This paper discusses the relationship between institutional mission and publication productivity in school psychology, categorizes the top 50 institutions identified by Webster, Hall, and Bolen (1993) by university mission, and presents publication productivity rankings by category of institution. As expected, analysis suggests that doctoral institutions have higher productivity ratings than comprehensive universities. Results are compared with those presented by Webster et al., and implications of considering publication productivity in light of institutional mission are discussed.Research productivity has long been regarded as one measure of the quality of a psychology program. In the April 1993 issue of Psychology in the Schools, Webster, Hall, and Bolen (1993) examined publication productivity in selected school psychology journals between January, 1985, and July, 1991. Based upon a review of the five primary journals in school psychology (Psychology in the Schools, School Psychology Review, Journal of School Psychology, Professional School Psychology, and Journal of Psychoeducational Assessment), Webster et al. (1993) compiled institutional productivity ratings based upon the number of articles published per institution or agency affiliation. After an initial compilation, the top 50 institutions/agencies were chosen and productivity ratings were computed based on the frequency and order of authorship. Institutional credits per article were assigned proportionately based on author's position. For multiauthored articles, credit was assigned using the formula presented by Howard, Cole, and Maxwell (1987), which assigns differential credit based upon the number of authors and the authors' position in the listing. Webster et al. (1993) rightly note that evaluating the quality of a graduate program is a very difficult and challenging task, and that publication productivity is just one index of program quality. Other less quantifiable factors, such as faculty knowledge and skill and quality of instruction, will undoubtedly influence the overall quality of a graduate program. In presenting and discussing their results, Webster et al. (1993) omit consideration of a factor that we believe influences publication productivity in any graduate program: the degree to which the institution values and rewards faculty publication, and, relatedly, the degree to which the institution provides support for faculty interested in research and publication. Both of these factors are influenced by the primary mission of the university. The purpose of this paper is to discuss the relationship between institutional mission and publication productivity, categorize the top 50 institutions identified by Webster et al. (1993) by university mission, and present publication productivity rankings by category of institution. It is hypothesized that institutional productivity will be greatest among institutions that, according to their classification/mission, assign greater priority to research and doctoral level training. Results will be compar...

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