Publications

Dewey G. Cornell, Jordan Kerere, Francis L. Huang, Tim G. Konold, Jennifer Maeng, Kelvin Afolabi, Deanne Cowley (2026). Behavioral threat assessment in nontraditional schools. JSC.

Jordan Kerere, Dewey Cornell, Jennifer Maeng, Francis L. Huang (2026). Student attacks following a school threat assessment: Statewide trends in student and case characteristics. JTAM.

Dewey G. Cornell, Tim G. Konold, Jennifer Maeng, Jordan Kerere, Deanne Cowley, Francis L. Huang, Kelvin Afolabi (2026). School team fidelity in behavioral threat assessment. JTAM.

Jennifer Maeng, Sonja Winter, Dewey G. Cornell, Jordan Kerere, Francis L. Huang, Tim G. Konold, Kelvin Afolabi, Deanne Cowley (2025). How prevalent are adverse academic outcomes following a school threat assessment?. PSF.

Francis L. Huang (2025). When cluster-robust inferences fail. EPM.

Francis L. Huang, Bixi Zhang (2025). Accounting for random slopes using cluster-robust standard errors in multilevel models. JXE.

Francis L. Huang, Anna B. Huang (2025). Replication studies using secondary or nonexperimental datasets. School Psychology Review.

Francis L. Huang, Brian Keller (2025). Working with missing data in large-scale assessments. LSA.

Umut Atasever, Francis L. Huang, Leslie Rutkowski (2025). Reassessing weights in large-scale assessments and multilevel models. LSA.

Francis L. Huang, Bixi Zhang (2025). Cluster-robust standard errors with three-level data. Communications in Statistics - Theory and Methods.

Dewey G. Cornell, Jennifer Maeng, Sonja Winter, Francis L. Huang, Tim G. Konold, Jordan Kerere, Kelvin Afolabi, Deanne Cowley (2025). Behavioral threat assessment and equity in exclusionary school discipline. SPR.

Anne Gregory, Amalia Jimenez, Lindsey S. Norton, Chad Tieger, Francis L. Huang (2025). Restorative justice conferences in elementary and secondary schools. Journal of School Violence.

Dewey G. Cornell, Jordan Kerere, Timothy Konold, Jennifer Maeng, Kelvin Afolabi, Francis L. Huang, Deanne Cowley (2025). Referral rates for school threat assessment. Psychology in the Schools.

Francis L. Huang, Bixi Zhang, Wendy M. Reinke, Keith C. Herman, James Sebastian (2024). The seasonality of school climate. School Psychology Review.

Ying-Ruey Chuang, Francis L. Huang, Keith Herman, Bixi Zhang (2024). Potential moderation across racial groups in perceptions of authoritative school climate and peer victimization and student engagement. School Psychology Review.

Shane R. Jimerson, Justin P. Allen, Prerna Arora, Jamilia J. Blake, Gary L. Canivez, Caitlyn Chambers, Meiki Chan, Dorothy L. Espelage, Jorge E. Gonzalez, Matthew Gormley, Scott L. Graves, Shemiyah Holland, Francis L. Huang, Stacy-Ann A. January, Lakhvir Kaur, Eui Kyung Kim, Tamika LaSalle, Alessandra Mittelstet, Chavez Phelps, Amber Reinke, Tyler L. Renshaw, Samuel Y. Song, Amanda L. Sullivan, Cixin Wang, Frank C. Worrell, Chunyan Yang (2024). Advancing diversity, equity, and inclusion in school psychology science and scholarship: Changing training and practice in the field of school psychology. Canadian Journal of School Psychology.

Tyler E. Smith, Loren A. Bauerband, David Aguayo, Chynna S. McCall, Francis L. Huang, Wendy M. Reinke, Keith C. Herman (2024). School bullying and gender minority youth: Victimization experiences and perceived prevalence. School Psychology Review.

Wendy M. Reinke, Keith C. Herman, Francis L. Huang, Audrey L. Glenn-Perez, Pravash Raut, David Aguayo, Sindhu Venkat, Destinee Boddie, Justin M. Harris, Sarah Owens (2024). Having a trusted adult in school: Concurrent and predictive relations with internalizing problems across development. Journal of Positive Behavior Interventions.

Colleen Lloyd Eddy, Francis L. Huang, Sara L. Prewett, Keith C. Herman, Kirsten M. Hrabal, Sarah L. De Marchena, Wendy M. Reinke (2024). Positive student-teacher relationships and exclusionary discipline practices. Journal of School Psychology.

Anne Gregory, Gabrielle Moya, Stephanie Jimenez, Jacqueline Zenou, Allison Rae Ward-Seidel, Francis L. Huang (2024). Steadfast implementation of restorative practices during the Covid-19 pandemic: A case study of consultancy and leadership in an elementary school. Journal of Educational and Psychological Consultation.

Francis L. Huang (2024). Using plausible values when fitting multilevel models with large-scale assessment data using R. Large-scale Assessments in Education.

Bixi Zhang, Francis L. Huang (2024). Investigating the use of robust standard errors to account for two-way clustering in cross-classified data structures. Dependent Data in Social Sciences Research.

Anne Gregory, Francis L. Huang, Allison Rae Ward-Seidel (2024). Adolescent exposure to restorative practices and their perceptions of support, structure, and bullying in the school climate. AERA Open.

Seth Woods, James Sebastian, Keith C. Herman, Francis L. Huang, Wendy M. Reinke, Aaron M. Thompson (2023). The relationship between teacher stress and job satisfaction as moderated by coping. Psychology in the Schools.

Francis L. Huang, Anne Gregory, Allison Rae Ward-Seidel (2023). The impact of restorative practices on the use of out-of-school suspensions: Results from a cluster randomized controlled trial. Prevention Science.

Keith C. Herman, Wendy M. Reinke, Aaron M. Thompson, Francis L. Huang, Sarah Owens (2023). Usability and social consequences of the early identification system as a universal screener for social, emotional, and behavioral risks.. School Psychology.

Francis L. Huang, Bixi Zhang, Xintong Li (2023). Using robust standard errors for the analysis of binary outcomes with a small number of clusters. Journal of Research on Educational Effectiveness.

Jennifer L. Maeng, Dewey G. Cornell, Francis L. Huang (2023). Teacher Perceptions of School Resource Officers and Associations with School Safety. JSV.

Francis L. Huang (2023). Practical multilevel modeling using R. SAGE Publications.

Daniel R. Cohen, Crystal Lewis, Colleen L. Eddy, Lauren Henry, Caroline Hodgson, Francis L. Huang, Wendy M. Reinke, Keith C. Herman (2023). In-school and out-of-school suspension: Behavioral and psychological outcomes in a predominately black sample of middle school students. School Psychology Review.

Wolfgang Wiedermann, Wes Bonifay, Francis L. Huang (2023). Advanced categorical data analysis in prevention science. Prevention Science.

Francis L. Huang, Wolfgang Wiedermann, Bixi Zhang (2023). Accounting for heteroskedasticity resulting from between-group differences in multilevel models. Multivariate Behavioral Research.

Anne Gregory, Francis L. Huang, Allison Rae Ward-Seidel (2022). Evaluation of the whole school restorative practices project: One-year impact on discipline incidents. JSP.

Amanda A. Olsen, Francis L. Huang (2022). Interaction of socioeconomic status and class relations on reading. Journal of Literacy Research.

Caroline Crichlow-Ball, Dewey Cornell, Francis L. Huang (2022). Student perceptions of school resource officers and threat reporting. Journal of School Violence.

Wendy M. Reinke, Keith C. Herman, Francis L. Huang, Chynna McCall, Shannon Holmes, Aaron Thompson, Sarah Owens (2022). Examining the validity of the Early Identification System – Student Version for screening in an elementary school sample. Journal of School Psychology.

Francis L. Huang, Xintong Li (2022). Using cluster-robust standard errors when analyzing group-randomized trials with few clusters. BRM.

Colleen L. Eddy, Keith C. Herman, Francis L. Huang, Wendy M. Reinke (2022). Evaluation of a bibliotherapy-based stress intervention for teachers. Teaching and Teacher Education.

Francis L. Huang (2022). Analyzing cross-sectionally clustered data using generalized estimating equations. JEBS.

Francis L. Huang (2022). Alternatives to logistic regression models in experimental studies. The Journal of Experimental Education.

Amanda A. Olsen, Francis L. Huang (2021). The association between student socioeconomic status and student–teacher relationships on math achievement. School Psychology.

Keith C. Herman, James Sebastian, Wendy M. Reinke, Francis L. Huang (2021). Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic. School Psychology.

Shelby Stohlman, Francis L. Huang, Dewey Cornell (2021). High school graduation outcomes of student threat assessment. Preventing School Failure: Alternative Education for Children and Youth.

Francis L. Huang, Wendy Reinke, Keith Herman (2021). Does worrying matter? Priming and attitudes towards mask wearing in a midwestern state. SAGE Open.

Francis L. Huang, Dewey G. Cornell (2021). Teacher support for zero tolerance is associated with higher suspension rates and lower feelings of safety. School Psychology Review.

Aaron M. Thompson, Francis L. Huang, Tyler Smith, Wendy M. Reinke, Keith C. Herman, The County Schools Mental Health Coalition (2021). Confirmatory factor structure and predictive validity of the Early Identification System—Student Report in a community sample of high school students. School Mental Health.

Francis L. Huang, Amanda A. Olsen, Daniel Cohen, Nicketa Coombs (2021). Authoritative school climate and out-of-school suspensions: Results from a nationally-representative survey of 10th grade students. Preventing School Failure: Alternative Education for Children and Youth.

Keith C. Herman, Wendy M. Reinke, Francis L. Huang, Aaron M. Thompson, Levi Doyle-Barker (2021). An investigation of the psychometric properties of the Early Identification System–student report in a middle school sample. School Psychology.

Francis L. Huang (2021). Alternatives to logistic regression models when analyzing cluster randomized trials with binary outcomes. Prevention Science.

Shane R. Jimerson, Prerna Arora, Jamilia J. Blake, Gary L. Canivez, Dorothy L. Espelage, Jorge E. Gonzalez, Scott L. Graves, Francis L. Huang, Stacy-Ann A. January, Tyler L. Renshaw (2021). Advancing diversity, equity, and inclusion in school psychology: Be the change. School Psychology Review.

Francis L. Huang, Colleen Lloyd Eddy, Emily Camp (2020). The role of the perceptions of school climate and teacher victimization by students. Journal of Interpersonal Violence.

Jennifer L. Maeng, Dewey Cornell, Francis L. Huang (2020). Student threat assessment as an alternative to exclusionary discipline. Journal of School Violence.

Francis L. Huang (2020). Prior problem behaviors do not account for the racial suspension gap. Educational Researcher.

Colleen L. Eddy, Francis L. Huang, Daniel R. Cohen, Kirsten M. Baker, Krista D. Edwards, Keith C. Herman, Wendy M. Reinke (2020). Does teacher emotional exhaustion and efficacy predict student discipline sanctions?. School Psychology Review.

Francis L. Huang, Yolanda Anyon (2020). The relationship between school disciplinary resolutions with school climate and attitudes toward school. Preventing School Failure: Alternative Education for Children and Youth.

Francis L. Huang (2020). MANOVA: A procedure whose time has passed?. Gifted Child Quarterly.

Sara L. Prewett, David A. Bergin, Francis L. Huang (2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International.

Tyler E. Smith, Wendy M. Reinke, Keith C. Herman, Francis L. Huang (2019). Understanding family–school engagement across and within elementary- and middle-school contexts. School Psychology.

A Olsen, Francis L. Huang (2019). Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey. Education Policy Analysis Archives.

Anna Grace Burnette, Francis L. Huang, Jennifer L. Maeng, Dewey Cornell (2019). School threat assessment versus suicide assessment: Statewide prevalence and case characteristics. Psychology in the Schools.

Francis L. Huang, Dewey G. Cornell (2019). School teasing and bullying after the presidential election. Educational Researcher.

Francis L. Huang, Wendy M. Reinke, Aaron Thompson, Keith C. Herman, Boone County Schools Mental Health Coalition (2019). An investigation of the psychometric properties of the Early Identification System–Student Report. Journal of Psychoeducational Assessment.

Francis L. Huang (2018). Multilevel modeling myths. SPQ.

Francis L. Huang, Dewey Cornell (2018). The relationship of school climate with out-of-school suspensions. Children and Youth Services Review.

Karen Ford, Marcia Invernizzi, Francis L. Huang (2018). The effect of orthographic complexity on Spanish spelling in Grades 1–3. Reading and Writing.

Francis L. Huang (2018). Using instrumental variable estimation to evaluate randomized experiments with imperfect compliance. Practical Assessment, Research, & Evaluation,.

Francis L. Huang (2018). Using cluster bootstrapping to analyze nested data with a few clusters. Educational and Psychological Measurement.

Y. Jia, T. R. Konold, D. Cornell, Francis L. Huang (2018). The impact of validity screening on associations between self-reports of bullying victimization and student outcomes. Educational and Psychological Measurement.

Dewey Cornell, Jennifer Maeng, Francis L. Huang, Kathan Shukla, Timothy Konold (2018). Racial/ethnic parity in disciplinary consequences using student threat assessment. School Psychology Review.

Francis L. Huang (2018). Multilevel modeling and ordinary least squares regression: How comparable are they?. JXE.

Francis L. Huang (2018). Do Black students misbehave more? Investigating the differential involvement hypothesis and out-of-school suspensions. The Journal of Educational Research.

Francis L. Huang, C Lewis, D Cohen, H Prewett, K Herman (2018). Bullying involvement, teacher-student relationships, and psychosocial outcomes. SPQ.

Anne Gregory, Francis L. Huang, Yolanda Anyon, Eldridge Greer, Barbara Downing (2018). An examination of restorative interventions and racial equity in out-of-school suspensions. School Psychology Review.

Pooja Datta, Dewey Cornell, Francis L. Huang (2017). The toxicity of bullying by teachers and other school staff. School Psychology Review.

Dewey Cornell, Jennifer L. Maeng, Anna Grace Burnette, Yuane Jia, Francis L. Huang, Timothy Konold, Pooja Datta, Marisa Malone, Patrick Meyer (2017). Student Threat Assessment as a Standard School Safety Practice: Results From a Statewide Implementation Study.. School Psychology Quarterly.

Dewey Cornell, Jennifer L. Maeng, Anna Grace Burnette, Yuane Jia, Francis L. Huang, Timothy Konold, Pooja Datta, Marisa Malone, Patrick Meyer (2017). Student Threat Assessment as a Standard School Safety Practice: Results From a Statewide Implementation Study.. School Psychology Quarterly.

Francis L. Huang, Dewey G. Cornell (2017). Student attitudes and behaviors as explanations for the Black-White suspension gap. Children and Youth Services Review.

Timothy Konold, Dewey Cornell, Kathan Shukla, Francis L. Huang (2017). Racial/ethnic differences in perceptions of school climate and its association with student engagement and peer aggression. Journal of Youth and Adolescence.

Francis L. Huang, D. G. Cornell (2016). Question order affects the measurement of bullying victimization among middle school students. Educational and Psychological Measurement.

Pooja Datta, Dewey Cornell, Francis L. Huang (2016). Aggressive attitudes and prevalence of bullying bystander behavior in middle school. Psychology in the Schools.

Francis L. Huang (2016). Alternatives to multilevel modeling for the analysis of clustered data. Journal of Experimental Education.

D Cornell, Francis L. Huang (2015). School counselor use of peer nominations to identify victims of bullying. Professional School Counseling.

Sara B. Millspaugh, Dewey G. Cornell, Francis L. Huang, Pooja Datta (2015). Prevalence of aggressive attitudes and willingness to report threats in middle school. Journal of Threat Assessment and Management.

Christine M. Rubie-Davies, Rhona S. Weinstein, Francis L. Huang, Anne Gregory, Philip A. Cowan, Carolyn P. Cowan (2014). Successive teacher expectation effects across the early school years. Journal of Applied Developmental Psychology.

Francis L. Huang (2014). Using a bifactor model to assess the factor structure of the Phonological Awareness Literacy Screening for Grades One through Three. Journal of Psychoeducational Assessment, 32, 638-650.

K. Ford, M. Invernizzi, Francis L. Huang (2014). Predicting first grade reading achievement for Spanish-speaking kindergartners: Is early literacy screening in English valid?. Literacy Research and Instruction, 53, 269-286.

T. Konold, D. Cornell, Francis L. Huang, P. Meyer, A. Lacey, E. Nekvasil, A. Heilbrun, K. Shukla (2014). Multi-level multi-informant structure of the Authoritative School Climate Survey. SPQ.

Francis L. Huang (2014). Further understanding factors associated with grade retention: Birthday effects and socioemotional skills. Journal of Applied Developmental Psychology, 35, 79-93.

Francis L. Huang, M. Invernizzi (2014). Factors associated with lower case alphabet naming in kindergarteners. Applied Psycholinguistics, 35, 943-968.

Francis L. Huang, T. Moon, R. Boren (2014). Are the reading “rich” getting richer? Testing for the presence of the “Matthew effect” using multilevel latent growth curve modeling. Reading and Writing Quarterly, 30, 95-115.

Francis L. Huang (2014). Analyzing group level effects with clustered data using Taylor series linearization. Practical Assessment, Research & Evaluation, 19(13).

Francis L. Huang, L. Tortorelli, M. Invernizzi (2014). An investigation of factors associated with letter-sound knowledge at kindergarten entry. Early Childhood Research Quarterly, 29, 182-192.

Anne Gregory, Francis L. Huang (2013). It takes a village: The effects of 10th grade college-going expectations of students, parents, and teachers four years later. American Journal of Community Psychology.

Francis L. Huang, T. Moon (2013). What are the odds of that? A primer on understanding logistic regression. Gifted Child Quarterly, 57, 197-204.

D. Cornell, A. Gregory, Francis L. Huang, X. Fan (2013). Perceived prevalence of bullying and teasing predicts high school dropout rates. Journal of Educational Psychology, 15, 138-149.

Francis L. Huang, M. Invernizzi (2013). Birthday effects and preschool attendance. Early Childhood Research Quarterly, 28, 11-23.

Francis L. Huang, T. Konold (2013). A latent variable investigation of the Phonological Awareness Literacy Screening-Kindergarten assessment: Construct identification and multigroup comparisons between Spanish-speaking English language learners (ELLs) and non-ELL students. Language Testing.

Francis L. Huang, Marcia A. Invernizzi, E. Allison Drake (2012). The differential effects of preschool: Evidence from Virginia. Early Childhood Research Quarterly.

Francis L. Huang, M. Invernizzi (2012). The association of age and early literacy outcomes. Journal of Educational Research, 105, 431-441.

Francis L. Huang, D. Cornell (2012). Pick your Poisson: Regression models for count data in school violence research. Journal of School Violence, 11, 187-206.

D. Cornell, J. Klein, T. Konold, Francis L. Huang (2012). Effects of validity screening items on adolescent survey data. Psych Assess.

Francis L. Huang (2010). The role of socioeconomic status and school quality in the Philippines: Revisiting the Heyneman-Loxley effect. International Journal of Educational Development, 3, 288-296.

A. Gregory, D. Cornell, X. Fan, P. Sheras, T. Shih, Francis L. Huang (2010). Authoritative school climate: High school practices associated with lower student bullying and victimization. Journal of Educational Psychology, 102, 483-496.

Francis L. Huang, Tonya R. Moon (2009). Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools. Educational Assessment, Evaluation and Accountability.

Francis L. Huang (2008). Corruption and educational outcomes: Two steps forward, one step back. International Journal of Education Policy and Leadership.