Huang, Min-Hsiung. (Forthcoming). School admission reform, academic performance, and equality in educational oppoturnity. Journal of Social Sciencces and Philosophy.

Huang, Min-Hsiung, & Shih-Keng Yen. (2023). Trends in Mathematics Performance among Taiwanese Secondary School Students in an International Context. Bulletin of Educational Research, 69(4): 121-147.

Huang, Min-Hsiung. (Forthcoming in November, 2022) Expansion of Higher Education. Encyclopedia of Taiwan Studies, Brill Academic Publishers, the Netherlands.

Huang, Min-Hsiung. (2021). Distribution of Student Cognitive and Non-Cognitive Abilities and Family Socioeconomic Status across Schools: Differences between Junior and Senior High Schools over Time and across Countries. EurAmerica, 51(2): 357-427.

Huang, Min-Hsiung. (2020). Compensatory Advantage and the Use of Out-of-school-time Tutorials: A Cross-national Study. Research in Social Stratification and Mobility, https://doi.org/10.1016/j.rssm.2020.100472.

Huang, Min-Hsiung. (2017). Excellence without equity in student mathematics performance: The case of Taiwan from an international perspective. Comparative Education Review, 61(2): 391-412.

Smith, Michael L., Shu-Ling Tsai, Petr Matějů, & Min-Hsiung Huang. (2016). Educational expansion and inequality in Taiwan and the Czech Republic. Comparative Education Review, 60(2): 339-374.

Huang, Min-Hsiung. (2015). The Rural-Nonrural Differences in Student Mathematics Performance. Bulletin of Educational Research, 61(4): 33-61.

Huang, Min-Hsiung. (2013, November 7). Math performance of Taiwanese students before the extension of compulsory education to high school graduation: An international, inter-grade, and intra-cohort analysis. Academia Sinica Newsletter, No.1442, World of Knowledge, p.3-5.

Huang, Min-Hsiung. (2013). After-school tutoring and the distribution of student performance. Comparative Education Review, 57(4): 689-710. 

Huang, Min-Hsiung. (2013). Occupational standing and occupational stratification by cognitive ability. In G. E. Birkelund (Ed.), Class and Stratification Analysis (Comparative Social Research, Vol. 30) (pp.101-127). Bingley, UK: Emerald Group Publishing Limited. http://www.emeraldinsight.com/books.htm?chapterid=17077179&show=abstract.

Huang, Min-Hsiung. (2010). What are the right policy responses to the presence and the expansion of shadow education?, on Mark Bray, Confronting the shadow education system: What government policies for what private tutoring. Taiwanese Journal of Sociology, 45: 249-260.

Huang, Min-Hsiung, & Taissa S. Hauser. (2010). Tracking persons from high school through adult Life: Lessons from the Wisconsin Longitudinal Study. EurAmerica, 40(2): 311-358.

Huang, Min-Hsiung. (2010, January 21). International comparisons of student achievement in mathematics. Academia Sinica Newsletter, No.1256, World of Knowledge, p. 5-6.

Huang, Min-Hsiung. (2009). Classroom homogeneity and the distribution of student math performance: A country-level fixed-effects analysis. Social Science Research, 38(4): 781 -791.http://dx.doi.org/10.1016/j.ssresearch.2009.05.001

Huang, Min-Hsiung.(2009). Beyond horse race comparisons of national performance averages: Math performance variation within and between classrooms in 38 countries. Educational Research and Evaluation, 15(4):327 - 342.

Huang, Min-Hsiung. (2009).  Do public exams raise student performance? A cross-national difference-in-differences analysis. Journal of Social Sciences and Philosophy, 21(1): 1-24.

Huang, Min-Hsiung. (2009). Race of the interviewer and the black-white test score gap. Social Science Research, 38(1): 29-38. http://dx.doi.org/10.1016/j.ssresearch.2008.07.004

Huang, Min-Hsiung.  (2008). Classroom homogeneity, family background, and math performance: A cross-national difference-in-differences analysis. Taiwanese Journal of Sociology, 40: 1-44.

Huang, Min-Hsiung. (2007). Variability of math performance within and between classrooms: An international and inter-grade study. Taiwanese Sociology, 14: 155-189.

Huang, Min-Hsiung. (2004). Classroom homogeneity and mathematics achievement: Differences between Eastern and Western societies. Hong Kong Journal of Sociology, 5: 77-101.

Yang, M.L, T. Tam, & M.H. Huang. (2003). Psychometric report for the Taiwan Panel Education Survey. Learning 2000 Project Technical Report 03-1.

Huang, Min-Hsiung. (2003). Has verbal ability declined in America? EurAmerica, 33(4): 757-800.

Huang, Min-Hsiung. (2001). Cognitive abilities and the growth of high-IQ occupations.Social Science Research, 30(4): 529-551.

Huang, Min-Hsiung., & Robert M. Hauser. (2001). Convergent trends in black-white verbal test score differentials in the U.S.: Period and cohort perspectives. EurAmerica, 31(2): 185-230.

Hauser, Robert M., John R. Warren., Min-Hsiung Huang., & Wendy Y. Carter. (2000). Occupational status, education, and social mobility in the meritocracy. In K. Arrow, S. Bowles, & S. Durlauf (Eds.), Meritocracy and Economic Inequality (pp. 179-229). Princeton, New Jersey: Princeton University Press.

Huang, Min-Hsiung., & Robert M. Hauser. (1998). Trends in black-white test score differentials: The WORDSUM Vocabulary Test. In U. Neisser (Ed.), The Rising Curve: Long-Term Gains in IQ and Related Measures (pp.303-332). Washington, D.C.: American Psychological Association.

Hauser, Robert M., & Min-Hsiung Huang. (1997). Verbal ability and socioeconomic success: A trend analysis. Social Science Research, 26: 331-376.