Evan Rhinesmith, Ph.D.

Evan Rhinesmith is the Senior Associate Director for Educational Access in the Program for Educational Access.

Evan graduated from Wabash College with a Bachelor of Arts in History with minors in Spanish and Economics. He is a graduate of the ACE Teaching Fellows program, where he taught 3rd and 4th grade at Sacred Heart School in the Columbia Heights neighborhood of Washington, DC. Evan earned a Ph.D. in Education Policy from the University of Arkansas, where his research focused on program evaluation and school choice policy. He led the first evaluation of Arkansas’ statewide mandatory college remediation policy as part of his dissertation research.

Prior to Notre Dame, he served as Senior Program Officer for Missouri with a private family foundation, overseeing the grantmaking portfolio for educational programs in the state of Missouri. He co-founded the Policy Research in Missouri Education (PRiME) Center at Saint Louis University, leading an applied research portfolio focused on Missouri education. At SLU, he helped launch the Education Policy and Equity doctoral program, served as associate director of the SLU/YouGov Poll, and taught undergraduate and graduate courses on the History of Education, Quantitative and Qualitative Research Methods, and Contemporary Issues in Education Policy.

Degrees

• 2017 Ph.D., Education Policy, University of Arkansas
• 2013 M.Ed., University of Notre Dame
• 2011, B.A., Wabash College

Publications

Anglum, J. C., & Rhinesmith, E. (2026). Voters, parents, and curricular control: Preferences for instruction related to racism and critical race theory. Educational Evaluation and Policy Analysis, https://doi.org/10.3102/01623737241310831

Anglum, J. C., & Rhinesmith, E. (2024). Green with Envy? Heterogeneous Voter and Parent Preferences for Public School Expenditures and Teacher Salaries. Journal of Education Human Resources, https://doi.org/10.3138/jehr-2022-0001

Rhinesmith, E., Anglum, J.C., Park, A, & Burrola, A. (2023). Recruiting and Retaining Teachers in Rural Schools: A Systematic Review of the Literature. Peabody Journal of Education. https://doi.org/10.1080/0161956X.2023.2238491

Jabbari, J., Terada, T., Greenstein, E., & Rhinesmith, E. (2023). COVID-19 safety concerns, school governance models, and instructional modes: an exploration of school quality perspectives during the pandemic. In COVID-19 and Schools (pp. 202-237). Routledge.

Anglum, J. C., & Rhinesmith, E. (2022). Red for Ed? Heterogeneous support for increased school spending in a conservative state. Social Science Quarterly, https://doi.org/10.1111/ssqu.13154

Shelton, A., Anglum, J.C., Rhinesmith, E., & Burrola, A. (2022). Who supports MO private school choice? Evidence from likely voters in Missouri. Education Policy Analysis Archives. https://doi.org/10.14507/epaa.30.7159

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