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Senior Associate, Center for Education Policy
Nancy Adelman, Ed.D., is a senior associate of the Center for Education Policy at SRI International. She has nearly 30 years of experience in contract research and evaluation.
Prior to her work in the contracting sector, she conducted research as an independent consultant and for the Carnegie Foundation for the Advancement of Teaching and the National Research Council of the National Academy of Sciences. She also has worked as an adjunct instructor in preservice teacher education and has taught in elementary and middle schools in several states.
Adelman's research, evaluation, and policy interests are broadly based, covering the full range of current reform and restructuring issues confronting American education, with a strong emphasis on secondary school reform, successful youth transitions from high school to college or the workplace, youth development, and school choice programs. She has served as principal investigator for national evaluations of several important secondary school reform initiatives, most recently an ongoing evaluation of the California Linked Learning District Initiative, which is managed by ConnectEd and supported by the James Irvine Foundation. Earlier, she was principal investigator on a 6-year evaluation of the Bill & Melinda Gates Foundation’s Early College High School Initiative.
In addition, Adelman served as co-principal investigator for an evaluation of the Texas High School Project, a statewide high school reform effort supported by a public-private alliance of funders. In the past, Adelman directed an evaluation of the Carnegie Corporation's Schools for a New Society Initiative and a study of state and local dual high school/college enrollment policies conducted for the U.S. Department of Education's Office of Vocational and Adult Education. She served as principal investigator on the U.S. Department of Education-sponsored evaluation of the Public Charter School Program. The final report for this study was released in 2004.
Adelman earned her doctorate from Teachers College, Columbia University, where her studies focused on change in educational organizations.