Catherine H. Augustine

Photo of Catherine Augustine
Director, Pittsburgh Office; Senior Policy Researcher
Pittsburgh Office


Ph.D. and M.A. in education, University of Michigan; B.A. in political philosophy, Michigan State University

Media Resources

This researcher is available for interviews.

To arrange an interview, contact the RAND Office of Media Relations at (310) 451-6913, or email

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Catherine Augustine is director of RAND's Pittsburgh office, and a senior policy researcher at the RAND Corporation. As director, she strives both to foster an environment in which all RAND staff can thrive and to strengthen RAND’s relationships in the local community. Her research focuses on improving educational outcomes for students in urban school districts. Augustine both evaluates implementation of reforms and assesses their impact. She is co-leading a study of five urban districts' summer learning programs. This works includes an effects study as well as detailed analyses of program implementation, district operations, and community involvement. She is also leading a randomized controlled trial on implementing restorative practices in one urban district.  The goals of this intervention include strengthening relationships among students and between students and staff, both to reduce suspension rates and to address harm when it has occurred. In addition to examining impacts, this study also includes a detailed assessment of implementation, with a focus on teacher and student buy-in, staff confidence, use of restorative practices, and school culture.  Past studies have examined teaching effectiveness, school leadership and district governance, arts education, the particular challenges facing middle schools, and education in the Middle East. She earned her Ph.D. in education from the University of Michigan.

Recent Projects

  • Evaluating summer learning programs in five school districts throughout the United States
  • Assessing the impact of reforms intended to improve teaching
  • Evaluating efforts to improve school leadership
  • Evaluating the use of restorative practices in an urban district
  • Assessing arts education partnerships

Selected Publications

Catherine H. Augustine et al., Improving School Leadership: The Promise of Cohesive Leadership Systems, RAND Corporation (MG-885-WF), 2009

Susan J. Bodilly and Catherine H. Augustine, Revitalizing Arts Education Through Community-Wide Coordination, RAND Corporation (MG-702-WF), 2008

Dominic J. Brewer et al., Education for a New Era: Design and Implementation of K-12 Education Reform in Qatar, RAND Corporation (MG-548-QATAR), 2007

Dina G. Levy et al., Base Realignment and Closure (BRAC) and Organizational Restructuring in the DoD: Implications for Education and Training Infrastructure, RAND Corporation (MG-153-OSD), 2006

Catherine H. Augustine, Diana Epstein, and Mirka Vuollo, Governing Urban School Districts: Efforts in Los Angeles to Effect Change, RAND Corporation (TR-428-LA), 2006

Edward Keating et al., The Effects of A-76 Cost Comparisons on DoD Civilian Education and Training, RAND Corporation (DB-442-OSD), 2006

Susan M. Gates et al., Ensuring the Quality and Productivity of Education and Professional Development Activities: A Review of Approaches and Lessons for DoD, RAND Corporation (MR-1257-OSD), 2004

Jaana Juvonen et al., Focus on the Wonder Years: Challenges Facing the American Middle School, RAND Corporation (MG-139-EDU), 2004

Recent Media Appearances

Interviews: City News Service, Los Angeles; KCBS-AM San Francisco; Los Angeles Daily News; News Journal DE; Pittsburgh Post-Gazette; Santa Monica Star

Commentary: Education Week


  • Students having discussion

    The Impact of Restorative Practices

    A recent RAND report focuses on estimates of the impact of restorative practices on comprehensive outcome measures for all students. The report defines these measures in seven outcome domains and leads with the impact on suspensions. It estimates the impact on 50 secondary measures and on the seven primary measures for numerous student subgroups defined by race, income, special needs and English language learner status.

    Jan 17, 2019 The RAND Blog

  • A young student sitting outside in a school corridor

    Rethinking Student Discipline and Zero Tolerance

    Restorative practices are an alternative to zero-tolerance school discipline policies. Rather than mandating prescribed punishments for specific misbehaviors, this more tailored approach aims to empower students.

    Oct 14, 2015 Education Week