Elizabeth Glennie

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. In addition to studies of college access, she examines the influence of programs that prepare students and adults for careers. Dr. Glennie has studied early college high schools, STEM schools, and career and technical education programs and other new models that have proliferated across the country. 

Dr. Glennie’s college and career access 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. Throughout her work, she communicates and collaborates with policymakers and service providers so that her studies can inform best practices. 

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.