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Paul L. Morgan

D-Index & Metrics

Psychology

D-Index
41
Citations
10609
World Ranking
7751
National Ranking
4160

Paul L. Morgan publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Paul L. Morgan sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 85 publications — 11th percentile

11% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Paul L. Morgan D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Paul L. Morgan sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 41 D-Index — 33rd percentile

33% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Research.com Recognitions

  • 2021 - Fellow of the American Educational Research Association

Overview

Paul L. Morgan is affiliated with the University at Albany, State University of New York in the United States. Their research focuses primarily on social sciences and psychology, with particular specialization in education and clinical psychology. Among the subfields of their work are developmental and educational psychology, statistics and probability, and safety research.

Their research interests encompass a diverse range of topics, notably early childhood education and development, reading and literacy development, and education discipline and inequality. Other main topics in their work include cognitive and developmental aspects of mathematical skills, parental involvement in education, child and adolescent psychosocial and emotional development, and child development in relation to digital technology.

Paul L. Morgan has contributed to several research papers, including:

  • "Reciprocal effects of reading and mathematics? Beyond the cross-lagged panel model." (2020, Developmental Psychology)
  • "District-Level Achievement Gaps Explain Black and Hispanic Overrepresentation in Special Education" (2020, Exceptional Children)
  • "Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities" (2022, Journal of Learning Disabilities)
  • "Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School" (2022, Gifted Child Quarterly)
  • "Fixed effect estimates of student-teacher racial or ethnic matching in U.S. elementary schools" (2022, Early Childhood Research Quarterly)

Frequent co-authors include:

  • Adrienne D. Woods
  • George Farkas
  • Marianne M. Hillemeier
  • Yoonkyung Oh
  • Eric Hengyu Hu

The main publication venues for their work are:

  • Journal of Learning Disabilities
  • Exceptional Children
  • School Mental Health
  • Developmental Psychology
  • Gifted Child Quarterly

Among their accolades, Paul L. Morgan was named a Fellow of the American Educational Research Association in 2021.

Best Publications

  • Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct.

    Douglas Fuchs;Devery Mock;Paul L. Morgan;Caresa L. Young

  • Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation?:

    Paul L. Morgan;Douglas Fuchs

  • Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Richard Mattison

  • Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Steve Maczuga

  • Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders

    Kevin S. Sutherland;Teri Lewis-Palmer;Janine Stichter;Paul L. Morgan

  • Five-Year Growth Trajectories of Kindergarten Children With Learning Difficulties in Mathematics:

    Paul L. Morgan;George Farkas;Qiong Wu

  • Risk Factors for Learning-Related Behavior Problems at 24 Months of Age: Population-Based Estimates.

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Steven Maczuga

  • Racial and Ethnic Disparities in ADHD Diagnosis From Kindergarten to Eighth Grade

    Paul L. Morgan;Jeremy Staff;Marianne M. Hillemeier;George Farkas

  • 24‐Month‐Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Carol Scheffner Hammer

  • Who is Placed into Special Education

    Jacob Hibel;George Farkas;Paul L. Morgan

  • Are Reading and Behavior Problems Risk Factors for Each Other

    Paul L. Morgan;George Farkas;Paula A. Tufis;Rayne A. Sperling

  • Does Early Reading Failure Decrease Children's Reading Motivation?

    Paul L. Morgan;Douglas Fuchs;Donald L. Compton;David S. Cordray

  • A Propensity Score Matching Analysis of the Effects of Special Education Services

    Paul L. Morgan;Michelle L. Frisco;George Farkas;Jacob Hibel

  • Kindergarten Children’s Growth Trajectories in Reading and Mathematics Who Falls Increasingly Behind?

    Paul L. Morgan;George Farkas;Qiong Wu

  • Predicting LD on the basis of motivation, metacognition, and psychopathology: an ROC analysis.

    Georgios D. Sideridis;Paul L. Morgan;George Botsas;Susana Padeliadu

  • Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis:

    Paul L. Morgan;George Farkas;Michael Cook;Natasha M. Strassfeld

  • Contrasting the Effectiveness of Fluency Interventions for Students with or At Risk for Learning Disabilities: A Multilevel Random Coefficient Modeling Meta‐Analysis

    Paul L. Morgan;Georgios D. Sideridis

  • Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Steve Maczuga

  • Dialogic Reading's Potential to Improve Children's Emergent Literacy Skills and Behavior

    Paul L. Morgan;Catherine R. Meier

  • Executive function deficits in kindergarten predict repeated academic difficulties across elementary school

    Paul L. Morgan;George Farkas;Yangyang Wang;Marianne M. Hillemeier

  • Matthew Effects for Whom

    Paul L. Morgan;George Farkas;Jacob Hibel

Frequent Co-Authors

George Farkas
George Farkas University of California, Irvine
Marianne M. Hillemeier
Marianne M. Hillemeier Pennsylvania State University
Douglas Fuchs
Douglas Fuchs Vanderbilt University
Georgios D. Sideridis
Georgios D. Sideridis Boston Children's Hospital
Carol Scheffner Hammer
Carol Scheffner Hammer Columbia University
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University
George J. DuPaul
George J. DuPaul Lehigh University
Jeremy Staff
Jeremy Staff Pennsylvania State University
Kevin S. Sutherland
Kevin S. Sutherland Virginia Commonwealth University
Donald L. Compton
Donald L. Compton Florida State University

External Links

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Related Online Degrees & Career Pathways

Exploring a degree in Psychology opens doors to a range of in-demand careers, especially in school counseling. To practice as a counselor, most states require a master’s degree in school counseling or a closely related field, often paired with relevant licensure and supervised clinical hours.

Requirements differ by location. For example, if you are interested in becoming a school counselor in Rhode Island, you’ll need to complete a state-approved educator preparation program and pass the Praxis exam. The requirements to be a school counselor in South Carolina include holding a master's degree and acquiring specific educational coursework. Meanwhile, the requirements to be a school counselor in South Dakota emphasize internship experience and certification exams.

Online programs have become popular for career changers and busy professionals. If you are looking into the requirements to be a school counselor in Tennessee, for example, many universities offer flexible, accredited online master's degrees tailored to state licensure criteria. These programs allow students to build practical skills while balancing other commitments.

Best Scientists Citing Paul L. Morgan

Douglas Fuchs

Douglas Fuchs

Vanderbilt University

Publications: 25

Sharon Vaughn

Sharon Vaughn

The University of Texas at Austin

Publications: 24

Scott K. Baker

Scott K. Baker

Southern Methodist University

Publications: 24

Lynn S. Fuchs

Lynn S. Fuchs

Vanderbilt University

Publications: 22

Matthew K. Burns

Matthew K. Burns

University of Missouri

Publications: 21

Keith Smolkowski

Keith Smolkowski

Oregon Research Institute

Publications: 19

Laura M. Justice

Laura M. Justice

The Ohio State University

Publications: 18

Stephanie Al Otaiba

Stephanie Al Otaiba

Southern Methodist University

Publications: 17

Donald L. Compton

Donald L. Compton

Florida State University

Publications: 16

Georgios D. Sideridis

Georgios D. Sideridis

Boston Children's Hospital

Publications: 14

Jeanne Wanzek

Jeanne Wanzek

Vanderbilt University

Publications: 14

Marja-Kristiina Lerkkanen

Marja-Kristiina Lerkkanen

University of Jyväskylä

Publications: 13

Jari-Erik Nurmi

Jari-Erik Nurmi

University of Jyväskylä

Publications: 13

Christopher Schatschneider

Christopher Schatschneider

Florida State University

Publications: 12

Carol McDonald Connor

Carol McDonald Connor

University of California, Irvine

Publications: 10

Kevin S. Sutherland

Kevin S. Sutherland

Virginia Commonwealth University

Publications: 10

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