Elizabeth Gellman studies education and workforce programs, with a focus on postsecondary access and affordability, college and career readiness, and student outcomes.
At Mathematica, Gellman uses qualitative and quantitative methods to study how programs and policies are implemented and to generate evidence about education and workforce initiatives. Her research spans college access and enrollment, financial aid, apprenticeship and career-connected learning, and K–12 programs and practices. She leads site visits, focus groups, interviews, and surveys to collect and analyze data from students, educators, employers, and community partners, and uses administrative data to examine students’ education and employment outcomes. Gellman is currently codirecting a mixed-methods study of direct college admissions programs in Georgia, Idaho, and Minnesota, examining how efforts to simplify the traditional admissions process influence students’ college choices and enrollment.
Gellman, who joined Mathematica in 2023, holds a master’s degree in public administration with a specialization in public policy from New York University’s Robert F. Wagner Graduate School of Public Service.
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