Lora Cohen-Vogel
Biographic Data
| ID | 4895642 |
|---|---|
| NAME | Lora Cohen-Vogel |
| GIVEN NAMES | Lora |
| FAMILY NAME | Cohen-Vogel |
| SIGNATURE | COHEN-VOGEL L |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
School- Versus Center-Based Pre-K: Are There Differences in Student Achievement, Executive Function, and Social–Emotional Outcomes
In the United States, Pre-K is available as a mixed-delivery system, where families choose from various center- or school-based settings. Enrollment in school-based Pre-K is increasingly common, yet more needs to be understood about whether school-based Pre-K versus center-based Pre-K is associated with different outcomes. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (n ≈ 4,300), …
Pre-kindergarten classroom experiences and child outcomes through first grade
Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina
Pre-Kindergarten (Pre-K) programs are becoming increasingly common in elementary schools across the United States—in fact, a recent analysis of federal data revealed that 57% of public schools have a Pre-K grade. Despite the prevalence of Pre-K programs in schools, principals—known to be among the most important factors in school success—often lack the knowledge and professional supports to effectively lead Pre-K programs. In this study, guided b…
Does Going to School-Based Prekindergarten Predict Access to Disability Services in Elementary School
This study examines school-based Pre-K (SBPK) versus center-based Pre-K (CBPK) settings, focusing on subsequent access to disability supports, an underexplored area. Specifically, we examine whether attending SBPK is associated with difference rates of disability diagnosis or receiving an Individualized Education Program (IEP) in elementary school, grades K through 5. Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 20…
Warrants for Action: An Agenda for Continuous Improvement Research in Education
Purpose: Recent reports by the National Academy of Sciences, Engineering, and Medicine have ignited a new wave of discourse regarding the future of education research and reinvigorated calls for education research to be more relevant to practice. An emerging research paradigm, continuous improvement research (CIR), responds to that debate by placing the pursuit of practice relevance at its core. This article seeks to understand how participants i…
Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills
Research Findings: The present study examined the transition practices reported by 59 pre-kindergarten (pre-k) and 186 kindergarten teachers in the rural Southeastern United States, and asked if transition practices related to skills at the beginning and end of kindergarten for 387 children. Analyses indicated kindergarten teachers offered more transition practices than pre-k teachers, and the transition practices children received varied dependi…
The Adoption of Public Pre-Kindergarten among the American States: An Event History Analysis
Over the past few decades, we have witnessed a surge in publicly funded pre-K programs in the United States. Today, policy makers in 45 states and the District of Columbia have adopted them. Combining information from twelve datasets, we use event history analysis (EHA) to examine the influence of a set of predictors on states’ decisions to adopt public pre-K. Findings indicate that party dominance in the legislature, legislative professionalism,…
Governing early learning among the American states
Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina
Research Findings Kindergarten Entry Assessments (KEAs) – assessment tools used at the beginning of kindergarten to provide educators with a snapshot of children’s readiness for school – are increasingly being adopted by states across the country. The purpose of this study is to examine the implementation of North Carolina’s KEA through analysis of data from an exploratory qualitative study during the initial years of implementation (2015-2018). …
Quality” assurance features in state-funded early childhood education: A policy brief
Civic Education and the Paradox of Political Participation
This issue of the Peabody Journal of Education—an issue dedicated to understanding the politics and policies of civic education today—comes at a time when the outcome of the great American democrat
Partnering for Improvement: Improvement Communities and Their Role in Scale Up
There is increasing interest in researcher–practitioner partnerships, particularly those that take the form of a networked improvement community. In this paper, we describe the partnership between the National Center on Scaling Up Effective Schools and the Fort Worth Independent School District to build student ownership and responsibility. By outlining the organizational structures established to enact the partnership and roles of our various pa…
The Common Core State Standards Initiative: An Event History Analysis of State Adoption
Today, with states’ near-universal adoption of the Common Core State Standards, the political system has achieved that which was not possible less than 2 decades ago. Just why this is so remains unanswered. Some observers have attributed states’ embrace of the standards to the substantial financial incentives that the federal government embedded in its $4.35 billion Race to the Top initiative. Despite these perceptions, little is known about stat…
Understanding Local Instructional Responses to Federal and State Accountability Mandates: A Typology of Extended Learning Time
For the past dozen years, the federal government has held schools accountable for students’ achievement in reading and mathematics. Schools that have not demonstrated improved student scores have faced heavy sanctions, including reconstitution and closure. In response to this high-stakes environment, schools appear to have extended the time students spend in instruction in various ways. In this article, the authors develop a typology of the progr…
Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning
This article presents findings from a year-long multilevel comparative case study exploring the characteristics of effective urban high schools. We developed a comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools. Using value-added methodology, we identified two higher and two lower performing high schools in Broward County, Florida. We found that the two higher perfo…
The Federal Role in Adolescent Literacy from Johnson through Obama: A Policy Regimes Analysis
This article examines the federal role in adolescent literacy from its roots in Lyndon B. Johnson’s administration with the Economic Opportunity Act (1964) through the Reading for Understanding grants of 2010. The authors consider the extent to which the recent attention to and changes in the federal approach to adolescent literacy can be explained through the policy regime framework. Specifically, the study traces shifts in the policy paradigm a…
The Politics of Teacher Reform in Florida: Analyzing Causal Narratives Surrounding State Adoption of Performance-Based Evaluations, Performance Pay, and Tenure Elimination
Following a multiyear debate, Florida lawmakers passed the “Student Success Act” in March 2011, introducing some of the most sweeping educational reforms in the state's history—the introduction of teacher evaluation systems based on value-added modeling, mandatory “performance pay” for teachers, and the elimination of long-term professional service contracts. Using Stone's (1989) Causal Stories framework, this article analyzes arguments made for …
The Influence of Local Conditions on Social Service Partnerships, Parent Involvement, and Community Engagement in Neighborhood Schools
By using Geographic Information System (GIS) mapping software to combine health and crime data with data from 20 schools in one Southeastern district, the study explores whether and how neighborhood conditions affect school-community arrangements. Findings show that the nature of the relationships and the strategies principals and teachers use to partner with social service organizations, encourage parental involvement, and engage with the commun…
Qualifications and Assignments of Alternatively Certified Teachers: Testing Core Assumptions
By analyzing data from the Schools and Staffing Survey, the authors empirically test four of the core assumptions embedded in current arguments for expanding alternative teacher certification (AC): AC attracts experienced candidates from fields outside of education; AC attracts top-quality, well-trained teachers; AC disproportionately trains teachers to teach in hard-to-staff schools; and AC alleviates out-of-field teaching. Although there are so…
Integrating Accountability With Choice: Implications for School Governance
As school choice policies continue to gain momentum in the American system of public education, a push for increased accountability by different levels of government has occurred. In some instances, policymakers have begun to pair public-school choice and performance-based accountability mechanisms within the same initiative (e.g., the Florida A+ Plan). Theoretically, whereas school choice is supposed to release schools and their potential for in…
The Voices of Parents: Rethinking the Intersection of Family and School
In this study, we explored ideas and attitudes about education among low-income, minority parents to understand their interaction patterns with schools. Although the bulk of research on parent involvement has been aimed at demonstrating its effects, few field-based studies have focused on the factors that contribute to parents' participation in home and school-based activities. In this study, we attempted to identify these factors by examining th…
The Voices of Parents: Rethinking the Intersection of Family and School
In this study, we explored ideas and attitudes about education among low-income, minority parents to understand their interaction patterns with schools. Although the bulk of research on parent involvement has been aimed at demonstrating its effects, few field-based studies have focused on the factors that contribute to parents' participation in home and school-based activities. In this study, we attempted to identify these factors by examining th…
The Influence of Local Conditions on Social Service Partnerships, Parent Involvement, and Community Engagement in Neighborhood Schools
By using Geographic Information System (GIS) mapping software to combine health and crime data with data from 20 schools in one Southeastern district, the study explores whether and how neighborhood conditions affect school-community arrangements. Findings show that the nature of the relationships and the strategies principals and teachers use to partner with social service organizations, encourage parental involvement, and engage with the commun…
Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning
This article presents findings from a year-long multilevel comparative case study exploring the characteristics of effective urban high schools. We developed a comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools. Using value-added methodology, we identified two higher and two lower performing high schools in Broward County, Florida. We found that the two higher perfo…
The Politics of Teacher Reform in Florida: Analyzing Causal Narratives Surrounding State Adoption of Performance-Based Evaluations, Performance Pay, and Tenure Elimination
Following a multiyear debate, Florida lawmakers passed the “Student Success Act” in March 2011, introducing some of the most sweeping educational reforms in the state's history—the introduction of teacher evaluation systems based on value-added modeling, mandatory “performance pay” for teachers, and the elimination of long-term professional service contracts. Using Stone's (1989) Causal Stories framework, this article analyzes arguments made for …
Qualifications and Assignments of Alternatively Certified Teachers: Testing Core Assumptions
By analyzing data from the Schools and Staffing Survey, the authors empirically test four of the core assumptions embedded in current arguments for expanding alternative teacher certification (AC): AC attracts experienced candidates from fields outside of education; AC attracts top-quality, well-trained teachers; AC disproportionately trains teachers to teach in hard-to-staff schools; and AC alleviates out-of-field teaching. Although there are so…
The Common Core State Standards Initiative: An Event History Analysis of State Adoption
Today, with states’ near-universal adoption of the Common Core State Standards, the political system has achieved that which was not possible less than 2 decades ago. Just why this is so remains unanswered. Some observers have attributed states’ embrace of the standards to the substantial financial incentives that the federal government embedded in its $4.35 billion Race to the Top initiative. Despite these perceptions, little is known about stat…
Partnering for Improvement: Improvement Communities and Their Role in Scale Up
There is increasing interest in researcher–practitioner partnerships, particularly those that take the form of a networked improvement community. In this paper, we describe the partnership between the National Center on Scaling Up Effective Schools and the Fort Worth Independent School District to build student ownership and responsibility. By outlining the organizational structures established to enact the partnership and roles of our various pa…
Integrating Accountability With Choice: Implications for School Governance
As school choice policies continue to gain momentum in the American system of public education, a push for increased accountability by different levels of government has occurred. In some instances, policymakers have begun to pair public-school choice and performance-based accountability mechanisms within the same initiative (e.g., the Florida A+ Plan). Theoretically, whereas school choice is supposed to release schools and their potential for in…
Quality” assurance features in state-funded early childhood education: A policy brief
The Voices of Parents: Rethinking the Intersection of Family and School
In this study, we explored ideas and attitudes about education among low-income, minority parents to understand their interaction patterns with schools. Although the bulk of research on parent involvement has been aimed at demonstrating its effects, few field-based studies have focused on the factors that contribute to parents' participation in home and school-based activities. In this study, we attempted to identify these factors by examining th…
Integrating Accountability With Choice: Implications for School Governance
As school choice policies continue to gain momentum in the American system of public education, a push for increased accountability by different levels of government has occurred. In some instances, policymakers have begun to pair public-school choice and performance-based accountability mechanisms within the same initiative (e.g., the Florida A+ Plan). Theoretically, whereas school choice is supposed to release schools and their potential for in…
Qualifications and Assignments of Alternatively Certified Teachers: Testing Core Assumptions
By analyzing data from the Schools and Staffing Survey, the authors empirically test four of the core assumptions embedded in current arguments for expanding alternative teacher certification (AC): AC attracts experienced candidates from fields outside of education; AC attracts top-quality, well-trained teachers; AC disproportionately trains teachers to teach in hard-to-staff schools; and AC alleviates out-of-field teaching. Although there are so…
The Influence of Local Conditions on Social Service Partnerships, Parent Involvement, and Community Engagement in Neighborhood Schools
By using Geographic Information System (GIS) mapping software to combine health and crime data with data from 20 schools in one Southeastern district, the study explores whether and how neighborhood conditions affect school-community arrangements. Findings show that the nature of the relationships and the strategies principals and teachers use to partner with social service organizations, encourage parental involvement, and engage with the commun…
The Politics of Teacher Reform in Florida: Analyzing Causal Narratives Surrounding State Adoption of Performance-Based Evaluations, Performance Pay, and Tenure Elimination
Following a multiyear debate, Florida lawmakers passed the “Student Success Act” in March 2011, introducing some of the most sweeping educational reforms in the state's history—the introduction of teacher evaluation systems based on value-added modeling, mandatory “performance pay” for teachers, and the elimination of long-term professional service contracts. Using Stone's (1989) Causal Stories framework, this article analyzes arguments made for …
The Federal Role in Adolescent Literacy from Johnson through Obama: A Policy Regimes Analysis
This article examines the federal role in adolescent literacy from its roots in Lyndon B. Johnson’s administration with the Economic Opportunity Act (1964) through the Reading for Understanding grants of 2010. The authors consider the extent to which the recent attention to and changes in the federal approach to adolescent literacy can be explained through the policy regime framework. Specifically, the study traces shifts in the policy paradigm a…
The Common Core State Standards Initiative: An Event History Analysis of State Adoption
Today, with states’ near-universal adoption of the Common Core State Standards, the political system has achieved that which was not possible less than 2 decades ago. Just why this is so remains unanswered. Some observers have attributed states’ embrace of the standards to the substantial financial incentives that the federal government embedded in its $4.35 billion Race to the Top initiative. Despite these perceptions, little is known about stat…
Understanding Local Instructional Responses to Federal and State Accountability Mandates: A Typology of Extended Learning Time
For the past dozen years, the federal government has held schools accountable for students’ achievement in reading and mathematics. Schools that have not demonstrated improved student scores have faced heavy sanctions, including reconstitution and closure. In response to this high-stakes environment, schools appear to have extended the time students spend in instruction in various ways. In this article, the authors develop a typology of the progr…
Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning
This article presents findings from a year-long multilevel comparative case study exploring the characteristics of effective urban high schools. We developed a comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools. Using value-added methodology, we identified two higher and two lower performing high schools in Broward County, Florida. We found that the two higher perfo…
Partnering for Improvement: Improvement Communities and Their Role in Scale Up
There is increasing interest in researcher–practitioner partnerships, particularly those that take the form of a networked improvement community. In this paper, we describe the partnership between the National Center on Scaling Up Effective Schools and the Fort Worth Independent School District to build student ownership and responsibility. By outlining the organizational structures established to enact the partnership and roles of our various pa…
Civic Education and the Paradox of Political Participation
This issue of the Peabody Journal of Education—an issue dedicated to understanding the politics and policies of civic education today—comes at a time when the outcome of the great American democrat
Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina
Research Findings Kindergarten Entry Assessments (KEAs) – assessment tools used at the beginning of kindergarten to provide educators with a snapshot of children’s readiness for school – are increasingly being adopted by states across the country. The purpose of this study is to examine the implementation of North Carolina’s KEA through analysis of data from an exploratory qualitative study during the initial years of implementation (2015-2018). …
Quality” assurance features in state-funded early childhood education: A policy brief
The Adoption of Public Pre-Kindergarten among the American States: An Event History Analysis
Over the past few decades, we have witnessed a surge in publicly funded pre-K programs in the United States. Today, policy makers in 45 states and the District of Columbia have adopted them. Combining information from twelve datasets, we use event history analysis (EHA) to examine the influence of a set of predictors on states’ decisions to adopt public pre-K. Findings indicate that party dominance in the legislature, legislative professionalism,…
Governing early learning among the American states
Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills
Research Findings: The present study examined the transition practices reported by 59 pre-kindergarten (pre-k) and 186 kindergarten teachers in the rural Southeastern United States, and asked if transition practices related to skills at the beginning and end of kindergarten for 387 children. Analyses indicated kindergarten teachers offered more transition practices than pre-k teachers, and the transition practices children received varied dependi…
Warrants for Action: An Agenda for Continuous Improvement Research in Education
Purpose: Recent reports by the National Academy of Sciences, Engineering, and Medicine have ignited a new wave of discourse regarding the future of education research and reinvigorated calls for education research to be more relevant to practice. An emerging research paradigm, continuous improvement research (CIR), responds to that debate by placing the pursuit of practice relevance at its core. This article seeks to understand how participants i…
Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina
Pre-Kindergarten (Pre-K) programs are becoming increasingly common in elementary schools across the United States—in fact, a recent analysis of federal data revealed that 57% of public schools have a Pre-K grade. Despite the prevalence of Pre-K programs in schools, principals—known to be among the most important factors in school success—often lack the knowledge and professional supports to effectively lead Pre-K programs. In this study, guided b…
Does Going to School-Based Prekindergarten Predict Access to Disability Services in Elementary School
This study examines school-based Pre-K (SBPK) versus center-based Pre-K (CBPK) settings, focusing on subsequent access to disability supports, an underexplored area. Specifically, we examine whether attending SBPK is associated with difference rates of disability diagnosis or receiving an Individualized Education Program (IEP) in elementary school, grades K through 5. Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 20…
School- Versus Center-Based Pre-K: Are There Differences in Student Achievement, Executive Function, and Social–Emotional Outcomes
In the United States, Pre-K is available as a mixed-delivery system, where families choose from various center- or school-based settings. Enrollment in school-based Pre-K is increasingly common, yet more needs to be understood about whether school-based Pre-K versus center-based Pre-K is associated with different outcomes. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (n ≈ 4,300), …
Pre-kindergarten classroom experiences and child outcomes through first grade
Political science (15 works) · Psychology (15 works) · Pedagogy (12 works) · Sociology (11 works) · Computer Science (9 works) · Public Administration (9 works) · Early Childhood Education and Development (8 works) · Public relations (8 works) · School Choice and Performance (8 works) · Law (7 works)