Jiyung Hwang, Ph.D.
Dr. Jiyung Hwang is an Assistant Professor of Special Education at the University of Toledo. Her research focuses on data-based individualization (DBI), evidence-based practices in literacy and mathematics for students with disabilities, and teacher professional learning to promote equitable and culturally responsive practices.
Education
Ph.D., University of Missouri, 2022
Research Interest
- Evidence-based intervention and assessment in reading and mathematics for students with or at risk for learning disabilities
- Integrated academic and behavioral intervention with multitiered system of support
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Culturally and linguistically responsive mathematics instruction to support students with learning difficulties and English learners.
Selected Publications
Hwang, J., Singell, E. L., & Lembke, E. S. (2025). Estimating Students’ Growth With Algebra Readiness Progress Monitoring Measures for Students With Math Learning Difficulties Within a Data-Based Individualization Professional Development Setting. Assessment for Effective Intervention, 51(1), 1–11. https://doi.org/10.1177/15345084251385491
Hwang, J., Hwang, J., Han, M., & Jessica, R. (2024). The Bidirectional Relationship between Behavioral Problems and Math Achievement for Students with Math Difficulties and/or Behavioral Needs: A Longitudinal Cross-Lagged Analysis. The Elementary School Journal, 125(1), 152-176. https://doi.org/10.1086/731240
Nelson, G., Codding, R., Kiss, A., Shin, J., Hwang, J. (2024). A Meta-Analysis of the Relations between Curriculum-based Measures in Mathematics and Criterion Measures. School Psychology Review, 1-16. https://doi.org/10.1080/2372966X.2023.2224055
Nelson, G., Kiss, A. J., Codding, R. S., McKevett, N. M., Schmitt, J. F., Park, S., ... & Hwang, J. (2023). Review of curriculum-based measurement in mathematics: An update and extension of the literature. Journal of School Psychology, 97, 1-42. https://doi.org/10.1016/j.jsp.2022.12.001
Hwang, J. An International Comparison Study on Academic Achievement Goals and Motivation of Middle school Students by Academic Achievement Level between the United States and South Korea Using Cognitive Diagnosis Model. (2023). Korean Journal of Learning Disabilities, 20(2), 75-99.
Books and Chapters
Lembke, E. S., Rodrigues, J., Hirt, S., Hwang, J., & Thomas, E. R. (2022). Mathematics Assessments for Students Experiencing Mathematics Difficulty. Routledge EBooks, 138–149. https://doi.org/10.4324/9781003156888-12
Grants
Funded:
Project READ-DBI (Responsive & Equitable Advancement in Literacy through Data-Based Individualization) Sponsor: Deans Compact. September 3, 2025 – June 30, 2027. Role: PI. $60,000
Development of Individualized Diagnosis and Intervention Model and Sustainable System for At-Risk Learner. Sponsor: Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF- 2020S1A3A2A02103411). September 1, 2023 — August 31, 2027. Role: Co-PI (Dongil Kim, PI). $ 678,438
Submitted (under review):
Decisions that Move the Needle: Multilevel Effects of Teacher Data-Based Decision Making on Equitable K–5 Mathematics Trajectories. AERA–NSF Grants Program. Role: PI. $ 25,000
THInC Learning Enhancement Achievement Program (LEAP). Sponsor: Greater Toledo Community Foundation: Toledo Neighborhoods Foundation. April 14, 2026 – June 30, 2026. Role: Co-PI (Toland, M. D., PI). $24,916
Beyond Perception: Uncovering Equity and Contextual Influences in Teachers’ Judgments of Students with Disabilities. University of Toledo Interdisciplinary Research Initiation Award Program. Role: PI.
