Paul Morgan

This project will use social ecological theory to investigate modifiable factors in family, classroom, school, and neighborhood contexts that are associated with or predictive of bullying victimization in 3rd-5th grade, the extent to which these social contextual factors function as mediators or moderators of other explanatory factors (e.g., family sociodemographic level, children's K-2nd grade academic or behavioral functioning), and whether and to what extent bullying victimization is rela...

This Exploration grant will analyze secondary data from three nationally representative databases to examine significant disproportionality in special education, including to what extent disproportionality may be resulting from systemic bias in disability identification. A lack of scientific consensus has emerged regarding racial and ethnic disparities in disability identification. Until recently, over-representation was widely believed to result from U.S. schools inappropriately over-identi...

The purpose of this project is to analyze secondary data from two extant longitudinal studies to examine the mechanisms of the development of comorbidity between externalizing and internalizing disorders across the school-age period (5-6 to 12-13 years of age). Although externalizing and internalizing disorders are distinct forms of behavioral maladjustment, rates of comorbidity are substantial, especially among high-risk populations. It remains unclear, however, for whom, how, and why exter...

The intended purpose of this project was to analyze nationally representative and longitudinal data to identify factors associated with or predictive of elementary and middle school students experiencing difficulties in learning science. Some groups of elementary and middle school students are far more likely to experience low science achievement, although the factors leading to this greater risk are poorly understood. Students with disabilities, low-income students, and English language lea...