Casey Cobb, PhD

Professor of Educational Policy

Neag School of Education

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Research Overview

My research interests include the examination of education policies (e.g., school choice, accountability, school reform). I pay particular attention to the implications for equity and educational opportunity.

I am not currently working on an InCHIP project. I am interested in working on a research consortium that looks at a wide range of data that affect schools and students. I’m interested in studying community schools with wrap-around services.

• Principal Investigator, Connecticut Office of Early Childhood, Early Childhood Leadership Certificate Program (2014-2017), $320,000
• Co-Principal Investigator, Connecticut Center for School Change, LEAD Connecticut (2013-2014), $58,500
• Co-Principal Investigator, Connecticut Department of Education, Educator Evaluation Pilot Program Study (2012-2014), $264,995
• Co-Principal Investigator, New Haven Public Schools, An Analysis of New Haven Public Schools’ Human Capital System (2013-2017), $597,322
• Co-Principal Investigator, Connecticut Center for School Change, Grade Level Reading Campaign (2012-2013), $84,965
• Principal Investigator, Connecticut Center for School Change, New Britain, CT Grade Level Reading Campaign (2011-2012) $77,999

Education

Ph.D. Arizona State University 1998: Educational Leadership & Policy Studies

M.S. University of Maine 1995: Educational Leadership

A.B. Harvard University 1989: Economics

Recent Publications

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Featured Publications

Coladarci, T., & Cobb, C. D. (2014). Fundamentals of statistical reasoning in education (4th Edition). New York, NY: Wiley.

Cobb, C. D., Weiner, J., & Gonzales, R. (forthcoming). Historical trends and patterns in the scholarship on leadership preparation. In M. Young, & G. Crow (Eds.), Handbook of research on the education of school leaders. New York, NY: Routledge.

Donaldson, M. L., & Cobb, C. D. (2015, November). Implementing student learning objectives and classroom observations in Connecticut’s teacher evaluation system. In J. A. Grissom, & P. Youngs (Eds.) Improving teacher evaluation systems: Making the most of multiple measures. New York, NY: Teachers College Press.

Garn, G., & Cobb, C. D. (2012). School choice and accountability. In W. Mathis, G. Miron, P. Hinchey, & W. Mathis (Eds.) Exploring the school choice universe: Evidence and recommendations. Charlotte, NC: Information Age Publishing.

Cobb, C. D., Bifulco, R., & Bell, C. (2011). Legally viable desegregation strategies: The case of Connecticut. In E. Frankenberg, & E. DeBray (Eds.), Integrating schools in a changing society: New policies and legal options for a multiracial generation. Chapel Hill: University of North Carolina Press.

Cobb, C. D., Donaldson, M., & Mayer, A. P. (2013). Creating high leverage policies: A new framework to support policy development. Berkeley Review of Education, 4(2), 265-284. http://escholarship.org/uc/item/1cd044n1

Mayer, A. P., Donaldson, M. L., LeChasseur, K., Welton, A. D., & Cobb, C. D. (2013). Negotiating site-based management and expanded teacher decision making: A case study of six urban schools. Educational Administration Quarterly, 49(5), 695-731.

Bifulco, R., Buerger, C., & Cobb, C. D. (2012). Intergroup relations in integrated schools: A glimpse inside interdistrict magnet schools. Education Policy Analysis Archives, 20, 28. Retrieved from http://epaa.asu.edu/ojs/article/view/1033

Donaldson, M. L., Cobb, C. D., & Mayer, A. M. (2010). Contested terrain: Principal and teacher leadership at Grove Street Elementary School. Journal of Cases in Educational Leadership, 13(2), 29-38.

Bifulco, R., Cobb, C. D., & Bell, C. (2009). Can interdistrict choice boost student achievement? The case of Connecticut’s interdistrict magnet school program. Educational Evaluation and Policy Analysis, 31(4), 323-345.

Cobb, C. D., & Glass, G. V (2009). School choice in a post-desegregation world. Peabody Journal of Education, 84(2), 262-278.

Gort, M., De Jong, E. J., & Cobb, C. D. (2008). SEI with a conscience? Structural and ideological context of sheltered English immersion in Massachusetts. Journal of Educational Research and Policy Studies, 8(2), 41-67.

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