Francis L. Huang
  • Talks
  • Posts
  • MLMusingR
  • Projects
  • Teaching
  • Service
  • Research
    • Papers
    • R Packages
  • Projects
    • Youth Violence Project @ UVA
    • MO Prison Transformation Project
    • Missouri Prevention Science Institute
  • Projects
  • Experience
  • Posts
    • Working with missing data in large-scale assessments (with plausible values)
    • Working with missing data in large-scale assessments (without plausible values)
    • Weights with Multilevel Models
    • 🎉 Job postings 2024-2025
    • Fun with PCA using Images
    • Selecting the proper weights in LSAs with multilevel models
    • Using Plausible Values with Multilevel Models Using R (update)
    • Using Plausible Values with Multilevel Models Using R
    • 🎉 Job postings 2023-2024
    • Gradient descent example 1
    • 🖩 Logistic regression with matrices
    • Residuals with Multilevel Models
    • 🎉 Job postings 2022-2023
    • Fun with residuals
    • Using FIML in R for Multilevel Data
    • Robust standard errors in mixed models
    • Logistic regression from scratch (Newton Raphson and Fisher Scoring)
    • Using REML and ML for estimation
    • Extracting the V matrix for MLMs
    • 🎉 Analyzing clustered data using GEEs
    • 🎉 Using maximum likelihood
    • 🎉 Comparing coefficients across logistic regression models
    • Prior problem behavior and suspensions: A replication
    • 🎉 Using FIML and MI in R
    • 🎉 Applied example for alternatives to logistic regression
    • 🎉 Principal Components Analysis using R
    • 🎉 Why does centering reduce multicollinearity?
    • Poisson and Negative Binomial Regression using R
    • Multilevel CFA (MLCFA) in R, part 2
    • 🎉 Simulating two level data
    • 🧠 Difference between correlation and covariance matrices
    • Instrumental variables within an SEM framework
    • 🎉 Class Example- Standard Errors Too Small
    • 🎉 Understanding instrumental variables
    • Omitted Variable Bias (OVB) Example
  • Publications
    • Working with missing data in large-scale assessments
    • Student attacks following a school threat assessment: Statewide trends in student and case characteristics.
    • Reassessing weights in large-scale assessments and multilevel models
    • Behavioral threat assessment and equity in exclusionary school discipline
    • Cluster-robust standard errors with three-level data
    • Referral rates for school threat assessment
    • Restorative justice conferences in elementary and secondary schools
    • Advancing diversity, equity, and inclusion in school psychology science and scholarship: Changing training and practice in the field of school psychology
    • Potential moderation across racial groups in perceptions of authoritative school climate and peer victimization and student engagement
    • The seasonality of school climate
    • School bullying and gender minority youth: Victimization experiences and perceived prevalence
    • Having a trusted adult in school: Concurrent and predictive relations with internalizing problems across development
    • Positive student-teacher relationships and exclusionary discipline practices
    • Steadfast implementation of restorative practices during the Covid-19 pandemic: A case study of consultancy and leadership in an elementary school
    • Replication studies using secondary or nonexperimental datasets
    • Using plausible values when fitting multilevel models with large-scale assessment data using R
    • Adolescent exposure to restorative practices and their perceptions of support, structure, and bullying in the school climate
    • Investigating the use of robust standard errors to account for two-way clustering in cross-classified data structures
    • The impact of restorative practices on the use of out-of-school suspensions: Results from a cluster randomized controlled trial
    • The relationship between teacher stress and job satisfaction as moderated by coping
    • Usability and social consequences of the early identification system as a universal screener for social, emotional, and behavioral risks.
    • Accounting for heteroskedasticity resulting from between-group differences in multilevel models
    • Advanced categorical data analysis in prevention science
    • In-school and out-of-school suspension: Behavioral and psychological outcomes in a predominately black sample of middle school students
    • Practical multilevel modeling using R
    • Teacher Perceptions of School Resource Officers and Associations with School Safety
    • Using robust standard errors for the analysis of binary outcomes with a small number of clusters
    • Evaluation of the whole school restorative practices project: One-year impact on discipline incidents
    • Interaction of socioeconomic status and class relations on reading
    • Student perceptions of school resource officers and threat reporting
    • Examining the validity of the Early Identification System – Student Version for screening in an elementary school sample
    • Alternatives to logistic regression models in experimental studies
    • Analyzing cross-sectionally clustered data using generalized estimating equations
    • Evaluation of a bibliotherapy-based stress intervention for teachers
    • Using cluster-robust standard errors when analyzing group-randomized trials with few clusters
    • Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic
    • The association between student socioeconomic status and student–teacher relationships on math achievement
    • Does worrying matter? Priming and attitudes towards mask wearing in a midwestern state
    • High school graduation outcomes of student threat assessment
    • Advancing diversity, equity, and inclusion in school psychology: Be the change
    • Alternatives to logistic regression models when analyzing cluster randomized trials with binary outcomes
    • An investigation of the psychometric properties of the Early Identification System–student report in a middle school sample
    • Authoritative school climate and out-of-school suspensions: Results from a nationally-representative survey of 10th grade students
    • Confirmatory factor structure and predictive validity of the Early Identification System—Student Report in a community sample of high school students
    • Teacher support for zero tolerance is associated with higher suspension rates and lower feelings of safety
    • Student threat assessment as an alternative to exclusionary discipline
    • The role of the perceptions of school climate and teacher victimization by students
    • Does teacher emotional exhaustion and efficacy predict student discipline sanctions?
    • Prior problem behaviors do not account for the racial suspension gap
    • MANOVA: A procedure whose time has passed?
    • The relationship between school disciplinary resolutions with school climate and attitudes toward school
    • Student and teacher perceptions on student-teacher relationship quality: A middle school perspective
    • An investigation of the psychometric properties of the Early Identification System–Student Report
    • School teasing and bullying after the presidential election
    • School threat assessment versus suicide assessment: Statewide prevalence and case characteristics
    • Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey
    • Understanding family–school engagement across and within elementary- and middle-school contexts
    • Multilevel modeling myths
    • The relationship of school climate with out-of-school suspensions
    • The effect of orthographic complexity on Spanish spelling in Grades 1–3
    • An examination of restorative interventions and racial equity in out-of-school suspensions
    • Bullying involvement, teacher-student relationships, and psychosocial outcomes
    • Do Black students misbehave more? Investigating the differential involvement hypothesis and out-of-school suspensions
    • Multilevel modeling and ordinary least squares regression: How comparable are they?
    • Racial/ethnic parity in disciplinary consequences using student threat assessment
    • The impact of validity screening on associations between self-reports of bullying victimization and student outcomes
    • Using cluster bootstrapping to analyze nested data with a few clusters
    • Using instrumental variable estimation to evaluate randomized experiments with imperfect compliance
    • The toxicity of bullying by teachers and other school staff
    • Student Threat Assessment as a Standard School Safety Practice: Results From a Statewide Implementation Study.
    • Student Threat Assessment as a Standard School Safety Practice: Results From a Statewide Implementation Study.
    • Student attitudes and behaviors as explanations for the Black-White suspension gap
    • Racial/ethnic differences in perceptions of school climate and its association with student engagement and peer aggression
    • Question order affects the measurement of bullying victimization among middle school students
    • Aggressive attitudes and prevalence of bullying bystander behavior in middle school
    • Alternatives to multilevel modeling for the analysis of clustered data
    • Prevalence of aggressive attitudes and willingness to report threats in middle school
    • School counselor use of peer nominations to identify victims of bullying
    • Successive teacher expectation effects across the early school years
    • It takes a village: The effects of 10th grade college-going expectations of students, parents, and teachers four years later
    • The differential effects of preschool: Evidence from Virginia
    • Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools
    • Corruption and educational outcomes: Two steps forward, one step back
  • Recent & Upcoming Talks
    • Replication studies using secondary and nonexperimental datasets
    • Multilevel Modeling with Large-Scale International Databases Using HLM (Philadelphia)
    • Using cluster robust standard errors to analyze nested data with a few clusters (Korea)
  • Teaching
    • Data Management (using R)
    • Monte Carlo Simulation
    • Multilevel Modeling
    • Program Evaluation
    • Quantitative Foundations
  • Data Management (using R)
  • Monte Carlo Simulation
  • Multilevel Modeling
  • Program Evaluation
  • Quantitative Foundations
Teaching
Data Management (using R)

Data Management (using R)

Good data management is a prerequisite for successful research, needed for reproducibility of results, and essential when collaborating with others.

https://dm2023.netlify.app/
Last updated on Mar 8, 2025
Monte Carlo Simulation Mar 3, 2024 →

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