Francis L. Huang, Ph.D.

Department of
Educational, School, and Counseling Psychology


The Educational Research Methods and Analysis program (also referred to as the Statistics, Measurement, and Evaluation in Education program) provides rigorous training in statistical methods, educational measurement, and research methodologies. We offer several courses in applied statistics, from the quantitative foundations of educational research to more advanced methods such as multivariate statistics, multilevel modeling, and latent variable modeling. Graduates from our program are prepared to make scientific and systematic inquiries and to make data-driven decisions, typically attaining employment positions at universities, research centers, and testing organizations.

For more information (including application information and deadlines), download our information sheet here.


Ph.D., Educational Research, Statistics, and Evaluation, University of Virginia.
M.A., Instructional Technology and Media, Teachers College, Columbia University.
B.S., Legal Management. Ateneo De Manila University.

Recent work experience

Assistant Professor (Quantitative Methods), College of Education, University of Missouri.
Senior Scientist, Curry School of Education, University of Virginia.
Research Analyst, American Institutes for Research.

Research Interests

Analysis of large scale datasets. Disproportional disciplinary sanctioning. Multilevel modeling. Validation of scales and measures. Multivariate statistics. Online survey design. Program evaluation. Policy studies. Early childhood education. School climate. School bullying and violence. Birthday effects. Design and analysis of experiments.


Francis is an Assistant Professor in the Department of Educational, School, and Counseling Psychology (emphasis: Statistics, Measurement, & Evaluation in Education) Program in the College of Education at the University of Missouri-Columbia. He is an applied quantitative methodologist. He is also an experienced management consultant (strategy and technology) and was a former high school teacher. He currently teaches subjects related to linear/nonlinear regression, multivariate statistics (e.g., factor analysis, discriminant analysis, cluster analysis), and data management. Research interests focus on the use of applied quantitative methods for policy analysis (e.g., bullying, school violence, literacy growth), large scale data analysis, birthdate effects/season of birth research, and the development and validation of empirically supported measures and scales. His methodological interest focus on the analysis of clustered data (or dealing with nonindependent data structures) and the design and analysis of experiments.


"Without data, you're just another person with an opinion"

- W. E. Deming



Cornell, D., Maeng, J., Huang, F., Shukla, K., & Konold, T. (Accepted).   Racial/ethnic parity in disciplinary consequences using student threat assessment. School Psychology Review .

Datta, P., Cornell, D., & Huang, F. (Accepted).   The toxicity of bullying by teachers and other school staff. School Psychology Review .

Lewis, C. G., Herman, K. C., Huang, F., Stormont, M., Grossman, C., Eddy, C., & Reinke, W. M. (2017).   The utility of single-item readiness screeners in middle school. Journal of School Psychology, 64, 1-16.

Huang, F., & Cornell, D. (2017).   Student attitudes and behaviors as explanations for the Black-White suspension gap. Children and Youth Services Review . Advance online publication.

Huang, F. (in press).   Multilevel modeling and ordinary least squares regression: How comparable are they? Journal of Experimental Education . Advance online publication. doi: 10.1080/00220973.2016.1277339

Huang, F. (2017).   Does attending a state-funded preschool program improve letter name knowledge? Early Childhood Research Quarterly, 38, 116-126. doi:


Huang, F. (2016).   Using cluster bootstrapping to analyze nested data with a few clusters. Educational and Psychological Measurement. Advance online publication. doi: 10.1177/0013164416678980. Supplemental material

Huang, F. (2016).   Do Black students misbehave more? Investigating the differential involvement hypothesis and out-of-school suspensions. The Journal of Educational Research. Advance online publication. doi: 10.1080/00220671.2016.1253538

Huang, F., Eklund, K., & Cornell, D. (2016).   Authoritative school climate, number of parents at home, and academic achievement. School Psychology Quarterly. Advance online publication. doi:

Huang, F., & Cornell. D. (2016). Factor structure of the high school teacher version of the Authoritative School Climate Survey. Journal of Psychoeducational Assessment, 34, 536 - 549 doi: 10.1177/0734282915621439

Konold, T., Cornell, D., Shukla, K., & Huang, F. (2016).   Racial/ethnic differences in perceptions of school climate and its association with student engagement and peer aggression. Journal of Youth and Adolescence. doi:

Huang, F., & Cornell. D. (2016).   Question order affects the measurement of bullying victimization in middle school students. Educational and Psychological Measurement, 76, 724-740. doi: 10.1177/0013164415622664

Huang, F. & Cornell, D. (2016). Using multilevel factor analysis with clustered data: Investigating the factor structure of the Positive Values Scale. Journal of Psychoeducational Assessment, 34, 3-14. doi: 10.1177/0734282915570278

Datta, P., Cornell, D., & Huang, F. (2016). Aggressive attitudes and prevalence of bullying bystander behavior in middle school.Psychology in the School. doi:

Jia, Y., Konold, T., Cornell, D., & Huang, F. (2016). The impact of validity screening on associations between self-reports of bullying victimization and student outcomes.Educational and Psychological Measurement.. doi: 10.1177/0013164416671767

Huang, F. (2016).  Alternatives to multilevel modeling for the analysis of clustered data. Journal of Experimental Education, 84, 175-196. doi: 10.1080/00220973.2014.952397

Cornell, D., & Huang, F. (2016). Authoritative school climate and high school student risk behavior: A cross-sectional multi-level analysis of student self-reports, Journal of Youth and Adolescence. doi: 10.1007/s10964-016-0424-3


Huang, F., Cornell. D., Konold, T., Meyer, P., Lacey, A., Nekvasil, E., Heilbrun, A., Shukla, K. (2015). Multilevel factor structure and concurrent validity of the teacher version of the Authoritative School Climate Survey. Journal of School Health, 85, 843-851.

Huang, F. (2015). Investigating the prevalence of academic redshirting using population-level data. AERA Open, 1(2), 1-12. doi: 10.1177/2332858415590800.

Huang, F., & Cornell, D. (2015). Order and definitional effects in bullying surveys: Results from an experimental study. Psychological Assessment. 27, 1484-1493. doi:

Huang, F., Cornell, D., & Konold, T. (2015).  Aggressive attitudes in middle schools: A factor structure and criterion related validity study. Assessment, 22, 497-512. doi:10.1177/1073191114551016

Nekvasil, E., Cornell, D., & Huang, F. (2015). Prevalence and offense characteristics of multiple casualty homicides: Are schools at higher risk than other locations? Psychology of Violence, 5, 236-245. doi: 10.1037/a0038967

Millspaugh, S. B., Cornell, D. G., Huang, F. L., & Datta, P. (2015). Prevalence of aggressive attitudes and willingness to report threats in middle school. Journal of Threat Assessment and Management, 2, 11–22.

Cornell, D., & Huang, F. (2015). School counselor use of peer nominations to identify victims of bullying. Professional School Counseling, 18, 191-205. doi: 2016 Outstanding Research Award, American Educational Research Association, Division E

Brighton, C. M., Moon, T. R., & Huang, F. (2015). Advanced readers in Reading First classrooms: Who was really “left behind”? Considerations for the field of gifted education. Journal for the Education of the Gifted, 38, 257-293. doi: 10.1177/0162353215592501

Huang, F. (2015). Birthdate effects and gifted program participation in kindergarten. Gifted Child Quarterly, 59, 14-22. doi: 10.1177/0016986214559640


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

Huang, F., & Invernizzi, M. (2014). Factors associated with lower case alphabet naming in kindergarteners. Applied Psycholinguistics, 35, 943-968. doi: 10.1017/S0142716412000604

Huang, F. (2014). Further understanding factors associated with grade retention: Birthday effects and socioemotional skills. Journal of Applied Developmental Psychology, 35, 79-93. doi: 10.1016/j.appdev.2013.12.004

Huang, F. (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. doi: 10.1177/0734282914525026

Huang, F., Tortorelli, L., & Invernizzi, M. (2014). An investigation of factors associated with letter-sound knowledge at kindergarten entry. Early Childhood Research Quarterly, 29, 182-192. doi: 10.1016/j.ecresq.2014.02.001

Huang, F., Moon, T., & Boren, R. (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.

Rubies-Davies, C., Weinstein, R., Huang, F., Gregory, A., Cowan, P., & Cowan, C. (2014). Successive teacher expectation effects across the early school years. Journal of Applied Developmental Psychology, 35, 181-191. doi: 10.1016/j.appdev.2014.03.006

Konold, T., Cornell, D., Huang, F., Meyer, P., Lacey, A., Nekvasil, E., Heilbrun, A., & Shukla, K. (2014). Multi-level multi-informant structure of the Authoritative School Climate Survey. School Psychology Quarterly, 35, 181-191.

Ford, K. Invernizzi, M., & Huang, F. (2014). Predicting first grade reading achievement for Spanish-speaking kindergartners: Is early literacy screening in English valid? Literacy Research and Instruction, 53, 269-286. doi: 10.1080/19388071.2014.931494

2013 and earlier

Gregory, A., & Huang, F. (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, 52, 41-55. doi:10.1007/s10464-013-9575-5

Huang, F., & Konold, T. (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. doi: 10.1177/0265532213496773

Huang, F., & Moon, T. (2013). What are the odds of that? A primer on understanding logistic regression. Gifted Child Quarterly, 57, 197-204. doi: 10.1177/0016986213490022.

Cornell, D., Gregory, A., Huang, F., & Fan, X. (2013). Perceived prevalence of bullying and teasing predicts high school dropout rates. Journal of Educational Psychology, 15, 138-149.  doi: 10.1037/a0030416

Huang, F., & Invernizzi, M. (2013). Birthday effects and preschool attendance. Early Childhood Research Quarterly, 28, 11-23. doi:

Huang, F., & Invernizzi, M. (2012). The association of age and early literacy outcomes. Journal of Educational Research, 105, 431-441. doi:10.1080/00220671.2012.658456

Huang, F., & Cornell, D. (2012). Pick your Poisson: Regression models for count data in school violence research. Journal of School Violence, 11, 187-206. doi: 10.1080/15388220.2012.682010

Cornell, D., Klein, J., Konold, T., & Huang, F. (2012). Effects of validity screening items on adolescent survey data. Psychological Assessment, 24, 21-35. doi: 10.1037/a002482

Huang, F., Invernizzi, M., & Drake, A. (2012). The differential effects of preschool: Evidence from Virginia. Early Childhood Research Quarterly, 27, 33-45. doi:10.1016/j.ecresq.2011.03.00

Huang, F. (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. doi:10.1016/j.ijedudev.2009.10.00

Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T., & Huang, F. (2010). High school practices associated with lower student bullying and victimization. Journal of Educational Psychology, 102, 483-496. doi:10.1037/a0018562

Huang, F., & Moon, T. (2009). Is experience the best teacher? A multilevel analysis of teacher characteristics and second grade student reading achievement in low performing schools. Educational Assessment, Evaluation, and Accountability, 21, 209-234. doi:10.1007/s11092-009-9074-2

Huang, F. (2008). Corruption and educational outcomes: Two steps forward, one step back. International Journal of Education Policy and Leadership, 3(9).  Retrieved from


Wang, X., Henning, A., Cui, W., Huang, F., Armstrong, S., Kang, K., Boyer, J., & Robers, S. (2011). NCES handbook of survey methods (NCES 2011-609). S. Burns, X. Wang, & A. Henning (Eds.). Washington, D.C.: U.S. Department of Education, National Center for Education Statistics. Retrieved from


Miller, D., Huang, F., Lasseter, A., Meinck, S., Park, B., Ikoma, S., & Zhang, Y. (2016, April). Hierarchical linear modeling with large-scale international datasets. Professional development course presented at the annual meeting of the American Educational Research Association, Washington, DC.

Huang, F. (2016, April). Can Prior Misconduct and Attitudes Explain Disproportionalities in Out-of-school Suspensions. Paper presented at the annual meeting of the American Education Research Association. Washington, DC.

Huang, F., & Cornell, D. (2016, April). Investigating Question Order Effects on the Prevalence of Bullying Victimization of Middle School Students. Paper presented at the annual meeting of the American Education Research Association. Washington, DC.

Huang, F., & Bergin, C., Tsai, C., & Chapman, S. (2016, April). Multilevel Factor Structure of a Middle-school Teacher Effectiveness Survey. Paper presented at the annual meeting of the American Education Research Association. Washington, DC.

Bergin, C., Chapman, S., & Tsai, C., & Huang, F. (2016, April). Training Principals to Reliably Score Classroom Observations for Teacher Evaluation: An Exploration. Paper presented at the annual meeting of the American Education Research Association. Washington, DC.

"The best thing about being a statistician is that you get to play in everyone's backyard."

- J. Tukey


Missouri Prevention Center

The Missouri Prevention Center brings community members and researchers together to help schools and families apply techniques that promote social and academic success. Through community outreach, the center’s staff provides parent training and teacher consultation services.

Youth Violence Project

Our team of faculty and graduate students conducts research on effective methods and policies for youth violence prevention and school safety.


Evaluation of a Principal Training Program to Promote Safe and Civil Schools


2017 - 2020
$ 4.1 M

School Climate and Safety

The project will study the effectiveness of a school principal training program, the Safe and Civil Schools Leadership program, to improve school safety. MU researchers will implement the program in 60 middle and high schools in Washington state and then will determine if the program helped improve school safety.

This project was supported by Grant #2016-CK-BX-0004 awarded by the National Institute of Justice.

Read More

Student Threat Assessment as a Safe and Supportive Prevention Strategy


$ 2.5 M

Threat Assessment

In 2001, researchers at the University of Virginia developed a threat assessment model that uses multidisciplinary school-based teams to investigate and resolve threatening situations, replacing a zero-tolerance approach. This project, conducted in partnership with the Virginia Department of Criminal Justice Services and the Virginia Department of Education — will examine whether the model is a safe and effective strategy for reducing suspensions, including their disproportionate impact on minority students.

This project was supported by Grant #2014-CK-BX-0004 awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice.

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  • National Association for the Advancement of Colored People (NAACP): Statistical consultant (related to disproportional disciplinary practices): 2015, 2016, 2017
  • U.S. Department of Justice: Statistical consultant (related to disproportional disciplinary practices): 2014/2015
  • Editorial Board:
  • Reviewer:
    • School Psychology Quarterly (2013, 2014, 2015, 2016, 2017),
    • Children and Youth Services Review (2017),
    • Sage Open (2017),
    • AERA Open (2017),
    • Assessment (2016),
    • Early Childhood Research Quarterly (2016),
    • Gifted Child Quarterly (2010, 2011, 2012, 2015, 2016, 2017),
    • American Educational Research Association (2011, 2014, 2015, 2016),
    • American Educational Research Journal (2012, 2015),
    • Sociology of Education (2015),
    • Literacy Research Association (2015),
    • School Psychology Review (2014, 2015, 2016, 2017),
    • Journal of Research in Reading (2014),
    • Educational Researcher (2012),
    • Journal of Experimental Education (2010, 2012),
    • Education Policy Analysis Archives (2011, 2017),
    • Sociology of Education (2015),
    • Applied Psycholinguistics (2015, 2016)
    • The Asia-Pacific Education Researcher (2012, 2013),
    • Journal of Direct Instruction (2011)
  • Others
    • Ernst & Young, Knowledge Management and Business Risk Services.
    • Arthur Andersen, Head, Strategy Consulting.
    • Andersen Consulting, Change Management Services.
    • Asian Institute of Management.
    • Xavier School.

Contact Information

16 Hill Hall, Columbia, MO 65211
(573) 882 8689
(434) 260 1042

Updated 2017.07.01

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