Elizabeth Glennie designs and leads studies that examine the implementation and impact of U.S. educational policies on schools, teachers, and students. Many of her projects focus on factors influencing success in secondary school and access to postsecondary education for disadvantaged students. These studies have involved analyzing large national databases and data collected by states and specific intervention programs. She has developed surveys and interview protocols for students, teachers, and educational leaders.
Dr. Glennie has studied early college high schools, STEM schools, and other new models and strategies that have proliferated in North Carolina and across the country. Throughout her work, she communicates and collaborates with policy-makers and service providers so that her studies can inform best practices. From 2010 to 2012, she served on North Carolina’s Governor’s Education Transformation Commission, advising the governor on the use of Race to the Top funds.
Dr. Glennie joined RTI in 2007. Previously, she served as director of the North Carolina Education Research Data Center at Duke University, where she created procedures for transforming student data routinely collected by the state of North Carolina into longitudinal files that permitted innovative research.