Publications

Peer-reviewed journal articles

Herr, R. K., Mabrey, P. E., & Kush, J. M. (2025). From alert to action: Evaluating the impact of suspension alerts on first-year student success. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/15210251251358170
Hollins, B., Piker, E. G., McCaslin, D. L., Kush, J. M., Mathiassen, J., & Huijnen, J. (2025). Chronic dizziness and positional symptoms: An exploration of symptom clusters and participant-reported experiences. American Journal of Audiology, 34(1), 160-170. https://doi.org/10.1044/2024_AJA-24-00162
Musci, R. J., Kush, J. M., Pas, E. T., & Bradshaw, C. P. (2024). Class enumeration in mixture modeling with nested data: A brief report. The Journal of Experimental Education. https://doi.org/10.1080/00220973.2024.2386983
Goulter, N., Amin-Esmaeili, M., Susukida, R., Kush, J. M., Godwin, J., Masyn, K., McMahon, R. J., Eddy, J. M., Ialongo, N. S., Tolan, P. H., Wilcox, H. C., Musci, R. J., & Conduct Problems Prevention Research Group. (2024). Impulsivity profiles across five harmonized longitudinal childhood preventive interventions and associations with adult outcomes. Development and Psychopathology, 37(2), 990-1003. https://doi.org/10.1017/S0954579424000828
Musci, R. J., Kush, J. M., Masyn, K. E., Amin-Esmaeili, M., Susukida, R., Goulter, N., McMahon, R., Eddy, J. M., Goodwin, J. W., Conduct Problems Prevention Research Group, & Wilcox, H. C. (2023). Psychosis symptom trajectories across childhood and adolescence in three longitudinal studies: An integrative data analysis with mixture modeling. Prevention Science, 24(8), 1636-1647. https://doi.org/10.1007/s11121-023-01581-7
Henderson, L. J., Bottiani, J. H., Kush, J. M., & Bradshaw, C. P. (2023). The discipline gap in context: The role of school racial and ethnic diversity and within school positionality on out-of-school suspensions. Journal of School Psychology, 98, 61-77. https://doi.org/10.1016/j.jsp.2023.02.006
Brown, J. T., Volk, F., & Kush, J. M. (2023). Racial and economic stratification on campus: The relationship between luxury residence halls, race, and academic outcomes. Journal of College Student Development, 64(1), 108-113. https://doi.org/10.1353/csd.2023.0006
Bradshaw, C. P., Kush, J. M., Braun, S. S., & Barton, E. A. (2023). The perceived effects of the onset of the COVID-19 pandemic: A focus on educators’ perceptions of the negative effects on educator stress and student wellbeing. School Psychology Review. https://doi.org/10.1080/2372966X.2022.2158367
Volk, F., Kush, J. M., & Brown, J. T. (2023). The anatomy of room change: Architecture, academic performance, and differences in race and socioeconomic status. The Journal of College and University Student Housing, 49(2), 48-65. https://doi.org/10.71348/001c.143221
Bottiani, J. H., Kush, J. M., McDaniel, H. L., Pas, E. T., & Bradshaw, C. P. (2022). Are we moving the needle on racial disproportionality? Measurement challenges in evaluating school discipline reform. American Educational Research Journal, 60(2), 293-329. https://doi.org/10.3102/00028312221140026
Kush, J. M., Badillo-Goicoechea, E., Musci, R. J., & Stuart, E. A. (2022). Teachers' mental health during the COVID-19 pandemic. Educational Researcher, 51(9), 593-597. https://doi.org/10.3102/0013189X221134281
Kush, J. M., Pas, E. T., Musci, R. J., & Bradshaw, C. P. (2022). Covariate balance for observational effectiveness studies: A comparison of matching and weighting. Journal of Research on Educational Effectiveness, 16(2), 189-212. https://doi.org/10.1080/19345747.2022.2110545
Kush, J. M., Masyn, K. E., Amin-Esmaeili, M., Susukida, R., Wilcox, H. C., & Musci, R. J. (2022). Utilizing moderated nonlinear factor analysis models for integrative data analysis: A tutorial. Structural Equation Modeling: A Multidisciplinary Journal, 30(1), 149-164. https://doi.org/10.1080/10705511.2022.2070753
Brown, J. T., Kush, J. M., & Volk, F. A. (2022). Centering the marginalized: The impact of the pandemic on online student retention. Journal of Student Financial Aid, 51(1), 1-24. https://doi.org/10.55504/0884-9153.1777
Bradshaw, C. P., Debnam, K. J., Kush, J. M., & Lindstrom-Johnson, S. (2022). Planning for a crisis, but preparing for everyday: What predicts schools’ preparedness to respond to a school safety crisis? Frontiers in Communication: Organizational Psychology, 7(765336). https://doi.org/10.3389/fcomm.2022.765336
Bloomfield-Clagett, B., Greenstein, D. K., Kush, J. M., Musci, R. J., Zarate, C. A., & Ballard, E. (2022). Predictors of suicidal ideation trajectories in the Sequenced Treatment Alternatives to Relieve Depression (STAR*D) study. Journal of Psychiatric Research, 148(2022), 9-13. https://doi.org/10.1016/j.jpsychires.2022.01.027
Bradshaw, C. P., Pas, E. T., Musci, R. J., Kush, J. M., & Ryoo, J. H. (2021). Can policy promote adoption or outcomes of evidence-based prevention programming?: A case illustration of Positive Behavioral Interventions and Supports. Prevention Science, 22(7), 986-1000. https://doi.org/10.1007/s11121-021-01257-0
Kush, J. M., Konold, T. K., & Bradshaw, C. P. (2021). The sampling ratio in multilevel structural equation models: Considerations to inform study design. Educational and Psychological Measurement, 82(3), 409-443. https://doi.org/10.1177/00131644211020112
Kush, J. M., Konold, T. K., & Bradshaw, C. P. (2021). Statistical power for randomized controlled trials with clusters of varying size. The Journal of Experimental Education, 90(3), 673-692. https://doi.org/10.1080/00220973.2021.1873089
Larson, K. E., Pas, E. T., Bottiani, J. H., Kush, J. M., & Bradshaw, C. P. (2020). A multidimensional and multilevel examination of student engagement and secondary school teachers’ use of classroom management practices. Journal of Positive Behavior Interventions, 23(3), 149-162. https://doi.org/10.1177/1098300720929352
Bradshaw, C. P., & Kush, J. M. (2019). Teacher observation of classroom adaptation-checklist: Measuring children’s social, emotional, and behavioral functioning. Children & Schools, 42(1), 29-40. https://doi.org/10.1093/cs/cdz022
Larson, K. E., Bottiani, J. H., Pas, E. T., Kush, J. M., & Bradshaw, C. P. (2019). A multilevel analysis of racial discipline disproportionality: A focus on student perceptions of academic engagement and disciplinary environment. Journal of School Psychology, 77, 152-167. https://doi.org/10.1016/j.jsp.2019.09.003
Morin, H. K., Bradshaw, C. P., & Kush, J. M. (2018). Adjustment outcomes of victims of cyberbullying: The role of personal and contextual factors. Journal of School Psychology, 70, 74-88. https://doi.org/10.1016/j.jsp.2018.07.002

Manuscripts under review

Manuscripts in progress

Kitchen, C., Kush, J. M., Zirikly, A., Belouali, A., Kharrazi, H., Nestadt, P., & Wilcox, H. C. (In progress, 2025). A review of suicide-related risks through propensity score methods using the Maryland Suicide Data Warehouse.
McFadden, M. E., & Kush, J. M. (In progress, 2025). Exploring the causal effect of test-optional policies on enrollment rates for underrepresented minority students.
Wilcox, H. C., Kush, J. M., Susukida, R., Amin-Esmaeili, M., Masyn, K. E., Godwin, J. E., Goulter, N., McMahon, R. J., Eddy, J. M., Tolan, P. H., Ialongo, N., & Musci, R. J. (In progress, 2025). The effects of early prevention on suicidal behaviors: Integrative data analysis from randomized school-based prevention trials with longitudinal outcome data.
Wild, A. N., & Kush, J. M. (In progress, 2025). Real or fake: Is student learning related to grades? [preprint]

Whitepapers, preprints, and opinion articles

Wild, A. N., & Kush, J. M. (2024). Real or fake: Is student learning related to grades? [preprint]
Brown, J. T., & Kush, J. M. (2023). Equity, data and the in-person/online divide. Inside Higher Ed. https://www.insidehighered.com/opinion/views/2023/06/15/equity-data-and-persononline-divide-opinion
Kush, J. M., Badillo-Goicoechea, E., Musci, R. J., & Stuart, E. A. (2022). Teacher mental health during the COVID-19 pandemic: Informing policies to support teacher well-being and effective teaching practices. https://arxiv.org/abs/2109.01547