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.
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.
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
Jia, Y., Konold, T., Cornell, D., & Huang, F. (2018). The impact of validity screening on associations between self-reports of bullying victimization and student outcomes.Educational and Psychological Measurement, 78, 80-102. doi: 10.1177/0013164416671767
Huang, F. (2018). Multilevel modeling and ordinary least squares regression: How comparable are they? Journal of Experimental Education, 86, 265-281. doi: 10.1080/00220973.2016.1277339
Huang, F., Eklund, K., & Cornell, D. (2017). Authoritative school climate, number of parents at home, and academic achievement. School Psychology Quarterly, 32, 480-496. doi: http://dx.doi.org/10.1037/spq0000182
Taylor, C. N., Kilgus, S. P., & Huang, F. (2017). Treatment utility of universal screening for behavioral risk: A manipulated assessment study. Journal of Applied School Psychology . doi: https://doi.org/10.1080/15377903.2017.1394949
Huang, F., Eddy, C., & Camp, E.(2017). The role of the perceptions of school climate and teacher victimization by students. Journal of Interpersonal Violence . doi: https://doi.org/10.1177/0886260517721898
Datta, P., Cornell, D., & Huang, F. (2017). The toxicity of bullying by teachers and other school staff. School Psychology Review, 46 , 335-348. doi: https://doi.org/10.17105/SPR-2017-0001.V46-4.
Cornell, D., Maeng, J., Huang, F., Shukla, K., & Konold, T. (Accepted). Racial/ethnic parity in disciplinary consequences using student threat assessment. School Psychology Quarterly .
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. https://doi.org/10.1016/j.jsp.2017.04.003
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. https://doi.org/10.1016/j.childyouth.2017.01.002.
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., & 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: https://doi.org/10.1007/s10964-016-0576-1
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: http://doi.org/10.1002/pits.21944
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: http://dx.doi.org/10.1037/pas0000149
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. http://doi.org/10.1037/tam000003_1
Cornell, D., & Huang, F. (2015). School counselor use of peer nominations to identify victims of bullying. Professional School Counseling, 18, 191-205. doi: http://dx.doi.org/10.5330/2156-759X-18.1.191. 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 http://pareonline.net/getvn.asp?v=19&n=13
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
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: dx.doi.org/10.1016/j.ecresq.2012.03.002
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 http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/142
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 http://nces.ed.gov/pubs2011/2011609.pdf
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.
- J. Tukey