Elaine Lin Wang

Elaine Lin Wang
Senior Policy Researcher; Professor of Policy Analysis, Pardee RAND Graduate School


Ph.D. in learning sciences and policy, University of Pittsburgh; M.A. in curriculum, teaching, and learning, University of Toronto; B.Ed. in secondary English and French education, University of British Columbia; B.A. in English and French, University of British Columbia

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Elaine Lin Wang (she/her) is a policy researcher at RAND and a professor of policy analysis at the Pardee RAND Graduate School. Her primary research interest concerns K–12 instruction, especially with a focus on literacy/English language arts (ELA). She is currently the PI of a multi-million dollar, five-year Institute of Education Sciences (IES)/National Center for Special Education Research (NCSER)-funded effectiveness replication study of an early reading intervention. Wang is also a co-PI on a Bill and Melinda Gates Foundation–funded study of characteristics of coherent instructional systems that support student success in ELA. She has also (co-)led projects that: identified and measured aspects of instruction and interactions that support personalized and student-centered learning; examined educators' perceptions of instructional materials; culminated in developing an automated writing evaluation system to support student's writing development. Wang also researches the development of school leaders. She specializes in using mixed methods to examine relationships between instruction and student learning outcomes, and to understand factors that facilitate or pose challenges for policy or program implementation. Wang received her Ph.D. in the learning sciences and policy program, with a minor in research methodology, from the University of Pittsburgh. Prior to pursuing her graduate studies, Wang taught high school English for nine years.

Selected Publications

Wang, Elaine Lin, Julia H. Kaufman, Sabrina Lee, Brian Kim, and V. Darleen Opfer, Instructional System Coherence: A Scoping Literature Review, RAND Corporation (RR-A279-5), 2024

Gittens, Allyson D., Elaine Lin Wang, and Maya Rabinowitz, Supports for Implementing Equitable Practices in the K–12 Classroom: A Qualitative Study of Teachers' Perceptions, RAND Corporation (RR-A279-6), 2024

Wang, Elaine Lin, Jonathan Schweig, Julia H. Kaufman, V. Darleen Opfer, and Tiffany Berglund, Coherence in English Language Arts and Mathematics Instructional Systems Across the United States, RAND Corporation (RR-A2168-1), 2023

Kaufman, Julia H., Elaine Lin Wang, Kate Kennedy, Jonathan Schweig, and Kate Giglio, The Improving Instructional System Coherence Toolkit: A Resource for K–12 Districts and Schools, RAND Corporation (TL-A2168-1), 2023

Wang, Elaine Lin, Lindsay Clare Matsumura, Diane Litman, Richard Correnti, Haoran Zhang, Zahra Rahimi, Zahid Kisa, Ahmed Magooda, Emily Howe, and Rafael Quintana, Contributions to Research on Automated Writing Scoring and Feedback Systems, RAND Corporation (RB-A1062-1), 2022

Wang, Elaine Lin, Susan M. Gates, and Rebecca Herman, District Partnerships with University Principal Preparation Programs: A Summary of Findings for School District Leaders (Volume 3, Part 4), RAND Corporation (RR-A413-6), 2022

Wang, Elaine Lin, Andrea Prado Tuma, Sy Doan, Daniella Henry, Rebecca Ann Lawrence, Ashley Woo, and Julia H. Kaufman, Teachers' Perceptions of What Makes Instructional Materials Engaging, Appropriately Challenging, and Usable: A Survey and Interview Study, RAND Corporation (RR-A134-2), 2021

Wang, Elaine Lin, Heather L. Schwartz, Monica Mean, Laura Stelitano, and Benjamin K. Master, Putting Professional Learning to Work: What Principals Do with Their Executive Development Program Learning, RAND Corporation (RR-3082-DOED), 2019


French; Mandarin