Elaine Lin Wang

Photo of Elaine Wang
Policy Researcher
Pittsburgh Office

Education

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

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

Elaine Lin Wang (she/her) is a policy researcher at the RAND Corporation. Her research focuses on the measurement of the quality of literacy instruction and learning, and teachers' and principals' sensemaking of policy initiatives and how that influences their practice. She specializes in using qualitative and case study 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 is also interested in the impact of school climate on students' academic and socioemotional development. She 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. 

Recent Projects

  • Evaluation of the University Principal Preparation Initiative
  • Characteristics of Coherent Instructional Systems and Their Relationship to Outcomes for Black, Latino, English Learner-Designated and Low-Income Students
  • Evaluation of National Institute for School Leadership (NISL)'s Advanced Certification System for Highly Effective Principals
  • Response-to-Text Tasks to Assess Students’ Use of Evidence and Organization in Writing: Using Natural Language Processing for Scoring Writing and Providing Feedback At-Scale
  • Evaluation of Restorative Justice Practices in a Mid-Sized Urban School District

Selected Publications

Wang, E.L., Matsumura, L.C., Correnti, R., Litman, D., Zhang, H., Howe, E., Magooda, A., & Quintana, R., "eRevis(ing): Students’ revision of text evidence use in an automated writing evaluation system," Assessing Writing, 44, 2020

Gonzalez, G.C., Cerully, J.L., Wang, E.L., Schweig, J., Todd, I., Johnston, W.R., & Schnittka, J., Social and emotional learning, school climate, and school safety: A randomized controlled trial evaluation of Tools for Life® Relationship-Building Solutions in elementary and middle schools , RAND Corporation (RR-4285-NIJ), 2020

Wang, E.L., Schwartz, H.L., Mean, M., Stelitano, L., & Master, B.K., Putting principal professional learning and coaching into practice: What do principals do with their Executive Development Program learning? , RAND Corporation (RR-3082-DOED), 2019

Wang, E., Gates, S., Herman, R., Mean, M., Perera, R., Tsai, T., Whipkey, K., & Andrew, M., Launching a Redesign of University Principal Preparation Programs: Partners Collaborate for Change, RAND Corporation (RR-2612-WF), 2018

Augustine, C.H., Engberg, J., Grimm, G., Lee, E., & Wang, E., Christianson, K., Joseph, A.A., Can Restorative Practices Improve School Climate and Curb Suspensions? An Evaluation of the Impact of Restorative Practices in a Mid-Sized Urban School District, RAND Corporation (RR-2840-DOJ), 2018

Kaufman, J.H., Wang, E., Hamilton, L.S., Thompson, L., & Hunter, G. , U.S. Teachers' Support of Their State Standards and Assessments: Findings from the American Teacher Panel, RAND Corporation (RR-2136), 2017

Miller, T., Kosciewicz, H., Wang, E., Marwah, E., Delhommer, S., & Daugherty, L., Dual Credit Education in Texas: Interim Report, RAND Corporation (RR-2043-CFAT), 2017

Kaufman, J.H., Davis, J., Wang, E., Thompson, L., Pane, J., Pfrommer, K., & Harris, M., Use of Open-Educational Resources in an Era of Common Standards, RAND Corporation (RR-1773-BMGF), 2017

Languages

French; Mandarin

Commentary

  • Students using laptops in class, with a teacher assisting one student, photo by Wavebreakmedia/Getty Images

    What Do Teachers Want to See in Automated Writing Evaluation Systems?

    Automated writing evaluation systems offer a promising approach to relieving the burden of giving formative feedback to students on their writing. What do teachers want to see in these systems so that the technology can be integrated into their teaching?

    Jul 28, 2020 eSchool News

Publications