Laura Rogers

Laura Rogers conducts research on how policies and organizational conditions shape the career outcomes of K-12 district leaders, principals, and teachers. Trained in both quantitative and qualitative methods, she leverages multiple data sources and mixed/multi-method designs to study school districts as systems. Her research has been published in leading academic journals, including Educational Administration Quarterly, Review of Educational Research, and the American Educational Research Journal.

Rogers’s recent projects have explored educator wellbeing and turnover, district-led principal pipeline initiatives, and central office administrator role change. She is currently co-leading a new project focused on understanding how caregiving responsibilities influence educator effectiveness, retention, and promotion to leadership. Rogers is also interested in how school districts consume and learn from research evidence to facilitate school improvement.

Rogers is a former Teach for America corps member and elementary school teacher. She has a Ph.D. in Leadership and Policy Studies from Vanderbilt University.

Ph.D., Vanderbilt University, 2019
M.A., University of Colorado Denver, 2011
B.A., University of Colorado Boulder, 2009
 

Curriculum Vitae

• principal effectiveness and retention
• principal and teacher working conditions
• central office change
• mixed methods
• implementation research