Elizabeth D. Steiner

@ED_Steiner on Twitter

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 a 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 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.

Research Focus

Previous Positions

Policy Analyst

Recent Projects

State of the American Teacher Survey
State of the American Principal Survey
Study of the implementation and outcomes of innovative personalized learning school models
Study of Opportunity by Design innovative high schools
Study of school leader training programs

Selected Publications

Steiner, Elizabeth D., Ashley Woo, Job-Related Stress Threatens the Teacher Supply: Key Findings from the 2021 State of the U.S. Teacher Survey, RAND Corporation (RR-A1108-1), 2021

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 Stelitano, Andy Bogart, and Sophie Meyers, The Promise of Summer as a Time for Teacher Professional Learning: Findings from a National Survey and Implications from the BellXcel Program, RAND Corporation (RR-A196-1), 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

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

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

Recent Media Appearances

Interviews: ACSA - Association of California School Administrators; Harvard EdCast

Commentary

Teachers and Teaching

Keeping Teachers of Color in the Classroom Will Take More Than a Pay Raise
All students—but particularly Black and Latinx students—benefit academically and socially from having teachers who are people of color. Policymakers and education leaders can help these teachers stay in the profession by making teaching more financially sustainable and fostering collegial relationships within school communities.
Dec 1, 2022
Word in Black
Workplace Well-Being

Will Teachers Quit? What Surveys Can and Can't Tell Us
There is no single source for reliable current data about teacher and principal turnover or job openings, so it's understandable that journalists rely on survey data to monitor the health of the teacher and principal workforce. But media coverage that focuses only on the connection, or lack thereof, between teachers' intentions to leave and actual turnover stands the risk of minimizing the clearly stated dissatisfaction that educators are expressing.
Aug 11, 2022
The Grade
Workplace Well-Being

Educators' Poor Morale Matters, Even If They Don't Quit. Here's Why
State and district education leaders can take steps now to reduce teacher and principal stress this fall in two ways: Recognize that job-related stress is systemic and that educators closer to the classroom may experience more of it, and talk with teachers and principals about the sources of stress in their job, and what could alleviate them.
Aug 11, 2022
The 74 Million
Educational Program Evaluation

Building an Evidence Base for High School Improvement Will Require Concerted Effort Among Policymakers, School Systems, Researchers, and Funders
The ultimate goal of every education intervention is to help enable students to achieve their fullest potential. Relatively few interventions suited for high schools are supported by evidence of positive effects. Research that is able to provide sound evidence about effectiveness is more important than ever.
May 12, 2021
The RAND Blog
Teacher Training

Teachers Lost Out on Professional Learning During the Pandemic. Here's How Summer Programs Could Help
For thousands of teachers across the United States, 2020 was a year of uncertainty. Many lacked access to their usual professional learning activities. Summer programs for students that also offer learning opportunities for teachers might help make up for lost time.
Mar 5, 2021
The RAND Blog
Education Facilities

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
Educational Technology

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
Social and Emotional Learning

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
Social and Emotional Learning

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
Flexible Opportunity Funding Investments in Delaware: Lessons from District Leaders
The authors drew on surveys of Delaware local education agencies that received Opportunity Funding and describe the investments they made to improve the academic achievement of multilingual learners and students experiencing poverty.
Feb 7, 2023
Report
Andover's Teaching and Departmental Reviews: Findings and Recommendations
This report offers recommendations for how Phillips Academy Andover, an independent boarding school in Massachusetts, can update its processes for departmental review and teacher review to develop a more coherent instructional system.
Jan 31, 2023
Report
Assessing Pittsburgh's Science- and Technology-Focused Workforce Ecosystem
RAND Corporation researchers characterize the science- and technology-focused (STF) workforce ecosystem in the Pittsburgh region and suggest policy changes and investment opportunities to help propel the region's STF sectors in the future.
Jan 9, 2023
Tool
Science and Technology-Focused Postsecondary Options in the Pittsburgh Area
RAND researchers compiled a list of science- and technology-focused (STF) providers and programs in the Pittsburgh area. Potential students can filter the list to find out which types of degrees or certificates can be earned in which STF fields.
Jan 9, 2023
Report
Florida K–12 Mathematics Teachers' Credentials and Preparation: Findings from the 2022 Learn Together Surveys
The authors present findings on Florida mathematics teachers' credentialing pathways, preparation program content, and program resources' availability and helpfulness to offer a current picture of the mathematics teaching workforce in Florida.
Dec 12, 2022
Report
Learn Together Surveys: 2022 Technical Documentation and Survey Results
This report provides information about the sample, survey instrument, and resultant data for the 2022 Learn Together Surveys that were administered to K-12 principals and teachers in March 2022 via the RAND Corporation's American Educator Panels.
Nov 3, 2022
Report
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
The authors of this report surveyed and interviewed teachers and convened a panel of education policymakers to identify policies and strategies that could help racially diversify the teacher workforce in the United States.
Sep 20, 2022
Report
Supporting Threat Reporting to Strengthen School Safety: Findings from the Literature and Interviews with Stakeholders Across the K–12 School Community
This report describes threat reporting models available to U.S. kindergarten through 12th-grade schools and how school leaders can support individuals' decisions to report threats effectively.
Aug 25, 2022
Report
Walking a Fine Line—Educators' Views on Politicized Topics in Schooling: Findings from the State of the American Teacher and State of the American Principal Surveys
Using nationally representative survey data, the authors analyze educators' views on two politicized issues—COVID-19 mitigation policies and teaching about race, racism, or bias—to better understand the consequences of politicization in schools.
Aug 10, 2022
Journal Article
Pods in Action: Community Works
This case study describes Community Works, a pandemic-era learning pod in New Orleans, LA. This case study is part of an effort by the Center for Reinventing Public Education to capture lessons learned from pandemic-era schooling.
Jul 1, 2022
Journal Article
Pods in Action: Neighborhood North
This case study describes Neighborhood North, a pandemic-era learning pod in Beaver Falls, PA. This case study is part of an effort by the Center for Reinventing Public Education to capture lessons learned from pandemic-era schooling.
Jul 1, 2022
Journal Article
Use of Personalized Learning Platforms in One Pandemic-Era Microschool: A Case Study
The many pandemic-era uses of personalized learning platforms can provide insight into how they might affect students' academic, social, and emotional outcomes. This report discusses one example: the Southern Nevada Urban Micro Academy (SNUMA).
Jul 1, 2022
Report
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
Researchers present selected findings on teacher and principal well-being, working conditions, and intentions to leave their jobs from the 2022 State of the American Teacher and State of the American Principal surveys.
Jun 15, 2022
Report
State of the American Teacher and State of the American Principal Surveys: 2022 Technical Documentation and Survey Results
This technical report on the 2022 State of the American Teacher and State of the American Principal surveys includes descriptions of the survey content, administration, and weighting and detailed data tables of the survey results.
Jun 15, 2022
Report
One Year into the Pandemic, What Secondary Math Teachers Said About Challenges to Standards-Aligned Instruction and Skipping Content
The authors use 2020 and 2021 Learn Together Survey data to examine challenges to standards-aligned instruction during COVID-19 reported by secondary math teachers and how frequently and why these teachers skipped standards-aligned math content.
May 11, 2022
Report
The Well-Being of Secondary School Principals One Year into the COVID-19 Pandemic
Using nationally representative data from the 2021 Learn Together Surveys, the authors examine the state of secondary principals' well-being and job-related stressors one year into the COVID-19 pandemic and discuss implications and recommendations.
Jan 26, 2022
Report
Changes in College and Career Readiness Supports During the First Year of the COVID-19 Pandemic
Comparing nationally representative response data from the 2020 and 2021 Learn Together Surveys, the authors examine how high school teachers and principals provided supports to students for postsecondary transitions before and during the pandemic.
Jan 12, 2022
Report
Social and Emotional Learning Is the Cornerstone: Exploring Integrated, Schoolwide SEL in Two Innovative High Schools
This report provides an illustration of two Opportunity by Design high schools in which practices for supporting students' social and emotional learning were implemented schoolwide and integrated into teachers' academic instruction.
Dec 14, 2021
Report
Use, Capture, and Value of Student Voice in Schools: Findings from the 2021 Learn Together Surveys
Using nationally representative response data from the 2021 Learn Together Surveys, the authors examine the extent to which secondary teachers and school leaders take student voice into account in their practices at the classroom and school levels.
Nov 17, 2021
Report
Identifying Supports for Struggling Students: Findings from the 2021 Learn Together Surveys
Using nationally representative response data from the 2021 Learn Together Surveys, the authors examine how secondary teachers leverage different types of information to guide them to the supports and interventions that they use in the classroom.
Nov 2, 2021
Report
Learn Together Surveys: 2021 Technical Documentation and Survey Results
This report provides information about the sample, survey instrument, and results data for the 2021 Learn Together Surveys that were administered to secondary principals and teachers in March 2021 via the RAND Corporation's American Educator Panels.
Nov 2, 2021
Report
Expanding Charter School Capacity: The Case of Propel Montour
Researchers examine the expansion of Propel Schools, a small, regional charter school network in southwestern Pennsylvania, to describe the academic and behavioral experiences of continuing and expansion students from fall 2017 to spring 2020.
Sep 29, 2021
Report
Job-Related Stress Threatens the Teacher Supply: Key Findings from the 2021 State of the U.S. Teacher Survey
The authors explore the state of teacher well-being in the United States, describing job-related stressors that teachers faced during the pandemic and the working conditions of teachers who were considering leaving their jobs because of the pandemic.
Jun 15, 2021
Report
Challenges in Implementing Physical Security Measures in K–12 Schools
Officials face challenges in developing and implementing protection and mitigation measures for school physical security. This report details literature review and small-group discussion findings and their implications for policymakers and planners.
Jun 3, 2021
Report
A Systems Approach to Physical Security in K–12 Schools
Homeland Security Operational Analysis Center researchers present a systems approach to school safety in which physical security elements integrate to provide benefits with minimal negative effects on schools' missions, operations, and climates.
Jun 3, 2021
Report
Are Income Share Agreements Fair? A Close Look at the Potential Risks and Benefits of an Emerging Financial Aid Option
The authors examine the benefits and risks of the income share agreement, a novel mechanism for students to finance postsecondary education through which students can obtain funding for school in exchange for a share of future income.
May 26, 2021
Report
COVID-19 Testing in K–12 Schools: Insights from Early Adopters
This report describes approaches that early adopters of COVID-19 testing in U.S. K–12 schools were using as of December 2020, highlighting key facilitators that made testing feasible, acceptable, and effective.
Mar 9, 2021
Research Brief
How Can Teachers Make the Most of Professional Learning in the Summer?
This brief summarizes an examination of the potential value of academic summer programs for students that also offer professional learning opportunities for teachers.
Jan 12, 2021
Report
The Promise of Summer as a Time for Teacher Professional Learning: Findings from a National Survey and Implications from the BellXcel Program
This report presents data from the first nationally representative survey of teachers about their summer professional learning opportunities and data from a descriptive study of BellXcel Summer, an academic summer program model for students.
Jan 12, 2021
Report
Building and Sustaining Innovative High Schools: Findings from the Opportunity by Design Study
The Opportunity by Design initiative gave support to small schools of choice to adopt a set of design principles intended to prepare students for college and careers. This final report describes the methods and findings of the five-year study.
Dec 17, 2020
Research Brief
Designing and Sustaining Innovative High Schools: Successes, Challenges, and Student Outcomes
In a five-year study, high schools adopted a set of design principles intended to prepare students for college and careers.
Dec 17, 2020
Research Brief
The Intensive Partnerships for Effective Teaching: A Comparison of School Outcomes
RAND researchers study the Intensive Partnerships for Effective Teaching initiative and find associations between school improvement and staff perceptions of school leaders' behaviors, staff cohesion, and factors outside schools' control.
Sep 21, 2020
Report
Variation in Improvement Among Schools in the Intensive Partnerships for Effective Teaching
RAND researchers investigate factors that might be associated with positive student outcomes for schools that improved during the six years of the Intensive Partnerships for Effective Teaching initiative.
Sep 21, 2020
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
New Equipping Strategies for Combat Support Hospitals
Describes a new equipping strategy for the Army's Combat Support Hospitals.
Jun 30, 2010