Curriculum Vitae (PDF)

Photo of Lora Cohen-Vogel

Cohen-Vogel, Lora

The Frank A. Daniels Professor of Public Policy and Education

T: 919.843.2016
F: 919.962.1693
118 Peabody Hall
CB 3500

"Greater than the tread of mighty armies is an idea whose time has come."

- Victor Hugo


With a focus on domestic education policy, Lora Cohen-Vogel is interested in identifying the programs and practices that are successfully raising schooling outcomes for traditionally underserved students in the United States.

Cohen-Vogel is currently a co-principal investigator of the Early Learning Project at UNC-Chapel Hill, a $4 million grant from the Institute of Education Sciences. In that project, she leads a team that is examining how policy coherence (or lack thereof) may mediate the effect of high quality PreK experiences on children's later life outcomes.

Through 2015, Cohen-Vogel was co-principal investigator of the five-year, $13.5 million National Center for Research and Development on Scaling Up Effective Schools, a research-practice partnership between UNC, Vanderbilt University, Florida State University, the University of Wisconsin-Madison, the Education Development Center, and two of the nation's largest school districts.

Through her work with the Center, Cohen-Vogel developed an interest and expertise in continuous improvement research. Today, she writes and speaks widely on the topic and the potential she believes it holds for system improvement.

Articles by Cohen-Vogel have been published in the American Educational Research Journal, Educational Evaluation and Policy Analysis, the American Journal of Education, Teachers College Record, and Educational Administration Quarterly, among others.

Leading the Division of Education Policy and Politics (Division L), Cohen-Vogel is a Vice President of the 25,000-member American Educational Research Association. She has also served as President of the Politics of Education Association. She is on the editorial board of Educational Researcher.

Educational Background

  • Ph.D. 2002 – Vanderbilt University, Leadership and Policy Studies
  • B.A. 1992 – Colgate University, Psychology

Doctoral Program Affiliation(s)

Ph.D. in Education - Policy, Leadership and School Improvement

Ed.D. in Educational Leadership

Research Interests

  • Educational policy
  • Politics of education
  • Improving schools and school systems

Teaching Areas

  • Politics of education
  • Policy development in education
  • Issues in educational policy and research
  • Policy implementation
  • Federal role in education

Honors & Awards

  • Vice President, Division L: Education Policy and Politics, AERA (2016-2019)
  • President, Politics of Education Association (2008 - 2010)
  • David Colton Award for Distinctive Contributions, Politics of Education Association

Major Funded Research

  • 2010-2015, Co-Principal Investigator: National Research and Development Center on Scaling Up Effective Schools. Funded by the Institute of Education Sciences, U.S. Department of Education. ($13,573,066)
  • 2016-2021, Co-Principal Investigator: Early Learning in Rural North Carolina. Funded by the Institute of Education Sciences, U.S. Department of Education. ($4,000,000)

Professional Affiliations

  • American Educational Research Association
  • Association for Education Finance and Policy
  • Politics of Education Association
  • University Council on Educational Administration

Selected Publications

Recent Journal Articles

Harrison, C., Wachen, J. , Brown, S. & Cohen-Vogel, L. (2018). A view from within: Lessons learned from doing continuous improvement research. Teachers College Record.

Cohen-Vogel, L., Allen, D.+, Rutledge, S., Harrison, C., Cannata, M. & T. Smith. (2018). The dilemmas of research-practice partnerships: Implications for leading continuous improvement in education. Journal of Research on Organization in Education.

Osborne-Lampkin, L., Cohen-Vogel, L., L. Feng, & J. Wilson. (2018). Researching collective bargaining agreements: Building conceptual understandings in an era of declining union power. Educational Policy. Published on-line in 2017.

Tichnor-Wagner, A., Allen, D., Socol, A.R., Cohen-Vogel, L., Rutledge, S., & Xing, Q. (2018). Studying implementation within a continuous improvement process: What happens when we design with adaptations in mind? Teachers College Record, 120 (5). Published on-line in 2017.

Cannata, M., Cohen-Vogel, L., & Sorum, M. (2017). Partnering for improvement: Improvement communities and their role in scale up. Peabody Journal of Education, 92 (5), 569–588

Tichnor-Wagner, A., Wachen, J., Cannata, M. & Cohen-Vogel, L. (2017). Continuous improvement in the public school context: Understanding the implementation of Plan-Do-Study-Act cycles. Journal of Educational Change, 18(3).

Wachen, J., Harrison, C., & Cohen-Vogel, L. (2017). Data use as instructional reform: Exploring educators’ reports of classroom practice. Leadership and Policy in Schools.

Little, M., & Cohen-Vogel, L. (2017). Ready for school? Assessing America’s kindergartners. Teachers College Record. At http://www.tcrecord.org/Content.asp?ContentID=21959

Cohen-Vogel, L., Cannata, M., Rutledge, S.A., & Socol, A.R. (2016). A model of continuous improvement in high schools: A process for research, innovation design, implementation, and scale. Teachers College Record, 118 (14).

Little, M., Cohen-Vogel, L. & F. C. Curran. (2016). Facilitating the transition to Kindergarten: What ECLS-K data tell us abo ut school practices then and now. AERA Open, 2 (3),1–18.

Tichnor-Wagner, A., Harrison, C., & Cohen-Vogel, L. (2016). Cultures of learning in effective high schools. Education Administration Quarterly, 52 (4), 602–642.

Cannata, M., Cohen-Vogel, L., Rutledge, S. & Smith, T. (2016). Design and implementation of high school reform—Perspectives from research and practice. Teachers College Record, 118 (14).

Rutledge, S., Cohen-Vogel, L., Roberts, R. & Osborne-Lampkin, L. (2015). Understanding effective high schools: Evidence for personalization for academic and social emotional learning. American Educational Research Journal, 52 (6), 1060-1092.

Cohen-Vogel, L., Tichnor-Wagner, A., Allen, D., Harrison, C., Kainz, K., Rose Socol, A., & Xing, Q. (2015). Implementing educational innovations at scale: Remaking researchers into improvement scientists. Educational Policy, 29 (1), 257-277.

LaVenia, M., Cohen-Vogel, L. & Lang, L. (2015). The Common Core State Standards Initiative: An event history analysis of state adoption. American Journal of Education, 121(2), 145-182.

Cohen-Vogel, L., Feng, L. & Osborne-Lampkin, L. (2013). Seniority provisions in collective bargaining agreements and the “teacher quality gap.” Educational Evaluation and Policy Analysis, 35(3), 324-343.

Cohen-Vogel, L. & Harrison, C. (2013). Leading with data: Evidence from the National Center on Scaling Up Effective Schools. Leadership and Policy in Schools, 12 (2), 122-145.

Harrison, C. & Cohen-Vogel, L. (2012) The politics of teacher reform in Florida: Analyzing causal narratives surrounding state adoption of performance-based evaluations, performance pay, and tenure elimination. Leadership and Policy in Schools, 12 (2), 122-145.

Cohen-Vogel, L. (2011). Staffing to the test: Are today’s school personnel practices evidence based? Educational Evaluation and Policy Analysis, 33(4), 483-505.

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