Kristi Hagans

Kristi Hagans, Ph.D., NCSP, is a Professor in the Department of Advanced Studies in Education and Counseling at California State University, Long Beach (CSULB), within the College of Education. She is a core faculty member in the School Psychology program, where she teaches courses such as Introduction to School Psychology, Academic Assessment and Intervention, and supervises practica and internships.

Education:

• Ph.D. in School Psychology, University of Oregon, 2000
• M.A. in Clinical Psychology, Pepperdine University, 1994
• B.A. in Psychology, Pepperdine University, 1992

Dr. Hagans' research centers on Multi-tiered Systems of Support (MTSS), behavioral and instructional consultation, and the use of general outcome measures to improve instruction and student achievement, particularly for culturally and linguistically diverse (CLD) students with disabilities. Her work emphasizes evidence-based practices, equity in education, and reducing overrepresentation of minority students in special education. She actively collaborates with schools and policymakers to implement effective interventions.

Her recent publications and federally funded grants reflect a strong trend toward interdisciplinary training, academic and behavioral Tier 3 supports, and culturally responsive interventions. These efforts are supported by longitudinal studies, mixed-methods research, and program evaluations focused on fidelity, efficacy, and scalability of school-based models.

Scientific Awards and Recognition:

• Nationally Certified School Psychologist (NCSP)
• California Pupil Personnel Services Credential in School Psychology

Dr. Hagans has been a co-principal investigator on multiple Office of Special Education and Rehabilitative Services (OSERS) grants totaling over $6 million, supporting the training of school psychologists and dual-credentialed teachers in intensive interventions. These grants have enabled the development of sustainable models for addressing disparities in special education. She has advised on numerous projects but no formal student advisees are listed. Her work extends to international contexts, including collaborations to develop school psychology in Vietnam.

Dr. Hagans is actively involved in professional service, presenting regularly at the National Association of School Psychologists (NASP) and American Education Research Association (AERA). She has led workshops and symposia on RTI, MTSS, and effective practices for new school psychologists. Her research is conducted in collaboration with urban school districts and focuses on real-world implementation and impact.