Liz Cohen is FutureEd’s policy director. She has worked as an analyst and advisor for foundations, districts, and nonprofit organizations in the K-12 education space for nearly two decades, first at the District of Columbia Public Schools’ Office of Data and Accountability and then at the Office of the State Superintendent in the District of Columbia. She has also worked at the Institute for Children, Poverty, and Homelessness, 50CAN, the Urban Institute, and Whiteboard Advisors and was a strategic data fellow at Harvard University’s Center for Education Policy Research. Cohen graduated from the University of Pennsylvania summa cum laude and holds a master’s degree in public policy from Georgetown University’s McCourt School of Public Policy.

Work by Liz Cohen

Six Keys to Scaling High-Quality Tutoring

Jackson Elementary School in Louisiana’s East Feliciana Parish District sits on a quiet street just outside the town of Jackson, population 4,130. It’s a 30…

Outcomes-based Tutoring Contracts Get Results, Save Money

This piece originally appeared in The 74 Anyone who sells products to public schools can tell you education is a huge market. Schools spend billions of dollars…

Learning Curve: Lessons from the Tutoring Revolution in Public Education

A report on how to scale and sustain high dosage tutoring that profiles schools in Baton Rouge, Louisiana; Odessa, Texas; and New York City

Baton Rouge Students Fast-Track College — in High School

This commentary originally appeared in The 74. Though increasing the number of Black Americans earning postsecondary degrees has been a goal of education policy…

Testimony: Addressing Chronic Absenteeism in the District of Columbia

FutureEd Policy Director Liz Cohen delivered testimony to the Council of the District of Columbia on December 12, 2023, focusing on chronic absenteeism and…

Q&A: Biasi on New Insights into School Spending and Student Outcomes

Economists have long argued about the effect of capital spending on student achievement. Some studies have shown positive results; others not.

Outdated Absenteeism Data Is Slowing Pandemic School Recovery

Student testing at the national, state and local levels has given policymakers a clear, up-to-date picture of learning loss during the pandemic.

A Long-Term Strategy for Funding High-Quality Tutoring

With millions of students struggling academically in the wake of the pandemic and a raft of research pointing to high quality tutoring as an effective way to raise student achievement, it’s not surprising that upwards of 80 percent of public schools offered some form of tutoring in the 2022-23 school year.