Loyola University Chicago

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• Admissions Data
• Internship Placement Data
• Time to Graduation
• Licensure Outcomes
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Admissions Data

We cannot give you a precise answer to this question, but we can tell you about our admission process and the characteristics of our entering classes. Each year we interview approximately 50 students among the 150 to 300 who apply, and we admit six to eight new students. To give potential applicants realistic information about their chances of acceptance, here is some information on our applicants and accepted students over the past seven years.

Applicant Data	2001	2002	2003	2004	2005	2006	2007
Number of applicants	176	161	262	282	256	309	260
Number accepted for admission	18	23	15	13	13	15	10
Actual size of incoming class	7	9	6	6	7	6	6
Incoming students receiving financial aid	7	9	6	6	7	6	6

 

Students Entering Program	2001	2002	2003	2004	2005	2006	2007
GRE-Verbal: Mean score Median Score	548 550	561 550	623 645	610 615	590 610	563 550	610 595
GRE-Quantitatve Mean Score Median Score	638 650	660 650	687 725	683 670	669 650	682 690	687 705
Average Undergraduate GPA	3.55	3.62	3.65	3.66	3.45	3.78	3.91

Loyola does not use the GRE-Analytical or Analytical Writing score to screen applicants, but we do use a "working screen" of 1100 total for the sum of GRE Verbal plus Quantitative. However, we examine all folders and we have accepted some students whose GRE scores do not meet our preliminary cut-off. A lot depends on the applicant's other qualifications and experiences.

For instance, in addition to GREs and GPAs, our Admissions Committee looks closely at applicants' personal statements, letters of recommendations, and their research and clinical experiences. We take particular note of research experiences (e.g. we look for students who have presented papers at conferences or who have professional publications). Finally, we personally interview applicants to determine if there is a good match between the applicant and our program. In other words, we seek to know whether the applicant's personal and professional interests will be well served by our curriculum, and the chances that the applicant will be able to develop a good mentoring relationship with some of our faculty.

Often, a match between student and faculty is a key determining factor; if several students want to work with the same faculty member, we usually cannot accommodate all of them, even if they are highly qualified applicants. Finally, we attempt to achieve diversity in our student body along multiple dimensions that include gender, race/ethnicity, and professional interests. Approximately 25% of our current students are male; about 35% are members of minority groups and over half are specializing in our child sub-specialty. 

Internship Placement Data

Our students have been very successful in securing highly regarded internships:

Applicants for Internship	2001	2002	2003	2004	2005	2006	2007
Number applying	7	2	7	6	8	7	6
Number accepted on "Match Day"	7	2	7	6	7	7	4
Number accepted at APA accredited sites	7	2	7	6	7	7	6
Number accepted at APPIC member internships	7	2	7	6	7	7	6
Number accepted with funding	7	2	7	6	7	7	6

Previous Internship PLACEMENTS

2001-2002
Bedford VA Medical Center (Bedford, MA)
Children's Hospitals and Clinics (CEF; Minneapolis, MN)
Children's National Medical Center (SE; Washington, DC)
The Menta Group (VW; Aurora, IL)
Ravenswood-Illinois Masonic Hospital/Comm Mental Health Center (WS, BV; 2; Chicago, IL)
University of Alabama at Birmingham Medical School (BZ; Bryce Hospital; Birmingham, AL)

2002-2003
Cambridge Hospital (AB; Cambridge, MA)
VA Chicago Health Care System-West Side Division (AA; Chicago, IL)

2003-2004
Baylor College of Medicine (CR; Houston, TX)
Children's Memorial Hospital (RNG; Chicago, IL)
North Shore University Hospital/NYU (LR; Child/Neuropsychology Track; Manhasset, NY)
Northwestern University Hospital (KN; Chicago, IL)
Rush-Presbyterian-St. Lukes Medical Center (RMC; Child and Pediatric; Chicago, IL)
University of Chicago (MW; Adult Psychology/Behavioral Medicine; Chicago, IL)
VA Medical Center-Hines (FG; Hines, IL)

2004-2005
Advocate Illinois Masonic Medical Center (AS; Chicago, IL)
Brown University Clinical Consortium (DF; Child Clinical/Pediatric; Providence, RI)
Children's Hospitals-Minneapolis (JW; Minneapolis, MN)
Northwestern Memorial Hospital/Medical School (CLH; Chicago, IL)
University of Florida Health Sciences Center (LR; Clinical Neuropsychology; Gainesville, FL)
VA Palo Alto Health Care System (BR; Clinical Neuropsychology; Palo Alto, CA)

2005-2006
Children's Memorial Hospital (JD; Chicago, IL)
Cornell University/Payne Whitney/New York Hospital (CS; New York, NY)
Kennedy Krieger/Johns Hopkins University (NC; Baltimore, MD)
Rush University Medical Center (EFB; Chicago, IL)
University of Illinois-Chicago-Counseling (AS; Chicago, IL)
University of Illinois-Chicago-Psychiatry-IJR (CK; Chicago, IL)
University of North Carolina-Chapel Hill (RK; Chicago, IL)

2006-2007
Advocate Illinois Masonic Medical Center (KK; Chicago, IL)
Allendale Associates/Bradley Counseling Center (IM, Lake Villa, IL)
Allendale Associates/Bradley Counseling Center (DM, Lake Villa, IL)
Children's Hospital at Stanford (EE; Palo Alto, CA)
Jessie Brown VA Medical Center (VO; Chicago, IL)
Long Island Jewish/Zucker-Hillside (MA; Glen Oaks, NY)
UC Davis Medical Center-CAARE Center (PO; Sacramento, CA)

2007-2008
Alexian Brothers Behavioral Health Hospital (HH; Hoffman Estates, IL)
Brown Medical School (BJ; Providence, RI)
Albert Einstein/Montefiore (EPD; Bronx, NY)
New York University/Bellevue Hospital Center (MR; New York, NY)
University of South Florida/Florida Mental Health Institute (JS; Tampa, FL)
UCLA Semel Institute for Neuroscience & Human Behavior (JZ; Los Angeles, CA)

Time to Graduation 

Graduation Outcomes	2001	2002	2003	2004	2005	2006	2007
Number Completing the Program	6	9	9	4	6	7	7
Mean years to complete Ph.D.	7.33	7.33	6.67	8.75*	6.25	7.13	6.30
Median years to complete Ph.D.	6.00	7.42	6.33	9.42	5.92	5.92	5.92
Mode years to complete Ph.D.	6	6	6	6	6	6	6
% Completing Ph.D. in < 5 years	0%	0%	0%	0%	0%	0%	0%
% Completing Ph.D. in 5 years	0%	11%	0%	0%	0%	28%	28%
% Completing Ph.D. in 6 years	67%	33%	56%	25%	67%	28%	28%
% Completing Ph.D. in 7 years	0%	11%	22%	25%	33%	14%	28%
% Completing Ph.D. in > 7 years	33%	44%	22%	50%	0%	28%	14%

*This mean includes two students who took 10 and 12 years, respectively, to complete the program. The mean for 2004 is 6.50 without including these two students.

Attrition by Class

Attrition by Class	2001	2002	2003	2004	2005	2006	2007
Number of students enrolled	7	9	6	6	7	6	6
Number graduated with doctorate	5	0	0	0	0	0	0
Number of students still currently enrolled	1	7	6	6	7	6	6
Number of students no longer enrolled	1	2	0	0	0	0	0

LICENSURE OUTCOMES

In a survey of the 64 students who graduated between the years 1997-2005, 55 responded to the licensing questions.  Of these, 52 (94%) are licensed.  The other three did not take a licensing examination, either because they are not employed as a psychologist (n=2) or because they are still on post-doc (n=1).
 

Program Costs
 

For the current incoming class, all 6 students have stipdents of at least $15,000 and a full tuition scholarship.  Students are required to pay a student activities fee and a public transportation fee (UPASS) which total approximately $200.  Health insurance is covered by our graduate school.  Students are also required to purchase books and materials for courses.

 OTHER INFORMATION
 

Over the past seven years, 66% of our students in the first 4 years of our program have presented papers or posters at professional meetings, and 30% have authored or co-authored professional publications. All are members of at least one professional organization, such as APA.

Although we cannot accept all qualified applicants, we encourage all interested students to apply. We hope this information has been helpful in giving you important information about our students and their accomplishments. You also might want to check out other Websites that provide information about the selection process for graduate school and explain the process in terms that might be relevant to many of the schools you are interested in.