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Articles by Angus Kittelman
Factors Predicting Sustained Implementation of Tier 2 and Tier 3 Positive Behavioral Interventions and Supports
Ayuda Buscar en la ayuda Buscar en la ayuda Factors Predicting Sustained Implementation of Tier 2 and Tier 3 Positive Behavioral Interventions and Supports Autores: Angus Kittelman, Kent McIntosh, Sterett H. Mercer, Rhonda N. T. Nese, SoLing So, Heather Peshak George Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 91, Nº. 2, 2025, págs.
We analyzed over 3.5 million written teacher comments about students and found racial bias Original
The Research Brief is a short take on interesting academic work. Written teacher comments about students can show implicit racial or ethnic and gender biases in school discipline, according to our recent study. To identify these biases, we analyzed more than 3.5 million teacher comments about students from thousands of schools in the U.S. These comments were written in student office discipline referrals.
Q&A: Here’s what happens when a school is located near a cannabis dispensary
This article was originally published in The Conversation. As more states legalize marijuana, researchers are examining the effects of legalization on society. Angus Kittelman, an assistant professor of special education at the University of Missouri-Columbia, and Gulcan Cil, a senior statistician at Oregon Health & Science University, decided to look at the effects of cannabis dispensaries being located near schools.
Here’s what happens when a school is located near a cannabis dispensary
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Here’s what happens when a school is located near a cannabis dispensary Original
As more states legalize marijuana, researchers are examining the effects of legalization on society. Angus Kittelman, an assistant professor of special education at the University of Missouri-Columbia, and Gulcan Cil, a senior statistician at Oregon Health & Science University, decided to look at the effects of cannabis dispensaries being located near schools. They discuss their research in the following Q&A with education editor Jamaal Abdul-Alim.
We analyzed over 3.5 million written teacher comments about students and found racial bias
aldomurillo/E+ via Getty Images The Research Brief is a short take on interesting academic work. Written teacher comments about students can show implicit racial or ethnic and gender biases in school discipline, according to our recent study. To identify these biases, we analyzed more than 3.5 million teacher comments about students from thousands of schools in the U.S. These comments were written in student office discipline referrals.
We analyzed over 3.5 million written teacher comments about students and found racial bias
By Angus Kittelman, University of Missouri-Columbia; David Markowitz, Michigan State University; Kent McIntosh, University of Oregon, and Maria Reina Santiago-Rosario, University of Oregon, 1 hour ago Teachers had more negative comments about Black boys than they did about other groups. aldomurillo/E+ via Getty Images The Research Brief is a short take on interesting academic work.
We analyzed over 3.5 million written teacher comments about students and found racial bias
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Legalization and retail availability of recreational marijuana and adolescent use in schools
CONFLICT OF INTEREST STATEMENT The authors declare no conflicts of interest. Supporting Information Filename Description hec4763-sup-0001-suppl-data.docx62.3 KB Supplementary Material REFERENCES , , , & (2022). Substance possession and school discipline: How substance type and student race/ethnicity affect decisions to suspend. Working paper. , , , , , , , & (2020). Using the PBIS framework to address the opioid crisis in schools. Center on PBIS, University of Oregon.
Taking Note of Our Biases: How Language Patterns Reveal Bias Underlying the Use of Office Discipline Referrals in Exclusionary Discipline
Discussion We present one of the first large-scale, natural language processing evaluations to reveal that students of color are attended to differently than White students. Black students were attended to in more negative terms than White students, teachers focused more on the actions of Black students compared to White students, and teachers used more impersonal pronouns when attending to Asian students compared to White students as well.
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