Kristin Powers

Kristin Powers is a Professor in the Department of Advanced Studies in Education and Counseling at the College of Education, California State University, Long Beach (CSULB). She serves as Director of the Community Clinic for Counseling and Educational Services, providing clinical training to graduate students. Her work is deeply rooted in improving educational outcomes for marginalized students through evidence-based and culturally responsive practices.

• Ph.D., University of Minnesota, Twin Cities (1998)

Her research interests center on multi-tiered system of supports (MTSS), disproportionality in special education, consultation models, school psychology training, and gender equity in transition planning. She has developed and evaluated interventions aimed at reducing disparities and enhancing equity in special education services.

The 15 most recent publications reflect a consistent focus on culturally responsive transition planning, consultation efficacy, dropout prevention, and the role of school psychologists in MTSS. Her work spans theoretical frameworks, policy analysis, and applied intervention research, often employing mixed-methods designs. A recurring theme is the integration of equity and inclusion into educational systems, particularly for culturally and linguistically diverse students and those with disabilities.

Scientific Awards and Recognition:

• CSULB Distinguished Faculty Scholarly and Creative Achievement Award (2018)
• Outstanding Professor Award, College of Education (2011)
• Outstanding Faculty, Disabled Student Services (2014)
• Named Most Productive Author in School Psychology (non-doctoral programs, 2016)
• Grants Mentorship Program Awardee (2017)

Dr. Powers has secured over $8 million in external grant funding from the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS) and other agencies. She is currently Co-PI on multiple active grants, including the InSPIR Mental Health Services Grant ($3.9M) and the CRISP project on self-determination. She mentors junior faculty and students in grant writing and research. Her leadership includes editorial board roles, federal peer review panels, and international collaborations, such as the Consortium to Advance School Psychology Training in Vietnam (CASP-V).

She is also the co-author of the influential textbook Collaborative Consultation in the Schools (5th edition), widely used in training programs. She directs clinical training through the Community Clinic and contributes to national discourse on school psychology reform and implementation fidelity.