Stephanie Marken

Executive Director of Education Research at Gallup

Stephanie Marken is Executive Director of Education Research at Gallup. Previously, Stephanie served as Chief Methodologist at Gallup where she was responsible for the sample design, data collection approach and methodology for Gallup’s public release studies in education and workforce development areas. In this role, Stephanie was the sample and design architect for Gallup’s largest education studies including the Strada-Gallup Alumni Survey, formerly the Gallup-Purdue Index, the Strada-Gallup Education Consumer Survey and individual university projects surveying currently enrolled students and alumni, and conducting complex program evaluations. To date, Stephanie has worked with more than 100 colleges and universities designing complex research projects to address their unique research questions and measure the long- and short-term outcomes of a college degree.

Prior to joining Gallup, Stephanie was a researcher at Westat, a research firm specializing in complex social science studies for the federal government, state agencies and foundations, in their Education division. While at Westat, Stephanie worked on large-scale, complex, multi-mode education studies for the U.S. Department of Education including the National Household Education Survey, the Postsecondary Education Quick Information System, Fast Response Survey System, Early Childhood Longitudinal Study, and other quantitative and qualitative research projects for education foundations and organizations.

Stephanie obtained her bachelor’s degree in Political Science from Elon University and her Masters of Arts in Survey Research from the University of Connecticut.

My Sessions

The State of Higher Education

Law School Second Floor

Over the course of the last decade, Gallup has interviewed hundreds of thousands of education consumers and stakeholders about their attitudes towards higher education and its outcomes. In this presentation, Gallup will share its latest research on stakeholders attitudes toward, expectations of and opinions about higher education in the U.S.