Main Menu

Cori Groth

Adjunct Associate Professor, Educational Leadership & Policy & Associate Director, Utah Education Policy Center | K12


Cori has over 20 years of experience helping clients understand whether educational policies, programs, and practices are being implemented as intended, whether they are effective and have an impact, and how they might be improved. She also has over 12 years of experience in supporting leadership development and school improvement as an adaptive assistance partner with individual schools and through the design and implementation of a variety of professional learning and leadership development programs.

Cori is the Associate Director for the UEPC at the University of Utah where she works with the Bridgeworks School and District Improvement team and the UEPC Evaluation Team to support educational and community-based organizations in improving programs, policies, and practices that result in excellent and equitable outcomes for the youth and adults they serve. Cori is also an Associate Adjunct Faculty with the Educational Leadership and Policy Department in the College of Education where she teaches courses in teacher and leadership preparation programs and serves on various department and doctoral committees. Since joining the UEPC in 2006, Cori has led studies on charter school governance, comprehensive school reform, arts education, school leadership and improvement, afterschool programs and other community school initiatives, state education agency capacity building efforts, school counseling, and variety of professional learning programs for teachers and leaders in K-12 and higher education. She is a member of the American Educational Research Association, University Council for Educational Administration, and the American Evaluation Association. She earned a Ph.D. and B.S. from the University of Utah and a M.A. from Arizona State University.

Areas of Expertise

Administration / Leadership


  • Rorrer, A. K., Bradley, J., & Groth, C. (2019). LIFT and Lead: What it takes to thrive as a leader of a turnaround school. The Learning Professional, 40(5), 39-42. Available at:
  • Rorrer, A. K., Park, V., Groth, C., Bradley, J. (2018). School Turnaround Reform: Optimizing Confluence of Influence and Dynamic Disequilibrium. In H. Shaked, C. Schechter, & A. Daly (Eds.), Leading Holistically: How Schools, Districts, and States Improve Systemically. New York: Routledge.
  • Park, V., Groth, C., Bradley, J., & Rorrer, A. (2018). Reclaiming turnaround for democratic schooling: Leadership moves to build capacity for teaching and learning. In C. Meyers & M. Darwin (Eds.), International Perspectives on Leading Low-Performing Schools. Charlotte, NC: Information Age Publishing.
  • Anderson, E., Young, M., Winn, K., Rorrer, A., Pounder, D., Korach, S., Groth, C. (2017). Examining University Leadership Preparation: An Analysis of Program Attributes and Practices. Journal of Research in Leadership Education. Available first online:
  • Bradley, J., Rorrer, A. McKinney, A., & Groth, C. (2017). Moving from ‘Student’s Can’t’ to ‘How Students Can:’ A Learning Design Anchored in the Standards for Professional Learning puts the Focus on Equity. The Learning Professional, 38(1), 42-47. Available at: