Erin Kang

EK
Erin Kang
Assistant Professor of Psychology, Psychology Department, College of Humanities and Social Sciences,
Montclair State University

Erin Kang is an assistant professor with the Psychology Department in the  College of Humanities and Social Sciences at Montclair State University. Her research focuses on integrating science and practice by understanding processes that shape clinical presentations in autism spectrum disorder (ASD), investigating neural mechanisms of clinical phenotypes and plasticity in ASD, and applying these insights to evidence-based interventions. Her work incorporates contemporary analytic methodologies, including advanced quantitative methods and neuroscience. She has received several awards, including the INSAR Slifka/Ritvo Innovation in Autism Research Award, SRCD Small Grants Program for Early Career Investigators, Brain & Behavior Research Foundation Young Investigator Grant, and the Department of Defense CDMRP Autism Research Program Career Development Award. She was recognized in Spectrum's "40 Under 40" list of young researchers advancing autism science globally. She leads the Autism and Neurodevelopment Lab at Montclair State University, focusing on improving social functioning and well-being in autistic and non-autistic individuals. Kang earned a BA in psychology and molecular and cell biology from the University of California, Berkeley, an MA in clinical psychology from Stony Brook University, and a PhD in clinical psychology with an advanced graduate certificate in quantitative methods from Stony Brook University.

updated 2025

Publications by Erin Kang
How to Judge No Child Left Behind?
This report analyzes the effects of No Child Left Behind (NCLB) on student performance using three barometers: the National Assessment of Educational Progress (NAEP), state data, and fourth-grade test scores. The authors find that earlier test score…
The Reliability of How States Track Achievement
This paper analyzes the impact of the No Child Left Behind Act on the state's funding system and notes that it exacerbated inequities by penalizing schools that did not meet annual progress targets without providing sufficient resources to help them…