Casey D. Cobb
Neag Professor of Educational Policy
Expertise: Education Policy, Educational Leadership, School Reform, School Choice, Educational Accountability
Raymond Neag Endowed Professor of Educational Policy
National Education Policy Center (NEPC) Fellow
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. 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 Review of Research in 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 a former two-term elected member of the Executive Committee for the University Council for Educational Administration (UCEA) and former editor of Educational Administration Quarterly (EAQ). He holds an A.B. from Harvard University, an M.S. from the University of Maine, and a Ph.D. from Arizona State University.
Cobb, C. D., & Glass, G. V (Sept 2021). Public and private education in America. ABC-CLIO.
Cobb, C. D. (2021). Framing the implications of policy-relevant research for maximum impact. In A. Urick, D. DeMatthews, & T. Ford (Eds.), Maximizing the policy-relevance of research for school improvement. Charlotte: NC: Information Age Publishing.
Henry, W., & Cobb, C. D. (2020). Social justice leadership design: Reorienting university preparation programs. In C. A. Mullen (Ed.) Handbook of social justice interventions in education. Springer, Cham. https://doi.org/10.1007/978-3-030-29553-0_63-1
Cobb, C. D. (2020). Geospatial analysis: A new window into educational equity, access, and opportunity. Review of Research in Education, 44(1), 97–129. https://doi.org/10.3102/0091732X20907362
Cobb, C. D., & Irizarry, J. (2020). Private interests and the common good: Conflicting priorities in a school choice world. In R. Papa (Ed.), Handbook on Promoting Social Justice in Education. Springer International Publishing AG.
Cobb, C. D. (2019). A geographic account of economic, health, and educational disparities in Hartford’s Sheff Region. Humboldt Journal of Social Relations, 41, 84-100.
Orr, M., & Cobb, C. D. (2019). Epistemic drift: Theory-building and Research in Educational Leadership. In A. Danzig & W. Black (Eds.), Who Controls the Preparation of Education Administrators? Charlotte, NC: Information Age Publishing.
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.
2013 Outstanding Reviewer for AERA Journals
Editorial Board, Education Policy Analysis Archives
Research Advisory Panel, National Coalition on School Diversity
University Council for Educational Administration (UCEA) Jackson’s Scholar Mentor
Former Editor, Educational Administration Quarterly
Former Member, Executive Committee, University Council for Educational Administration
In the News:
Four Ways School Choice Worsens Segregation (National Education Policy Center)