Elizabeth D. Steiner

Contact Information

Associate Policy Researcher; Affiliate Faculty, Pardee RAND Graduate School

Pittsburgh Office

Education

M.S.P.P.M. in public policy administration and analysis, Carnegie Mellon University; B.A. in psychology, Vassar College

One Page Bio

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

Elizabeth D. Steiner (she/her) is an associate policy researcher at the RAND Corporation with expertise in education policy, policy analysis, program evaluation, and qualitative methods and analysis. She is also a member of the Pardee RAND Graduate School faculty. Steiner’s research is focused on ways to improve public education in the United States, reduce racial and socioeconomic achievement gaps, and improve equity of educational and life outcomes.

Her work also addresses implementation of public policy—how systems of rules and incentives intended to encourage behavior toward a desired outcome function in practice, and how policies could be improved to promote desired outcomes. These interests intersect in her work at RAND, which is focused on studying implementation of education reforms and policies. Current research topics include personalized and competency-based learning, teacher and school leader professional development, and educator evaluation systems.

Steiner holds an M.S.P.P.M. in public policy and management from the Heinz College at Carnegie Mellon University.

Research Focus

Previous Positions

Policy Analyst

Recent Projects

Study of the implementation and outcomes of innovative personalized learning school models
Study of Opportunity by Design innovative high schools
Developing and validating measures of student-centered learning
Study of school leader training programs
Study of intensive partnerships for effective teaching

Selected Publications

Laura S. Hamilton, Christopher J. Doss, Elizabeth D. Steiner, Teacher and Principal Perspectives on Social and Emotional Learning in America’s Schools: Findings from the American Educator Panels, RAND (RR-2991), 2019

Christopher J. Doss, Elizabeth D. Steiner, Laura S. Hamilton, Teacher Perspectives on Social and Emotional Learning in Massachusetts: Findings from the American Teacher Panel, RAND (RR-3171), 2019

Julia H. Kaufman, Elizabeth D. Steiner, Matthew D. Baird, Raising the Bar for K–12 Academics Early Signals on How Louisiana’s Education Policy Strategies Are Working for Schools, Teachers, and Students, RAND (RR-2303/2), 2019

Elizabeth D. Steiner, William R. Johnston, Learning From Peers On A Large Scale: Teachers in High Poverty Schools Find Value In Results of National Educator Surveys, RAND (RR-2575/12), 2019

Elizabeth D. Steiner, Laura S. Hamilton, Laura Stelitano, Mollie Rudnick, Early Insights on Designing Innovative High Schools, (RR-2005), 2017

John F. Pane, Elizabeth D. Steiner, Matthew D. Baird, Laura S. Hamilton, Joseph D. Pane, Informing Progress: Insights on Personalized Learning Implementation and Effects, (RR-2042), 2017

John F. Pane, Elizabeth D. Steiner, Matthew D. Baird, Laura S. Hamilton, Continued Progress: Promising Evidence on Personalized Learning, (RR-1365), 2015

Brian M. Stecher, Michael S. Garet, Laura S. Hamilton, Elizabeth D. Steiner, Abby Robyn, Jeffrey Poirier, Deborah Holtzman, Eleanor S. Fulbeck, Jay Chambers, Iliana Brodziak de los Reyes, Improving Teaching Effectiveness: The Intensive Partnerships for Effective Teaching Through 2013-2014, (RR-1295), 2016

Commentary

New Tool Helps Educators Know How Well Students Are Taking Ownership of Learning Online and What Can Be Done to Support Them
The Measuring and Improving Student-Centered Learning Toolkit lets high school leaders and teachers gather information about the extent to which student-centered learning is happening remotely now, and plan for improvements to student-centered learning in the future.
Jun 8, 2020 The RAND Blog
Online Doesn't Have to Mean Impersonal
Children's needs extend beyond the purely academic. It is important that their social and emotional well-being is supported as instruction moves online during the COVID-19 pandemic. A whole-child view of what students need could benefit them now more than ever.
Apr 2, 2020 The 74 Million
Back to School Means Back to SEL for America's Teachers and Principals
Schools are increasingly adopting programs and practices to build social and emotional learning (SEL) skills. Policymakers can benefit from understanding the educator perspective: how they feel about SEL, what they're doing to promote it, and what resources they need.
Sep 4, 2019 CASEL Measuring SEL Blog

Publications

Report
Report
High School Teachers' Perceptions and Use of Personalized Learning: Findings from the American Teacher Panel
This report presents findings from RAND's 2018 American Teacher Panel about high school teachers' use of instructional practices consistent with personalized learning and access to necessary supports.
Aug 10, 2020
Research Brief
Research Brief
How Can Assistant Principals Be Trained as Instructional Leaders? Insights from the PLUS Program
This research brief summarizes study findings of a school leadership program and offers three recommendations for school districts and school leadership training programs to consider as they strive to improve instructional leadership effectiveness.
Jul 7, 2020
Report
Report
Pathways to Instructional Leadership: Implementation and Outcomes from a Job-Embedded School Leader Training Program
The authors describe the initial implementation and impacts on staff and student outcomes of the Pathway to Leadership in Urban Schools program, which focused on newly hired school assistant principals, in one large urban district over four years.
Jul 7, 2020
Journal Article
Journal Article
Priming the Leadership Pipeline: School Performance and Climate Under an Urban School Leadership Residency Program
This study examines school climate and student achievement trends under an ambitious school leadership residency program in an urban school district.
Jun 16, 2020
Research Brief
Research Brief
Ensuring That the Measuring and Improving Student-Centered Learning Toolkit Is Easy to Use and Produces Accurate, Meaningful Results
This research brief summarizes the validity, reliability, and usability of the Measuring and Improving Student-Centered Learning Toolkit, which was developed to help high schools assess the extent of student-centered learning in their schools.
Jun 8, 2020
Report
Report
Evidence on the Validity, Reliability, and Usability of the Measuring and Improving Student-Centered Learning (MISCL) Toolkit: Key Takeaways and Lessons on Developing Tools for School Improvement
This report summarizes a study on the validity, reliability, and usability of the Measuring and Improving Student-Centered Learning Toolkit, which was developed to help high schools measure the extent of student-centered learning in classrooms.
Jun 8, 2020
Report
Learning from Peers on a Large Scale: Teachers in High-Poverty Schools Find Value in Results of National Educator Surveys
This American Educator Panels Data Note describes the degree to which teachers believe national survey data would be useful for thinking about how to improve their practices and the extent to which perceptions vary by school characteristics.
Apr 15, 2020
Report
Teacher Perspectives on Social and Emotional Learning in Massachusetts: Findings from the American Teacher Panel
This report presents American Teacher Panel survey results on teachers' perspectives about social and emotional learning. The researchers analyze results from teachers in Massachusetts and how they compare with those of their national peers.
Oct 2, 2019
Report
Report
The "Raising the Bar" Series on Louisiana's Education Policy Strategies to Support Students from Birth Through High School: Technical Appendix — Data Sources and Methods
This technical appendix describes the data sources, samples, and analytic methods used in a series of reports examining implementation and outcomes associated with Louisiana's education policy actions.
Jun 11, 2019
Report
Report
Raising the Bar for K–12 Academics: Early Signals on How Louisiana's Education Policy Strategies Are Working for Schools, Teachers, and Students
This report, part of a four-part series on the implementation and outcomes of Louisiana's education initiatives, focuses on Louisiana's strategies to support and improve K-12 academics.
Jun 11, 2019
Research Brief
What Other States Can Learn from Louisiana's Ambitious Efforts to Reshape Its Education System
This brief highlights findings from a series of four reports that examine Louisiana's education policy strategies, how they are being implemented, and how those policy actions are related to successful student outcomes.
Jun 11, 2019
Research Brief
Support for Social and Emotional Learning Is Widespread: Principals and Teachers Give Insight into How They Value, Address, and Measure It, and Which Supports They Need
This research brief presents an overview of the results of the American Educator Panels survey questions on social and emotional learning in schools.
May 30, 2019
Report
Teacher and Principal Perspectives on Social and Emotional Learning in America's Schools: Findings from the American Educator Panels
This report presents findings from surveys of nationally representative samples of teachers and principals who responded to questions addressing their beliefs about social and emotional learning in schools and the practices they implemented.
May 30, 2019
Research Brief
Intensive Partnerships for Effective Teaching Enhanced How Teachers Are Evaluated But Had Little Effect on Student Outcomes
The authors of Improving Teaching Effectiveness: Final Report obtained some new funding information after publication. This brief complements the resource results in the report, taking this new information into account.
Feb 11, 2019
Draft
Draft
Distributing Instructional Leadership: Implementation Lessons from an Urban School Leadership Residency Program
Examines the strengths and challenges of an alternative-route school leadership preparation program as implemented in a small urban district.
Oct 17, 2018
Report
Improving Teaching Effectiveness: Final Report: The Intensive Partnerships for Effective Teaching Through 2015–2016
This is the final report of a six-year evaluation of the Intensive Partnerships for Effective Teaching initiative, documenting the policies and practices each site enacted and their effects on student outcomes.
Jun 21, 2018
Research Brief
Community Development Can Improve Resident Health
Community improvements -- primarily a new supermarket and new housing -- were associated with health and economic gains among the residents of an underserved, primarily African-American neighborhood in Pittsburgh.
May 1, 2018
Research Brief
Research Brief
How Does Personalized Learning Affect Student Achievement?
Describes the concept and implementation of personalized learning and considers achievement findings in a small sample of schools.
Dec 7, 2017
Research Brief
Research Brief
Early Insights on Designing Innovative High Schools: Interim Findings from an Evaluation of the Opportunity by Design Initiative
Summarizes lessons from RAND's interim evaluation of the Opportunity by Design initiative and provides a number of recommendations that may be of interest to schools and districts implementing or considering implementation of similar approaches.
Oct 19, 2017
Report
Designing Innovative High Schools: Implementation of the Opportunity by Design Initiative After Two Years
RAND evaluated the Carnegie Corporation of New York's Opportunity by Design high school redesign initiative. The data in this interim report describe implementation facilitators and challenges after two years.
Sep 21, 2017
Report
Informing Progress: Insights on Personalized Learning Implementation and Effects
This report describes the concept and implementation of personalized learning, along with some of the challenges and facilitators, and considers achievement findings in a small sample of schools.
Jul 11, 2017
Research Brief
Research Brief
Observations and Guidance on Implementing Personalized Learning
Schools implementing personalized learning were pursuing a wide variety of approaches and students closed achievement gaps relative to national norms. Observed challenges to implementation lead to recommendations for implementers.
Jul 11, 2017
Research Brief
Taking Stock: The Intensive Partnerships for Effective Teaching Through 2013–2014
This brief summarizes a RAND Corporation evaluation of the implementation of key reform elements of the Intensive Partnerships for Effective Teaching in three public school districts and four charter management organizations.
Sep 7, 2016
Report
Improving Teaching Effectiveness: Implementation: The Intensive Partnerships for Effective Teaching Through 2013–2014
RAND Corporation, in partnership with the American Institutes for Research, evaluated implementation of key elements of the Intensive Partnerships for Effective Teaching in three public school districts and four charter management organizations.
Jun 6, 2016
Journal Article
Diet and Perceptions Change with Supermarket Introduction in a Food Desert, but Not Because of Supermarket Use
Trends were compared in two households in two Pittsburgh, Pennsylvania neighborhoods by survey in 2011 and 2014, one of which received a new supermarket in 2013.
Nov 10, 2015
Report
Continued Progress: Promising Evidence on Personalized Learning
This report explores personalized learning models that were adopted in schools throughout the U.S. It examines school and teacher practices, perceptions of staff and students, and achievement outcomes.
Nov 10, 2015
Report
Continued Progress: Promising Evidence on Personalized Learning: Executive Summary
This Executive Summary recaps the findings in Continued Progress: Promising Evidence on Personalized Learning, a report that explores the personalized learning models adopted in U.S. schools.
Nov 10, 2015
Report
Continued Progress: Promising Evidence on Personalized Learning: Survey Results Addendum
This companion report to Continued Progress: Promising Evidence on Personalized Learning documents results from surveys administered to teachers and students in personalized learning schools in the spring of the 2014-15 school year.
Nov 10, 2015
Research Brief
A New Supermarket in a Food Desert: Is Better Health in Store?
The Pittsburgh Hill/Homewood Research on Eating, Shopping, and Health study found that a new full-service supermarket in a food desert led to improvements in the quality of neighborhood residents' diets, though not in obesity rates.
Nov 3, 2015
Journal Article
Healthy Food Access for Urban Food Desert Residents: Examination of the Food Environment, Food Purchasing Practices, Diet and BMI
Increased geographic access may not be enough to change food purchasing practices, diet or weight.
Dec 9, 2014
Draft
Draft
Personalized Learning Instructional Staff Survey Results (Spring 2014)
Descriptively summarizes instructional staff responses to a survey administered by RAND in 23 personalized learning (PL) schools in Spring 2014.
Nov 5, 2014
Journal Article
Journal Article
Using OSHA Inspection Data to Analyze Respirator Protection Program Compliance
This article uses the OSHA inspection data base to examine all inspections in manufacturing in 47 states from 1999 through 2006 and identifies all inspections and all establishments at which respiratory protection (RP) violations were cited, and it compares the prevalence of violations by industry with the prevalence reported in a recent Bureau of Labor Statistics survey of respirator use.
Dec 1, 2013
Journal Article
Are Our Actions Aligned with Our Evidence? The Skinny on Changing the Landscape of Obesity
Recent debate about the role of food deserts in the United States has prompted discussion on policies being enacted, including efforts that encourage the placement of full-service supermarkets into food deserts.
Mar 1, 2013
Research Brief
Research Brief
Improving School Leadership Through the Pittsburgh Principal Incentive Program
A RAND Corporation report examines the Pittsburgh Principal Incentive Program's implementation, how principals have responded to the reforms, and what outcomes followed program implementation.
Jul 2, 2012
Report
Report
Improving School Leadership Through Support, Evaluation, and Incentives: The Pittsburgh Principal Incentive Program
This report examines the Pittsburgh Principal Incentive Program's implementation, how principals and other school staff have responded to the reforms, and what outcomes accompanied program implementation.
Jun 25, 2012
Research Brief
Research Brief
Reducing Costs, Increasing Capability: A New Equipping Strategy for Combat Support Hospitals
Describes a new equipping strategy for the Army's Combat Support Hospitals.
Nov 21, 2011
Report
Report
Mapping the Gaps: Ideas for Using GIS to Enhance Local Health Department Priority Setting and Program Planning
Using geographic information system (GIS) technology to enhance provision of services by local health departments by enabling them to visually compare where health services are needed with where they are provided.
Oct 19, 2011
Report
Report
New Tools and Metrics for Evaluating Army Distributed Learning
Develops and tests new tools and metrics to assess training and to document the impact of Army distributed learning courses at the program level.
May 9, 2011
Journal Article
Journal Article
Using Geographic Information Systems to Match Local Health Needs with Public Health Services and Programs
Large local health departments could better inform planning and investments by using geographic information systems to align community needs and health outcomes with public health programs.
2011
Report
Report
New Equipping Strategies for Combat Support Hospitals
Describes a new equipping strategy for the Army's Combat Support Hospitals.
Jun 30, 2010