Casey D. Cobb
Neag Professor of Educational Policy
Expertise: Education Policy, Educational Leadership, School Reform, School Choice, Educational Accountability
Educational Leadership (EDLR)
Raymond Neag Endowed Professor of Educational Policy
Editor, Educational Administration Quarterly
Ph.D. in Educational Leadership & Policy Studies, Arizona State University, 1998
M.S. in Educational Leadership, University of Maine, 1995
A.B. in Economics, Harvard University, 1989
Areas of Expertise:
Casey D. Cobb is the Raymond Neag Professor of Educational Policy at the Neag School of Education at the University of Connecticut. His current research interests include policies on school choice, accountability, and school reform, where he examines the implications for equity and educational opportunity. Dr. Cobb is Editor of Educational Administration Quarterly, a ranked Sage and UCEA journal. He is co-author of Fundamentals of Statistical Reasoning in Education (Wiley/Jossey Bass, 4th ed.) and Leading dynamic schools (Corwin Press). Dr. Cobb has published in such journals as Educational Evaluation and Policy Analysis, Educational Policy, Education and Urban Society, Educational Leadership, and the Peabody Journal of Education. Dr. Cobb is a National Education Policy Center Fellow and member of the Research Advisory Panel for the National Coalition on School Diversity. He is an elected member of the Executive Committee for the University Council for Educational Administration (UCEA) and a member of Connecticut’s Region 19 School Board. He holds an A.B. from Harvard University and a Ph.D. from Arizona State University.
Cobb, C. D., Weiner, J., & Gonzales, R. (2017). 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 (2nd edition). New York, NY: Routledge.
Donaldson, M. L., & Cobb, C. D. (2016). 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.
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.
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., & Glass, G. V (2009). School choice in a post-desegregation world. Peabody Journal of Education, 84(2), 262-278
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., & Rallis, S. F. (2008). District responses to NCLB: Where is the justice? Leadership and Policy in Schools, 7(2), 178-201.
Coladarci, T., Cobb, C. D., Minium, E. W., & Clarke, R. C. (2008). Fundamentals of statistical reasoning in education (2nd Edition). New York, NY: Wiley.
Rallis, S. F., Rossman, G. B., Cobb, C. D., Reagan, T. G., & Kuntz, A. M. (2008). Leading dynamic schools: How to create and implement ethical policies. Thousand Oaks, CA: Corwin Press.
2013 Outstanding Reviewer for AERA Journals
Executive Committee, University Council for Educational Administration
Editorial Board, Educational Evaluation and Policy Analysis
Editorial Board, Education Policy Analysis Archives
Research Advisory Panel, National Coalition on School Diversity
University Council for Educational Administration (UCEA) Jackson’s Scholar Mentor