Abstract
Field-based experiences such as practicum play an important role in the preparation of competent school psychologists. At the master’s and specialist level, program and state requirements vary as do the number of credit hours associated with such experiences. This article reports on data collected from 90 master’s- and specialist-level programs across the United States to provide a closer look at current practices and inform graduate educators regarding national trends. Implications for training, accreditation, and certification/licensure are discussed, and recommendations based on the data are provided.
