Publications

• 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://www.muse.jhu.edu/article/884293
• 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. (In press, 2023). The anatomy of room change: Architecture, academic performance, and differences in race and socioeconomic status. The Journal of College and University Student Housing.
• 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). Teacher 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

• Musci, R. J., Kush, J. M., Pas, E. T., & Bradshaw, C. P. (Under review, 2022). The use of mixture modeling with nested data: Considerations and recommendations for class enumeration.
• 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. (Under review, 2022). Psychosis symptom trajectories across childhood and adolescence in three longitudinal studies: An integrative data analysis with mixture modeling.

Manuscripts in progress

• Goulter, N., Susukida, R., Aminesmaeili, M., Kush, J. M., Godwin, J., Masyn, K. E., McMahon, R. J., Eddy, J. M., Ialongo, N. S., Tolan, P. H., Conduct Problems Prevention Research Group, Wilcox, H. C., & Musci, R. J. (In progress, 2022). Profiles of impulsivity across six harmonized longitudinal childhood preventive interventions.
• 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, 2022). The effects of early prevention on suicidal behaviors: Integrative data analysis from randomized school-based prevention trials with longitudinal outcome data.

Preprints

• 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