Rachel Renbarger, PhD, is a Research Scientist at FHI 360 with experience in K-12 and postsecondary educational research, mixed methods, program evaluation, systematic reviews, meta-analysis, and qualitative methodologies. Informed by her experiences as a rural, first-generation, and low-income student and former teacher, Rachel focuses on improving research methods and strengthening outcomes for students and educators across educational settings.
Rachel began her professional career as a teacher at Purcell High School, where she worked from 2013 to 2015. Her classroom experience provided a practical foundation for studying the systems, instructional practices, and relationships that influence educational opportunities. She also maintains teaching credentials in English, psychology, sociology, and social studies across Oklahoma and Texas.
During her graduate studies at Baylor University, Rachel served in several research, teaching, and leadership roles. She worked as a graduate assistant, adjunct instructor, and lecturer, building expertise in educational psychology and research methodology while contributing to university instruction. From 2018 to 2020, she also served as president of Baylor’s Graduate Student Association.
In 2019, Rachel worked as a data analyst intern with the Organisation for Economic Co-operation and Development. She contributed to the OECD’s Survey of Social and Emotional Skills study, aligning with her interests in social-emotional learning, student resilience, and the application of research to educational outcomes. Her technical experience includes NVivo, Stata, SPSS, R, and Tableau.
Following her doctoral studies, Rachel served as a Postdoctoral Research Associate at Duke University. She later became Research Director for the Accelerating Systemic Change Network, known as ASCN. Through these roles, she further developed her work in STEM education, equity, active learning, and systemic change within educational institutions while expanding her experience in research leadership.
Rachel joined FHI 360 as a Research Scientist in 2022. As part of her work to improve education, she has been awarded more than $2.5 million in research funding from federal and local organizations to study active learning, family engagement, systemic change, and related educational issues. Her approach combines methodological expertise with perspectives shaped by her own educational pathway and direct experience with students.
Rachel earned a bachelor’s degree in Language Arts Education from the University of Oklahoma and a PhD in Educational Psychology from Baylor University. She received the National Association for Gifted Children Dissertation Award in 2021 and the Ward Cates Emerging Leader Award in 2023. Her professional service has also included committee involvement with the American Psychological Association and the American Educational Research Association.
Through the Worldwide Women’s Association, Rachel welcomes connections with members interested in education research, program evaluation, equitable learning environments, and systemic improvement.