Elizabeth D. Steiner

Photo of Elizabeth Steiner
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

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.

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

  • A teacher preparing classroom for social distancing, photo by izusek/Getty Images

    Engaging Learning Spaces Are Important, Even During a Pandemic

    While considering new uses for and formations of school space, planners might also consider whether these spaces will be conducive to learning. Research links the physical condition of learning spaces to improved student physical health and academic performance.

    Aug 18, 2020 The RAND Blog

  • Teenage girl with hearing aid having online school class at home, photo by Sladic/Getty Images

    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

  • A girl doing schoolwork on a laptop computer, photo by ijeab/Getty Images

    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

  • Children looking down at the camera, photo by FatCamera/Getty Images

    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