Abstract
Earning a passing score on the Educational Testing Service (ETS) School Psychology Praxis™ II examination is a requirement for obtaining national certification as well as the requisite credential to practice in most states. However, empirical investigations of the technical characteristics and relevant outcomes related to Praxis™ II School Psychology exam scores in the professional literature have been scarce. Accordingly, the present study was conducted to examine the degree to which 2010-2012 Praxis™ II outcomes were affected by salient characteristics of school psychology training programs. Significant differences in aggregate program scores were observed when examining the effects of program accreditation status and training-level (e.g., specialist versus doctoral) on exam outcomes. These results suggest that additional consideration of specific training program attributes may be beneficial when appraising variability in performance on the Praxis™ II exam. Implications for professional practice and the training of school psychologists are discussed.
