Luis A. Rodriguez is Assistant Professor of Education Leadership in the Department of Administration, Leadership, and Technology at NYU. Dr. Rodriguez’s research primarily investigates how education reform affects the K-12 teacher workforce. He is particularly interested in the identification of policies, programs, and practices capable of sustaining an equitable distribution of diverse and highly qualified teachers supporting students from traditionally disadvantaged backgrounds. In his ongoing research projects, Dr. Rodriguez examines the influence of tenure and evaluation reform on teacher retention, performance, and the incorporation of feedback into instructional practice. He has received national recognition and support for his work in these areas, including awards and grants from the National Academy of Education/Spencer Doctoral Fellowship Program, the Albert Shanker Institute, and the Association for Education Finance and Policy.
Dr. Rodriguez is currently a Research Affiliate with the Tennessee Education Research Alliance (TERA), the Research Alliance for New York City Schools (RANYCS), the Institute for Human Development and Social Change (IHDSC), and the NYU Metropolitan Center for Research on Equity and the Transformation of Schools. He received his doctorate in K–12 Education Leadership and Policy Studies with a specialization in Quantitative Methods from Vanderbilt University, and holds a bachelor’s in Economics from Swarthmore College.
- Rodriguez, L. A. (In Press). Understanding Tenure Reform: An Examination of Sensemaking Among School Leaders and Teachers. Teachers College Record.
- Rodriguez, L. A., Swain, W. A., & Springer, M. G. (2020). Sorting Through Performance Evaluations: The Influence of Performance Evaluation Reform on Teacher Attrition and Mobility. American Educational Research Journal. Advance online publication. https://doi.org/10.3102/0002831220910989
- Swain, W. A., Rodriguez, L. A., & Springer, M. G. (2019). Selective Retention Bonuses for Highly Effective Teachers in High Poverty Schools: Evidence from Tennessee. Economics of Education Review, 68, 148-160.
- Grissom, J. A., Rodriguez, L. A., & Kern, E. (2017). Teacher and Principal Diversity and the Representation of Students of Color in Gifted Programs: Evidence from National Data. The Elementary School Journal, 117(3), 396-422.
- Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective Teacher Retention Bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199-221.
- Grissom, J. A., Kern, E., & Rodriguez, L. A. (2015). The “Representative Bureaucracy” in Education: Educator Workforce Diversity, Policy Outputs, and Outcomes for Disadvantaged Students. Educational Researcher, 44(3), 185-192.
Prepare for leadership positions in education and policy at the community, school, district, state, and national levels.
Explore and understand the broader context of education and its link to social change, and the role you can play in making change possible.
Rooted in economics and sociology, this program has a strong emphasis on using quantitative methods to ascertain causal effects of programs and policies.