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Member Profile

Brian Cobb



  • Researcher, Evaluator 


Brian Cobb is Professor Emeritus from the School of Education at Colorado State University and former Co-Chair of the Education Coordinating Group for the Campbell Collaboration, an international professional society dedicated to conducting and disseminating worldwide the results of systematic reviews (meta-analyses) of educational interventions. Brian has taught quantitative research design at the doctoral level as well as quantitative analysis - particularly the statistical models used in the analysis and aggregation of experimental and quasi-experimental research studies. In recent years, Brian was P. I. of a $1.9 million U. S. Department of Education-funded, evidence-based research synthesis grant entitled "What Works in Transition for Secondary Youth with Disabilities". Currently, Brian is the external evaluator for a $12 million NSF-funded "Math-Science Partnership" project. For this project, Brian has developed an adapted version of the cohort-control quasi-experimental design and is integrating into a relational database five sequential years of Colorado high stakes test data from seven different urban school districts for use with this quasi-experimental design. Brian also recently completed work for the National Center for Special Education Research in the U. S. Department of Education's Institute of Education Sciences on rubrics for assessing the methodological quality and levels of evidence for intervention research. 


Experimental and Quasi-Experimental Research Design
Program Evaluation
Secondary Special Education 


Sample McMeeking, L. B., Cobb, R. B., & Basile, C. (2010). Evaluating long-term, complex professional development: Using a variation of the cohort control design. Evaluation & Research in Education, 23(4), 273-285.

Cobb, B., Lehmann, J., Newman-Gonchar, R., & Alwell, M. (2009). Self-determination for students with disabilities: A narrative meta-synthesis. Career Development for Exceptional Individuals, 32(2), 108-114.

Cobb, R. B., & Alwell, M. (2009). Transition planning/coordinating interventions for youth with disabilities: A systematic review. Career Development for Exceptional Individuals, 32(2), 70-81.

Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., and Smink, J. (2008). Dropout Prevention: A Practice Guide (NCEE 2008-4025). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from>Wolgemuth, J. R. & Cobb, R. B. (2008). The effects of mnemonic interventions on academic outcomes for youth with disabilities: A systematic review. Learning Disabilities Research Journal, 23(1), 1-10.