Grants and Contracts Details
Description
Abstract
Social justice, equity, diversity, and inclusion are essential for the practice of school psychology, as
evidenced by their inclusion as a strategic goal of the National Association of School Psychologists
(NASP, 2021), as a domain of the NASP practice model (NASP, 2020a), and as a guiding principle
(I.3) of the NASP Principles for Professional Ethics (2020b). This work includes cultivating
welcoming and equitable school climates in which discriminatory practices are corrected and
ensuring that equal access and opportunities are provided to all students. In addition, school
psychologists are called upon to conduct responsible, valid, and fair assessments (Standard II.3.8;
NASP, 2020b). This study addresses NASP’s strategic goal and professional standards through
intentional inclusion of youth who identify as sexually and/or gender diverse (SGD) in both the
assessment validation process and in the study of academic competence. The purpose of this
study is two-fold: (1) validate the second edition of the Academic Competence Evaluation Scales
(ACES-2) with a sample of SGD adolescents and (2) examine the role of academic enablers as
potential mediators for promoting SGD youth academic outcomes. The ACES-2 is a rating scale to
assess the academic competence (i.e., academic skills and academic enablers) of K–12 students,
and it is undergoing restandardization in Spring 2024 (IES Grant #R305A200134).
Status | Active |
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Effective start/end date | 7/1/24 → 4/30/26 |
Funding
- National Association of School Psychologists: $9,855.00
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