Elizabeth D. Steiner

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Elizabeth D. Steiner (she/her) is a policy researcher at RAND with expertise in education policy, policy analysis, program evaluation, and qualitative methods and analysis. She is also a professor of policy analysis at the Pardee RAND Graduate School. Steiner's research is focused on ways to improve public education in the United States for teachers and students, 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 K–12 teacher and principal well-being, working conditions, and the diversity of the educator workforce; personalized and competency-based learning; social and emotional 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.

Education

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

Selected Work

  • Elizabeth D. Steiner, Ashley Woo, Sy Doan, All Work and No Pay — Teachers' Perceptions of Their Pay and Hours Worked, RAND (RR-1108-9), 2023
  • Woo, Ashley, Melissa Kay Diliberti, and Elizabeth D. Steiner, Policies Restricting Teaching About Race and Gender Spill Over into Other States and Localities: Findings from the 2023 State of the American Teacher Survey, RAND Corporation (RR-A1108-10), 2024
  • Steiner, Elizabeth D., Sy Doan, Ashley Woo, Allyson D. Gittens, Rebecca Ann Lawrence, Lisa Berdie, Rebecca L. Wolfe, Lucas Greer, and Heather L. Schwartz, Restoring Teacher and Principal Well-Being Is an Essential Step for Rebuilding Schools: Findings from the State of the American Teacher and State of the American Principal Surveys, RAND Corporation (RR-A1108-4), 2022
  • Steiner, Elizabeth D., Lucas Greer, Lisa Berdie, Heather L. Schwartz, Ashley Woo, Sy Doan, Rebecca Ann Lawrence, Rebecca L. Wolfe, and Allyson D. Gittens, Prioritizing Strategies to Racially Diversify the K–12 Teacher Workforce: Findings from the State of the American Teacher and State of the American Principal Surveys, RAND Corporation (RR-A1108-6), 2022
  • Woo, Ashley, Elizabeth D. Steiner, The Well-Being of Secondary School Principals One Year into the COVID-19 Pandemic, RAND Corporation (RR-A827-6), 2022
  • Faherty, Laura J., Benjamin K. Master, Elizabeth D. Steiner, Julia H. Kaufman, Zachary Predmore, Laura Stelitano, Jennifer T. Leschitz, Brian Phillips, Heather L. Schwartz, and Rebecca L. Wolfe, COVID-19 Testing in K–12 Schools: Insights from Early Adopters, RAND Corporation (RR-A1103-1), 2021
  • Steiner, Elizabeth D., Laura S. Hamilton, John F. Pane, Jonathan Schweig, Laura Stelitano, Joseph D. Pane, and Sophie Meyers, Building and Sustaining Innovative High Schools: Findings from the Opportunity by Design Study, RAND Corporation (RR-A322-3), 2020
  • 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

Authored by Elizabeth D. Steiner

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