Elisabeth Barnett is a project lead for the Center for the Analysis of Postsecondary Readiness (CAPR) study on alternative placement systems and student outcomes. She also leads the CCRC project Reshaping the College Transition: A Study of Early Assessment and Curricular Interventions.
Barnett has led research on the high school to college transition, college readiness, dual enrollment, developmental education, early college high schools, the Common Core State Standards, and career and technical education practices. Her publications include Reshaping the College Transition: Early College Readiness Assessments and Transition Curricula in Four States; Bridging the Gap: An Impact Study of Eight Developmental Summer Bridge Programs in Texas; Dual Enrollment: A Strategy for Educational Advancement of All Students; and a co-edited volume of New Directions in Community Colleges entitled Academic Pathways to and from the Community College (with Debra Bragg; Jossey-Bass Publishers).
Barnett is also associate director of the National Center for Restructuring Education, Schools and Teaching (NCREST) at Teachers College and is affiliated with the national Center for the Analysis of Postsecondary Readiness.
Elisabeth Barnett received her Ph.D. from the University of Illinois at Urbana–Champaign in educational organization and leadership–higher education.