Diana Gehlhaus

Photo of Diana Gehlhaus
Assistant Policy Researcher; Ph.D. Candidate, Pardee RAND Graduate School
Washington Office

Education

M.A. in applied economics, Johns Hopkins University; B.A. in mathematics and economics, Bucknell 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 media@rand.org.

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Overview

Diana G. Carew is a doctoral candidate at the Pardee RAND Graduate School and an assistant policy researcher at RAND. Her research areas include higher education, workforce development, digitization of jobs, human capital strategic planning, technology and telecommunications policy, and regulatory reform. She is currently working on several projects that focus on approaches to improving postsecondary success, including studies on how the internet will impact youth employment and the role of developmental education at sub-baccalaureate institutions.

Prior to joining Pardee RAND, she was an economist and director of the Young American Prosperity Project at the Progressive Policy Institute in Washington, D.C. She worked on issues related to innovation and growth in the U.S., including technology policy, regulatory reform, infrastructure, and private investment. She also led the institute’s work on the economic obstacles affecting young Americans, such as youth employment, student debt, and higher education reform.

Carew previously worked for the Export-Import Bank, developing a methodology to quantify the number of jobs supported by its financing. She also worked for the Bureau of Labor Statistics, where she was a contributing author of the Occupational Outlook Handbook. Her research interests include labor markets, education reform, postsecondary education programs, infrastructure, public-sector governance, the Internet, and science, technology, and innovation policy. She has an M.A. in applied economics from Johns Hopkins University and a B.A. in mathematics and economics from Bucknell University.

Research Focus

Commentary

  • A young woman looks nervous in a job interview

    Bridging the Growing College Divide Among Young Americans

    Over the last decade, more Americans age 25 to 34 earned four-year college and graduate degrees, but the number of those without college degrees also increased. New ways of communicating educational options and outcomes to young people are needed.

    Apr 13, 2018 The Hill

  • Female IT professional checking on network servers using a laptop

    To Increase Diversity in Tech, We Need to Rethink What 'Tech' Is

    Rethinking what defines today's tech jobs, along with greater investment in public-private partnerships, could go a long way toward bridging the diversity gap.

    Nov 17, 2016 The Hill

  • Young people waiting for a job interview

    Young Workers Without College Degrees Face Uncomfortable Truths

    Young Americans without a college education suffer from high unemployment, low earnings, and delayed adulthood with a limited ability to buy a home. To help them, policymakers need to remind themselves that workforce training and labor policy must focus on the technology-driven jobs of tomorrow.

    Jun 23, 2016 The Hill

  • Jar with "college" label and money

    Reframing the 'Free College' Debate

    Framing the future of college as a debate about whether it should be free is a lost opportunity to discuss what's really wrong with higher education in America—and a missed chance to help young Americans regain lost competitiveness in the workforce.

    Apr 14, 2016 The Hill

Publications