Graduate programs' correlates with doctoral recipients' scores on the Examination for Professional Practice in Psychology (EPPP) were determined Higher EPPP score was associated with larger faculty-to-student ratios, smaller clinical programs traditional as opposed to professional program orientation, and Ph D rather than Psy D awarded Programs approved by the American Psychological Association and those that scored favorably on a number of objective indices also produced graduates with high EPPP scores Among the more frequently used admissions requirements median Quantitative score on the Graduate Record Examination correlated most highly with EPPP score
Get full access to this article
View all access options for this article.
References
1.
American Psychological Association (1992). Guide to graduate study in psychology. Washington, DCAuthor.
2.
BarzanskyG.JonasH.S.EtzelS.I. (1995). Educational programs in US medical schools 1994–1995. Journal of the American Medical Association, 274, 716–722.
3.
BoyerI.L. (1987). A classification of institutions of higher education (Carnegie Foundation Technical Report) Princeton, NJ. The Carnegie Foundation for the Advancement of Teaching.
4.
Educational Reporting Service (1989). EPPP performance by designated doctoral program in psychology. New York, Author.
5.
Educational Reporting Service (1990). EPPP performance by designated doctoral program in psychology. New York, Author.
6.
Educational Reporting Service (1991). EPPP performance by designated doctoral program in psychology. New York, Author.
7.
Educational Reporting Service (1992). EPPP performance by designated doctoral program in psychology. New York, Author.
8.
Educational Reporting Service (1993). EPPP performance by designated doctoral program in psychology. New York, Author.
9.
Educational Reporting Service (1994). EPPP performance by designated doctoral program in psychology. New York, Author.
10.
Educational Reporting Service (1995). EPPP performance by designated doctoral program in psychology. New York, Author.
11.
EndlerN.S.RushtonJ.PRoedigerH.L (1978). Productivity and scholarly impact (citations) of British Canadian and U.S departments of Psychology. Psychologist, 33, 1064–1082.
12.
HaysJ.R.MullinsD. (1978). Background characteristics of psychologists taking the Examination for Professional Practice in Psychology. Texas Psychologist, 30, 1.
13.
HaysJ.R.SchreinerR. (1977). Comparison of degree received and performance on licensing examination. Psychological Reports, 40, 42.
14.
KupfersmidJ.FialaM. (1991). Companion of EPFP score among graduates of varying psychology programs. American Psychologist, 46, 534–535.
15.
McGahaS.MinderC. (1993). Factors influencing performance on the Examination for Professional Practice m Psychology. Professional Psychology, 24, 107–109.
16.
MyersK. (1996). Low grades from the ABA spur unique school to traditional path. National Law Journal, 18, A12.
17.
NajavitsL.M.WeissR.D. (1994).Therapist effectiveness in the treatment of patients with substance use disorders. An empirical reviewAddiction, 89, 679–688.
18.
ParisJ.RusbergerZ. (1994). Do therapist experience diagnosis and functional level predict outcome in short term psychotherapy?Journal of Psychiatry, 39, 168–176.
19.
GuidesPeterson's (1993). Peterson's guide to four vear colleges (23rd ed.) Princeton, NJAuthor.
20.
RooseK.D.AndersonC.J. (1970). A rating of graduate programs. Washington, DC, American Council on Education.
21.
RosseM.J.HoltzmanL.A. Handal. J.H.GilnerF. (1991). Performance on the Examination for the Professional Practice of Psychology as a function of specialty degree administrative housing and accreditation status. Professional Psychology, 22, 349–350.
22.
TerrisL.D. (1973). The national licensing examination. Professional Psychology, 4, 386–391.
