Associate Professor, Center for Asian American Studies
Phone: +1 512 471 7923
Office: SZB 3.404M
Office Hours: By appointment
North Cooc is an associate professor of special education and core faculty member in the Center for Asian American Studies. His research agenda focuses on three main areas: 1) the role of schools and social institutions in reducing racial and ethnic disparities in academic and social outcomes; 2) the unequal opportunities of children with disabilities in navigating the special education system; and 3) the preparation of a diverse and culturally sustaining teacher workforce. Previously, Dr. Cooc worked in education research and conducted evaluations of afterschool programs and literacy initiatives at Policy Studies Associates in Washington, DC. He also taught middle school English in Shizuoka, Japan through the Japan Exchange and Teaching Program.
Ed.D. in Quantitative Policy Analysis in Education, Harvard University
Ed.M. in International Education Policy, Harvard University
B.A. in History and Japanese, University of California, Berkeley
Explores how family background, culture, and school contextual factors influence decisions and trajectories within special education.
Kim, G. M. & Cooc, N. (2022). Student immigration, migration, and teacher preparation. Journal of Ethnic and Migration Studies, 1–23. doi:https://doi.org/10.1080/1369183X.2022.2057283.
Cooc, N. (2022). Disparities in general education inclusion for students of color with disabilities: Understanding when and why. Journal of School Psychology, 90, 43–59. doi:https://doi.org/10.1016/j.jsp.2021.10.002.
Cooc, N. & Kim, G. M. (2021). Revisiting the decline in Asian American and Pacific Islander teachers. Educational Policy, 1–32. doi:https://doi.org/10.1177/08959048211012509.
Cooc, N. & Kim, G.M. (2021). Beyond STEM: The invisible career expectations of Asian American high school students. American Psychologist, 76(4), 658672. doi:https://doi.org/10.1037/amp0000806.
Gee, K., Haghighat, M., Vang, T. & Cooc, N. (2021). In the aftermath of school victimization: Links between authoritative school climate and adolescents perceptions of the negative effects of bullying victimization.. Journal of Youth and Adolescence, 1–14. doi:https://doi.org/10.1007/s10964-021-01516-x.
Cooc, N. & Kim, G. M. (2021). The roles of racial discrimination and English in civic outcomes for Asian Americans and Pacific Islanders. Cultural Diversity and Ethnic Minority Psychology, 1–13. doi:https://doi.org/10.1037/cdp0000443.
Park, J., Cooc, N. & Lee, K. (2020). Relationships between teacher influence in managerial and instruction-related decision-making, job satisfaction, and professional commitment: A multivariate multilevel model. Educational Management Administration & Leadership.. doi:https://doi.org/10.1177/1741143220971287.
Kim, G. M. & Cooc, N. (2020). Recruiting and Retaining Asian American and Pacific Islander Teachers. The Urban Review, 1–25. doi:https://doi.org/10.1007/s11256-020-00571-1.
Kim, G. M. & Cooc, N. (2020). Asian Americans and Pacific Islanders in academe: Race and gender through the tenure pipeline from 1993-2017. Race, Ethnicity and Education, 1–19. doi:https://doi.org/10.1080/13613324.2020.1753675.
Kim, G. M. & Cooc, N. (2020). Teaching for social justice: A research synthesis on Asian American and Pacific Islander teachers in U.S. schools. Teaching and Teacher Education, 94, 1–12. doi:https://doi.org/10.1016/j.tate.2020.103104.
Filderman, M., Toste, J. & Cooc, N. (2020). Does Training Predict Second-Grade Teachers Use of Student Data for Decision-Making in Reading and Mathematics? (Online first). Assessment for Effective Intervention, 1–12. doi:https://doi.org/10.1177/1534508420902523.
Park, J., Lee, I. & Cooc, N. (2019). The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement. Educational Administration Quarterly, 55(5), 742–780. doi:https://doi.org/10.1177/0013161X18821355.
Gee, K. & Cooc, N. (2019). Will I Be Victimized at School Today? How Schools Influence the Victimization Experiences of Asian American Teenagers. Asian American Journal of Psychology, 10(4), 316–325. doi:https://psycnet.apa.org/doi/10.1037/aap0000155.
Cooc, N. (2019). Disparities in the Enrollment and Timing of Special Education for Asian American and Pacific Islander Students. Journal of Special Education, 53(3), 177–190. doi:https://doi.org/10.1177/0022466919839029.
Cooc, N. (2019). Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education, 83, 27–41. doi:https://doi.org/10.1016/j.tate.2019.03.021.
Cooc, N. (2019). Do teachers spend less time teaching in classrooms with students with special needs? Trends from international data.. Educational Researcher, 48(5), 273–286. doi:https://doi.org/10.3102/0013189X19852306.
Daniel, J. & Cooc, N. (2018). Teacher perceptions of academic intrinsic motivation for students with disabilities. The Journal of Special Education, 52(2), 101–112. doi:https://doi.org/10.1177/0022466918765276.
Cooc, N. (2018). Understanding when teachers disagree about student disability. Exceptionality, 26(2), 63–80. doi:http://dx.doi.org/10.1080/09362835.2016.1216849.
Cooc, N. & Kiru, E. (2018). Disproportionality in special education: A synthesis of international research and trends. The Journal of Special Education, 52(3), 163–173. doi:https://doi.org/10.1177/0022466918772300.
Kiru, E., Doabler, C., Sorrells, A. & Cooc, N. (2018). A synthesis of technology-mediated mathematics interventions for students with or at risk for mathematics learning disabilities. Journal of Special Education Technology, 33(2), 111–123. doi:https://doi.org/10.1177/0162643417745835.
Cooc, N. (2018). Examining the underrepresentation of Asian American students in special education: Evidence from California. Exceptionality, 26(1), 1–19. doi:http://dx.doi.org/10.1080/09362835.2016.1216849.
Cooc, N. & Leung, G. (2017). Who are Chinese language speakers in the United States? Examining differences in socioeconomic outcomes and language identities. AAPI Nexus Journal, 15(2), 137–165. doi:https://doi.org/10.17953/1545-0322.214.171.124.
Yang, M., Cooc, N. & Sheng, L. (2017). An investigation of cross-linguistic transfer between Chinese and English: A meta-analysis. Asian-Pacific Journal of Second and Foreign Language Education, 2, 1–21. https://link.springer.com/article/10.1186/s40862-017-0036-9#citeas. doi:https://doi.org/10.1186/s40862-017-0036-9.
Cooc, N. & Kim, J. (2017). Peers effects on reading skills: A social network analysis of elementary school classrooms. Journal of Educational Psychology, 109(5), 727740. doi:http://dx.doi.org/10.1037/edu0000166.
Cooc, N. (2017). Examining racial disparities in teacher perceptions of student disability. Teachers College Record, 119(7), 1–32. doi:http //www.tcrecord.org/Content.asp?C.
Cooc, N. & Bui, O. (2017). Characteristics of Parent Center Assistance from the Federation for Children with Special Needs. The Journal of Special Education, 51(3). doi:10.1177/0022466917696285.
Kiru, E. & Cooc, N. (2017). A comparative analysis of access to education for students with disabilities in Brazil, Canada, and South Africa. Journal of International Special Needs Education, 21(1), 1–11. doi:https://doi.org/10.9782/16-00024R4.
Cooc, N. (2017). Analyzing racial disproportionality in special education using secondary data. SAGE Research Methods Cases. doi:http://dx.doi.org/10.4135/9781473970618.
Cooc, N. & Yang, M. (2017). Underrepresented and overlooked: A review of Asian American children with disabilities. Multiple Voices for Ethnically Diverse Exceptional Learners, 17(1), 3–19. doi:10.5555/1547-18126.96.36.199.
Cooc, N. & Yang, M. (2016). Equity and diversity in the distribution of teachers with special education credentials: Trends from California. AERA Open, 2(4), 1–15. doi:10.1177/2332858416679374.
Quinn, D., Cooc, N., McIntyre, J. & Gomez, C. (2016). Seasonal dynamics of academic achievement inequality by socioeconomic status and race/ethnicity: Replicating and extending past research with new national data. Educational Researcher, 45(8), 443–453. doi:10.3102/0013189X16677965.
Bridwell-Mitchell, E. & Cooc, N. (2016). The ties that bind: How social capital is forges and forfeited in teacher communities. Educational Researcher, 45(1). doi:10.3102/0013189X16632191.
Quinn, D. & Cooc, N. (2015). Science achievement gaps by gender and race/ethnicity in elementary and middle school: Trends and predictors. Educational Researcher, 44(6), 336–346. doi:10.3102/0013189X15598539.
Cooc, N. & Gee, K. (2014). National trends in school victimization among Asian American adolescents. Journal of Adolescence, 37(6), 839–849. doi:http://dx.doi.org/10.1016/j.adolescence.2014.05.002.
Bahena, S., Cooc, N., Currie-Rubin, R., Kuttner, P. & Ng, M. (2012). Disrupting the School-to-Prison Pipeline. Cambridge, MA: Harvard Education Publishing Group. (View)
Reimers, F., Cooc, N. & Hashmi, J. (2012). Adapting innovations across borders to close equity gaps in education. Lessons in educational equality: Successful approaches to intractable problems around the world. New York: Oxford University Press. (View)
Oh, S. & Cooc, N. (2011). Editor's Introduction. Immigration, Youth, and Education. Cambridge, MA: Harvard Education Publishing Group. (View)
Disproportionality in Special Education
Racial disparities in special education enrollment have been documented for the last several decades and many studies have explored factors that contribute to disproportionality. However, missing in the literature is often the experiences of Asian Americans. This line of research focuses on the underrepresentation of Asian Americans and how parent and teacher perceptions of disabilities may influence decisions about special education services.
Academic Trajectories in School
The academic outcomes of students with disabilities are consistently below those without disabilities. This area of research examines how the academic trajectories of students with disabilities relative to peers change from early elementary school to high school. An area of interest is how learning trajectories may change during the summer in the absence of school services.
Students with disabilities eventually graduate or age out of school services provided under the Individuals with Disabilities Education Act (IDEA). Since the goal of IDEA is to promote successful postsecondary outcomes, this line of research focuses on when individuals first experience college, employment, and independent living.
Postdoctoral Fellowship, National Academy of Education / Spencer Foundation (2019)
Global Taiwan Institute, Global Taiwan Institute (2017 - 2018)
Young Scholars Program, Foundation for Child Development (2016)
Thomas J. Alexander Fellowship, Organisation for Economic Co-operation and Development (2016)
Research Grant, Spencer Foundation (2016)
Research Grant, American Educational Research Association (2015 - 2016)
Summer Research Assignment, University of Texas (2015)
Research Grant, The University of Texas at Austin (2014 - 2015)
Dean's Summer Fellowship, Harvard Graduate School of Education (2012 - 2013)
Fellow, Education Pioneers (2010)
|2021||Fall||SED 380: 17-Dvrsty/Dsblty: Cont Persps|
|2021||Spring||SED 380: 17-Dvrsty/Dsblty: Cont Persps|
|2019||Fall||SED 380: Res Ques In Sped Using Dataset|
|2019||Fall||SED 380: 17-Dvrsty/Dsblty: Cont Persps|
|2019||Spring||SED 337: Intercul Communicatn & Collab|
|2018||Fall||SED 380: Res Ques In Sped Using Dataset|
|2018||Fall||SED 380: 17-Dvrsty/Dsblty: Cont Persps|
|2018||Spring||SED 380: Intl/Comparative Education|
|2017||Fall||SED 380: Res Ques In Sped Using Dataset|
|2016||Fall||SED 380: Res Ques In Sped Using Dataset|
|2016||Spring||SED 337: Intercul Communicatn & Collab|
|2016||Spring||SED 380: Intl & Comparative Educaion|
|2015||Fall||SED 380: 10-Cul/Ling Divr Sed/Reh Couns|
|2015||Spring||SED 337: Intercul Communicatn & Collab|
|2014||Fall||SED 380: 10-Cul/Ling Divr Sed/Reh Couns|
Audrey Sorrells and North Cooc Equity and Diversity Concentration Closes a Gap in Special Education
Congratulations to Promoted Faculty in the College of Education