Mandates through legislative and policy changes for increased student outcome accountability have intensified demands for meaningful school reform and an emphasis on scientifically based practices. However, there continues to be a major disconnection between an ever-growing body of research on effective educational practices and what is actually…

Trends in data from the past to the present are described for demographic variables (gender, race and ethnicity, preparation levels, credentialing, age and experience) and ratio of students to school psychologists. School psychology in the United States will continue to be characterized as primarily Caucasian, specialist- level and female through…

Examines relationships between the professional practices of school psychologists and the factors of practitioner training, experience, gender, school district setting, and students-to-school-psychologist ratio. School psychologists with more years of experience and higher levels of training were found to have served more students through…

Presents a response to "School Psychology Training for the 21st Century: Challenges and Opportunities" (this issue). The author highlights additional points to consider, including performance-based accountability and expertise in system level change. (GCP)

Proposes that a national database that allows for analyses of the demographic characteristics and the professional practices of school psychologists is essential to both represent and advance the field. Surveys 20% of all Regular members of the National Association of School Psychologists, asking for responses to items relating to a range of…

Describes the need for school and school psychological reform for greater student success. Although there has been significant progress in the development of training and credentialing standards in school psychology during the last half-century, many issues remain unsolved. Addresses training challenges by describing components of effective…

While school psychologists debate issues such as the importance of alternative service delivery versus traditional assessment, and doctoral versus nondoctoral entry criteria for the profession, the crucial question remains of where school psychologists fit into school reform. The assumption of this mini series is that school psychologists are not…

Examines and discusses the principles and practices of organizational changes as they relate to efforts to bring about meaningful school reform, with an overview of a six-step model for collaborative planning and problem solving. (Author/JDM)

A case involving both external and internal consultants is presented. Practitioners and a university trainer cooperated in offering organization development services to a staff of a school for severely handicapped children. The important elements of the intervention and the outcomes are outlined and discussed. (Author)

Systems analysis and synthesis are applied to the supervision of school psychological services. A brief review of the key concepts of systems theory is followed by an explanation of one possible system for supervision. Illustrations of the usefulness of the systems approach to supervision are included. (Author)

Notes that graduate training programs face challenges, as well as opportunities, in fulfillment of their responsibilities to prepare school psychologists for entry into professional practice. Examines nature and origins of potential changes facing school psychology and discusses adequacy of current training programs. Discusses future implications…