administrators. 

6. PPS candidates understand how school systems work and how they can use this knowledge to help organize schools and classrooms in ways that promote learning and prevent problems. Candidates develop evidence-based prevention and intervention programs consistent with an understanding of the impact of home, community, and school systems on student success.

7. PPS candidates help schools develop challenging but achievable cognitive and academic goals for all students, taking into account the need to adjust expectations for individual students. Candidates teach others to implement alternative ways to monitor or assess individual student progress toward goal or standards accomplishment. 

8. PPS candidates enhance appropriate pupil behavior and develop methodologies such as conflict resolution and social problem-solving and decision-making approaches. Candidates understand development in social, affective, and adaptive domains and are able to identify and apply sound principles of behavior change within these domains.