Lora Cohen-Vogel, Ph.D.

Frank A. Daniels Jr. Distinguished Professor

Program Director, Interprofessional Graduate Certificate in Improvement Science and Implementation

Director of Interprofessional Education and Practice

Journal Article

Bratsch-Hines, M., Bastian, K., Cohen-Vogel, L., Burchinal, M., & Peisner-Feinberg, E. (2025). Associations of state-funded prekindergarten with early elementary literacy and absenteeism. Early Childhood Research Quarterly, 72(3), 249–261.

Gottfried, M., Little, M., & Cohen-Vogel, L. (2025). Does going to school-based prekindergarten predict access to disability services in elementary school?. Remedial and Special Education. Published. https://journals.sagepub.com/doi/10.1177/07419325251350610

Gottfried, M., Kim, P., Cohen-Vogel, L., & Little, M. (2025). Does the “where” matter? School-based Pre-K versus center-based Pre-K and its link to students’ absenteeism. Early Childhood Education Journal. Published. https://doi.org/10.1007/s10643-025-02001-x

Burchinal, M., Pianta, R., Ansari, A., Cohen-Vogel, L., & Bratsch-Hines, M. (accepted). Pre-kindergarten classroom experiences and child outcomes through first grade. Early Childhood Research Quarterly, 75(2), 120–133.

Little, M., Gottfried, M., Cohen-Vogel, L., & Kim, P. (2025). School-versus center-based Pre-K: Are there differences in student achievement, executive function, and social-emotional outcomes. Early Education and Development, 37(1), 166–180.

Ansari, A., McCormick, M., Purtell, K., Bratsch-Hines, M., Franco-Jenkins, X., Hsueh, J., Cohen-Vogel, L., & et al. (2025). Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence. Early Childhood Research Quarterly, 72, 182–194.

Cohen-Vogel, L., Brooks, C. D., Little, M., Drake, T. A., Domina, T., Springer, M., Gragson, A., & Cadilla, V. (2025). Is Second Grade a Zone of Instructional Development for Teachers? Rethinking Strategic Staffing With a Mixed-Methods Study of Elementary Principals’ Assignment Decisions. Educational Evaluation and Policy Analysis, 1–38. https://doi.org/10.3102/01623737251348202

Bratsch-Hines, M., Bastian, K., Cohen-Vogel, L., & Little, M. (accepted). Associations of state-funded prekindergarten with early elementary literacy and absenteeism. Early Childhood Research Quarterly.

Little, M., Bastian, K., Cohen-Vogel, L., & Burchinal, M. (2024). Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-k gains? Evidence from the IES Early Learning Network. Early Childhood Research Quarterly, 68, 35–48.

Little, M., Drake, T., Cohen-Vogel, L., & Gragson, A. (2024). Principal leadership of pre-k programs in elementary schools: Evidence from North Carolina. Educational Policy. Published. https://doi.org/10.1177/08959048241271365

Cohen-Vogel, L., Harrison, C., Socol, A. R., Xing, Q. C., Edwards, T., & Carson, C. (2024). Warrants for Action: An Agenda for Continuous Improvement Research in Education. American Journal of Education, 130(4), 519–553. https://doi.org/10.1086/730996

Bratsch-Hines, M., Cohen-Vogel, L., Little, M., Lindsay, C. A., & Carr, R. (2023). Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes. Early Childhood Research Quarterly, 63, 145–155. https://doi.org/10.1016/j.ecresq.2022.12.004

Bezdek, K., Little, M., Cohen-Vogel, L., & Bratsch-Hines, M. (2023). Transition practices of rural pre-k and kindergarten teachers and their relations to children’s academic and social skills. Early Education and Development, 34(2), 426–448. https://www.tandfonline.com/doi/full/10.1080/10409289.2022.2026191

Cohen-Vogel, L., Harrison, C., Socol, A., Edwards, T., & Carson, C. (accepted). Warrants for action: An agenda for improving learning through education research. American Journal of Education.

Drake, T., Little, M., Cohen-Vogel, L., & Gragson, A. (2023). What shapes principals’ early childhood leadership practices? A mixed-methods study of North Carolina school leadership. Leadership and Policy in Schools, Published on-line 2023. https://doi.org/10.1080/15700763.2023.2277270

Bratsch-Hines, M., Cohen-Vogel, L., Little, M., Lindsay, C., & Carr, R. (2023). Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes. Early Childhood Research Quarterly, 63, 145–155. https://www.sciencedirect.com/science/article/abs/pii/S088520062200134X

Rauch Griffard, M., Sadler, J., Little, M., & Cohen-Vogel, L. (2022). Governing early learning among the American states. Children and Youth Services Review, 143, 106625. https://doi.org/10.1016/j.childyouth.2022.106625

Griffard, M., Sadler, J., Little, M., & Cohen-Vogel, L. (2022). Governing across systems: State efforts towards alignment in early learning. Children and Youth Services Review, 143(c)).

Bezdek, K., Little, M., Cohen-Vogel, L., & Burchinal, M. (2022). Unequal access to school transition practices? Transition practices of rural Pre-K and kindergarten teachers and their relations to children’s academic and social skills. Early Education and Development, 32(2), p426–p448.

Little, M., Drake, T. A., Cohen-Vogel, L., & Eagle, J. (2022). When School Doesn’t Start at Age 5. The Elementary School Journal, 123(1), 176–202. https://doi.org/10.1086/720563

Little, M., Cohen-Vogel, L., & Drake, T. (2022). When school doesn’t start at age 5: Elementary principal leadership of Pre-K programs in schools. Elementary School Journal, 123(1).

Burchinal, M., Foster, T., Garber, K., Cohen-Vogel, L., Bratsch-Hines, M., & Peisner-Feinberg, E. (2022). Examining three hypotheses for pre-kindergarten fade-out. Developmental Psychology, 58(3), 453–469. https://doi.org/10.1037/dev0001302

Burchinal, M., Bratsch-Hines, M., Cohen-Vogel, L., & Peisner-Feinberg, E. (2022). Examining Three Hypotheses for Pre-K Fade-out. Developmental Psychology, 58(3), 453–469. https://pubmed.ncbi.nlm.nih.gov/35007112/

Burchinal, M., Cohen-Vogel, L., Bratsch-Hines, M., & Peisner-Feinberg, E. (published). Examining Three Hypotheses for Pre-K Fade-out. Developmental Psychology.

Cohen-Vogel, L., Little, M., Jang, W., Burchinal, M., & Bratsch-Hines, M. (2021). A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten. AERA Open, 7. https://doi.org/10.1177/23328584211006163

Cohen-Vogel, L., Sadler, J., Little, M., & Merrill, B. (2020). (Mis)Alignment of Instructional Policy Supports in Pre-K and Kindergarten: Evidence from Rural Districts in North Carolina. Early Childhood Research Quarterly, Volume 52,(Part B, 3rd Quarter 2020), 30–43. https://www.sciencedirect.com/science/article/abs/pii/S0885200619301383

Cohen-Vogel, L., Merrill, B., Little, M., & Lee, K. (2020). “Quality” Assurance Features in State-funded Early Childhood Education. Children & Youth Services Review, Volume 113,(June 2020). https://www.sciencedirect.com/science/article/abs/pii/S0190740919314057

Cohen-Vogel, L., Sadler, J., Merrill, B., Little, M., & Curran, F. C. (2020). The Adoption of Public Pre-Kindergarten among the American States: An Event History Analysis. Educational Policy, https://doi.org/10.1177/0895904820961002. https://journals.sagepub.com/doi/abs/10.1177/0895904820961002

Little, M., Cohen-Vogel, L., Sadler, J., & Merrill, B. (2020). Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina. Early Education and Development, 31(5), 796–815. https://doi.org/10.1080/10409289.2020.1724600

Merrill, B., Cohen-Vogel, L., Little, M., Sadler, J., & Lee, K. (2020). “Quality” assurance features in state-funded early childhood education. Children and Youth Services Review, 113, 104972. https://doi.org/10.1016/j.childyouth.2020.104972

Curran, F. C., Little, M. H., Cohen-Vogel, L., & Domina, T. (2020). School Readiness Assessments for Class Placements and Academic Sorting in Kindergarten. Educational Policy, 34(3), 518–547. https://doi.org/10.1177/0895904818802109

Cohen-Vogel, L. (2019). Civic Education and the Paradox of Political Participation. Peabody Journal of Education. Published.

Little, M., Cohen-Vogel, L., Merrill, B., & Sadler, J. (2019). Data-driven decision making in early education: Evidence From North Carolina’s Pre-K program. Education Policy Analysis Archives. Published.

Harrison, C., Wachen, J., Brown, S., & Cohen-Vogel, L. (2019). A View from Within: Lessons Learned from Partnering for Continuous Improvement. Teachers College Record, 121(9), 1–38. https://doi.org/10.1177/016146811912100902

Cohen-Vogel, L., Little, M., & Fierro, C. (2019). Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment. Leadership and Policy in Schools, 18(1), 1–34. https://doi.org/10.1080/15700763.2017.1326146

Cohen-Vogel, L., Allen, D., Rutledge, S., Cannata, M., Harrison, C., & Smith, T. (2018). The Dilemmas of Research-Practice Partnerships: Implications for Leading Continuous Improvement in Education. Journal of Research on Organization in Education, 2, 1–24.

Osborne-Lampkin, L., Cohen-Vogel, L., Feng, L., & Wilson, J. (2018). Researching Collective Bargaining Agreements: Building Conceptual Understandings in an Era of Decling Union Power. Educational Policy. Published.

Tichnor-Wagner, A., Allen, D., Cohen-Vogel, L., Socol, A. R., Rutledge, S., & Xing, Q. W. (2018). Studying Implementation within a Continuous-Improvement Process: What Happens When We Design with Adaptations in Mind?. Teachers College Record, 120(5), 1–52. https://doi.org/10.1177/016146811812000506

Wachen, J., Harrison, C., & Cohen-Vogel, L. (2018). Data Use as Instructional Reform: Exploring Educators’ Reports of Classroom Practice. Leadership and Policy in Schools, 17(2), 296–325. https://doi.org/10.1080/15700763.2016.1278244

Tichnor-Wagner, A., Wachen, J., Cannata, M., Cohen-Vogel, L., & Hall, P. P. (2017). Continuous Improvement in the Public School Context: Understanding Plan-Do-Study-Act Cycles. Journal of Educational Change, 18(3).

Cohen-Vogel, L., Little, M., & Fierro, C. (2017). Evidence-Based Staffing: Using Student Achievement Data in Teacher Hiring and Assignment. Leadership and Policy in Schools. Published.

Little, M., & Cohen-Vogel, L. (2017). Ready for School? Assessing America’s Kindergartners. Teachers College Record. Published.

Tichnor-Wagner, A., Wachen, J., Cannata, M., & Cohen-Vogel, L. (2017). Continuous improvement in the public school context: Understanding how educators respond to plan–do–study–act cycles. Journal of Educational Change, 18(4), 465–494. https://doi.org/10.1007/s10833-017-9301-4

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. https://doi.org/10.1080/0161956x.2017.1368633

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(13), 1–26. https://doi.org/10.1177/016146811611801301

Smith, T. M., Cannata, M., Cohen-Vogel, L., & Rutledge, S. A. (2016). Design and Implementation of High School Reform: Perspectives from Research and Practice. Teachers College Record: The Voice of Scholarship in Education, 118(13), 1–18. https://doi.org/10.1177/016146811611801303

Tichnor-Wagner, A., Harrison, C., & Cohen-Vogel, L. (2016). Cultures of Learning in Effective High Schools. Educational Administration Quarterly, 52(4), 602–642.

Little, M. H., Cohen-Vogel, L., & Curran, F. C. (2016). Facilitating the Transition to Kindergarten: What ECLS-K Data Tell Us about School Practices Then and Now. AERA Open, 2(3).

Little, M. H., & Cohen-Vogel, L. (2016). Too much too soon? An analysis of the discourses used by policy advocates in the debate over kindergarten. Education Policy Analysis Archives, 24. https://doi.org/10.14507/epaa.24.2293

Cohen-Vogel, L., Tichnor-Wagner, A., Allen, D., Harrison, C., Kainz, K., Socol, A. R., & Wang, Q. (2015). Implementing Educational Innovations at Scale: Transforming Researchers into Continuous Improvement Scientists. Educational Policy, 29(1), 257–277.

Kainz, K., Cohen-Vogel, L., & Harrison, C. (2015). The Mighty Middle: Continuous Improvement as an Ideal for Improving Teaching and Teaching Evaluation. American School Board Journal. Published.

Rutledge, S. A., Cohen-Vogel, L., Osborne-Lampkin, L., & Roberts, R. 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 and State Accountability Mandates: A Typology of Extended Learning Time. Peabody Journal of Education, 90(1), 9–26.

LaVenia, M., Cohen-Vogel, L., & Lang, L. B. (2015). The Common Core State Standards Initiative: An Event History Analysis of State Adoption. American Journal of Education, 121(2), 145–182. https://doi.org/10.1086/679389

Cohen-Vogel, L., Tichnor-Wagner, A., Allen, D., Harrison, C., Kainz, K., Socol, A. R., & Wang, Q. (2015). Implementing educational innovations at scale: Remaking researchers into improvement scientists. Educational Policy, 29(1), 257–277. https://doi.org/10.1177/0895904814560886

Osborne-Lampkin, L., & Cohen-Vogel, L. (2014). “Spreading the Wealth”: How Principals Use Performance Data to Populate Classrooms. Leadership and Policy in Schools, 13(2), 188–208. https://doi.org/10.1080/15700763.2014.901393

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. https://doi.org/10.3102/0162373713482765

Hauptli, M. V., & Cohen-Vogel, L. (2013). The Federal Role in Adolescent Literacy from Johnson through Obama: A Policy Regimes Analysis. American Journal of Education, 119(3), 373–404. https://doi.org/10.1086/669852

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. https://doi.org/10.1080/15700763.2013.792934

Venters, M., Hauptli, M. V., & Cohen-Vogel, L. (2012). Federal Solutions to School Fiscal Crises: Lessons from Nixon’s failed national sales tax for education. Educational Policy, 26(1), 35–57.

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. Peabody Journal of Education, 87(5), 517–534. https://doi.org/10.1080/0161956x.2012.723489

Venters, M., Hauptli, M. V., & Cohen-Vogel, L. (2012). Federal Solutions to School Fiscal Crises: Lessons from Nixon’s failed national sales tax for education. Educational Policy, 26(1), 35–57. https://doi.org/10.1177/0895904811425913

Cha, S., & Cohen-Vogel, L. (2011). Why they quit: A focused look at teachers who leave for other occupations. School Effectiveness and School Improvement, 22(4), 371–392. https://doi.org/10.1080/09243453.2011.587437

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. https://doi.org/10.3102/0162373711419845

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.

Kalifeh, P., Cohen-Vogel, L., & Grass, S. (2011). The Federal Role in Early Childhood Education: Evolution in the Goals, Governance, and Policy Instruments of Project Head Start. Educational Policy, 25(1), 36–64. https://doi.org/10.1177/0895904810387413

Cohen-Vogel, L., Goldring, E., & Smrekar, C. (2010). The Influence of Local Conditions on Social Service Partnerships, Parent Involvement, and Community Engagement in Neighborhood Schools. American Journal of Education, 117(1), 51–78. https://doi.org/10.1086/656346

Cohen-Vogel, L., & Rutledge, S. (2009). The Pushes and Pulls of New Localism: School-Level Instructional Arrangements, Instructional Resources, and Family-Community Partnerships. Teachers College Record, 111(13), 70–103. https://doi.org/10.1177/016146810911101308

Cohen-Vogel, L., Ingle, W. K., Levine, A. A., & Spence, M. (2008). The “Spread” of Merit-Based College Aid. Educational Policy, 22(3), 339–362. https://doi.org/10.1177/0895904807307059

Cohen-Vogel, L., & Ingle, W. K. (2007). When neighbours matter most: Innovation, diffusion and state policy adoption in tertiary education. Journal of Education Policy, 22(3), 241–262. https://doi.org/10.1080/02680930701269152

Cohen-Vogel, L., & Hunt, H. (2007). Governing Quality in Teacher Education: Deconstructing Federal Text and Talk. American Journal of Education, 114(1), 137–163. https://doi.org/10.1086/520694

Cohen-Vogel, L., Cohen‐Vogel, L., & Hughes, R. (2007). The Public Policy Process among Southeastern States: Elaborating Theories of Regional Adoption and Hold‐Out Behavior. Policy Studies Journal, 35(4), 607–628. https://doi.org/10.1111/j.1541-0072.2007.00239.x

Cohen-Vogel, L., & Osborne-Lampkin, L. (2007). Allocating Quality: Collective Bargaining Agreements and Administrative Discretion Over Teacher Assignment. Educational Administration Quarterly, 43(4), 433–461. https://doi.org/10.1177/0013161×07306450

Cohen-Vogel, L., & Smith, T. M. (2007). Qualifications and Assignments of Alternatively Certified Teachers: Testing Core Assumptions. American Educational Research Journal, 44(3), 732–753. https://doi.org/10.3102/0002831207306752

Goldring, E., Cohen-Vogel, L., Smrekar, C., & Taylor, C. (2006). Schooling Closer to Home: Desegregation Policy and Neighborhood Contexts. American Journal of Education, 112(3), 335–362. https://doi.org/10.1086/500712

Cohen-Vogel, L. (2005). Federal Role in Teacher Quality: “Redefinition” or Policy Alignment?. Educational Policy, 19(1), 18–43. https://doi.org/10.1177/0895904804272246

Smrekar, C., & Cohen-Vogel, L. (2001). The Voices of Parents: Rethinking the Intersection of Family and School. Peabody Journal of Education, 76(2), 75–100. https://doi.org/10.1207/s15327930pje7602_5

Book

Cohen-Vogel, L., Bryk, A., Henrick, E., & McMahon, K. (accepted). Learning to Deliver: How to Achieve Deeper Learning at Scale. Harvard Education Press.

Cohen-Vogel, L., Youngs, P., & Scott, J. (2025). AERA Handbook of Education Policy Research (pp. 1–1786). American Educational Research Association. https://www.jstor.org/stable/jj.31510356

Cohen-Vogel, L., Bryk, A., Henrich, E., & Sherer, D. (accepted). Learning to Deliver: Realizing the Promise of Deeper Learning through Systems Transformation.. Harvard Education Press.

Cohen-Vogel, L., Scott, J., & Young, P. (Eds.). (accepted). Handbook of Education Policy Research. AERA/Routledge.

Perauch, D., Russell, J., Cohen-Vogel, L., & Penuel, W. (Eds.). (2022). The Foundational Handbook of Improvement Research in Education. Rowman & Littlefield. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education

Cohen-Vogel, L., Peurach, D., Penuel, B., & Russell, J. (Eds.). (2022). Foundational Handbook in Improvement-focused Educational Research. Rowman & Littlefield.

Gamoran, A., Cohen-Vogel, L., Scott, J., & A. 1. o. a. (2022). The Future of Education Research at IES: Advancing an Equity-Oriented Science. Washington, DC: National Academies of Sciences, Engineering and Medicine.. National Academies Press. https://nap.nationalacademies.org/read/26428/chapter/1#iii

Cohen-Vogel, L., Scott, J., & Youngs (Eds.). (accepted). AERA Handbook of Education Policy Research. American Educational Research Association.

Smith, T. M., Cannata, M., Cohen-Vogel, L., & Rutledge, S. (2016). Effectiveness and Scale in U.S. High Schools. National Society for the Study of Education.

Book Chapter

Cohen-Vogel, L., Youngs, P., & Scott, J. (2025). A compilation of methods, logics, and findings from education policy research (pp. 1–18). American Educational Research Association.

Cohen-Vogel, L., Rutledge, S., Russell, J., & Peurach, D. (2025). Improvement research in education: Charting a policy pathway to a deeper research enterprise. In Handbook of Education Policy Research (pp. 397–416). American Educational Research Association.

Cohen-Vogel, L., Rutledge, S., Hinnant-Crawford, B., & Russell, J. (accepted). Improvement research in education: Charting a policy pathway to a deeper research enterprise. In Handbook of Education Policy Research. American Educational Research Association.

Springer, M., Halpin, P., Springer, J., Stuit, D., Cohen-Vogel, L., & Chris, B. (2022). The Case for Educational Matching Markets: Practical Resource Allocation Schemes for Addressing Inequities and Achievement Gaps. In Recent Advancements in Education Finance and Policy. T. Downes and K. Killeen (Eds).

Perauch, D., & Cohen-Vogel, L. (2022). Building a field of improvement research in education. In The Foundational Handbook of Improvement Research in Education. Rowman & Littlefield.

Cohen-Vogel, L., Harrison, C., & Cohen-Vogel, D. (2022). On teams: The social organization of improvement research in education. In The Foundational Handbook of Improvement Research in Education. Lanham, MD: Rowman & Littlefield.. Rowan & Littlefield.

Cohen-Vogel, L., Hinnant-Crawford, B., Perauch, D., Russell, J., & Rutledge, S. (accepted). Improvement research in education: Charting a policy pathway to a deeper research enterprise. .. American Educational Research Association.

Ingle, W. K., & Cohen-Vogel, L. (2020). Power, Politics, and Social Hegemony in Education. In Oxford Encyclopedia of Educational Administration (pp. 1–25). Oxford University Press. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-713

Ingle, W. K., & Cohen-Vogel, L. (2020). Power, Politics, and Social Hegemony in Education. In Oxford Encyclopedia of Educational Administration (pp. 1–25). Oxford University Press. 117 Ruskin Drive

Ingle, W. K., & Cohen-Vogel, L. (2020). Politics, Power, and Social Hegemony. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.713

McLendon, M. K., Cohen-Vogel, L., & Wachen, J. (2014). Understanding Education Policymaking and Policy Change in the American States: Learning from contemporary policy theory. In Handbook of Education Politics and Policy (p. 86–117). Routledge New York, NY.

Cohen-Vogel, L., Osborne-Lampkin, L., & Houck, E. (2013). New Data, Old Patterns: The Role of Test Scores in Student Assignment. In The Infrastructure of Accountability: Mapping Data Use and its consequences (p. 141–161). Harvard Education Press Cambridge, MA.

Cohen-Vogel, L., Osobrne-Lampkin, T., & Houck, E. (2013). New data, old patterns: the role of test scores in student assignment. In The Infrastructure of Accountability (pp. 129–144). Harvard Education Press.

Cohen-Vogel, L., & Mclendon, M. K. (2009). New Approaches to Understanding Federal Involvement in Education. In Handbook of Education Policy Research (pp. 735–748). Routledge. https://doi.org/10.4324/9780203880968.ch57

Other

Cohen-Vogel, L., Century, J., & Sherer, D. (2022). A Framework for Scaling for Equity. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/wp-content/uploads/2022/03/A-Framework-for-Scaling-Equity_CC.pdf

Cohen-Vogel, L. (2019). Civics Education Policy and Politics in the United States. In I guest edited Issue 1, Volume 94 of the Peabody Journal of Education.

Technical Report

Springer, M., Halpin, P., D., Cohen-Vogel, L., Powell, J., Domina, T., Estrera, E., Springer, J., & McMillen, B. (accepted). Evidence-Informed Assignment of Students and Teachers to Classrooms: A Pilot Study of the Equitable Rostering Solution. (pp. 1–69). Final Report to IES, USDOE.

Harrison, C., & Cohen-Vogel, L. (2024). Building Capacity for Learning and Improvement in Pitt County Schools: Report from Year Three of the Recruit, Retain, and Reward (R3) Project. In Report to the Superintendent of Pitt County Schools.