Curriculum Vitae (PDF)

Photo of Lora Cohen-Vogel

Cohen-Vogel, Lora

Robena and Walter E. Hussman, Jr. Distinguished Professor of Policy and Education Reform

T: 919.843.2016
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116 Peabody Hall
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"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 underperforming 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
  • School effectiveness

Teaching Areas

  • Politics of education
  • Policy development in education
  • Federal role in education
  • Fieldwork in education research

Honors & Awards

  • Vice President Elect, Division L: Education Policy and Politics, AERA
  • President, Politics of Education Association (2008 - 2010)
  • David Colton Award for Distinctive Contributions, Politics of Education Association
  • Dissertation Fellow, American Educational Research Association
  • University Doctoral Fellow, Vanderbilt University

Current 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)

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

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).

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

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.

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.

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.

MidKiff, B. & Cohen-Vogel, L. (2015). Understanding local instructional responses to federal accountability mandates: A typology of extended learning time. Peabody Journal of Education, 90(1), 9-26.

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.

Hauptli, M.+ & Cohen-Vogel, L. (2013). The federal role in education from Johnson through Obama: A policy regimes analysis. American Journal of Education, 119 (3), 373-404.

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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