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Luis A. Rodriguez

Assistant Professor of Education Leadership and Policy Studies

Administration, Leadership, and Technology

(212) 998-5144

Luis A. Rodriguez is Assistant Professor of Education Leadership and Policy Studies in the Department of Administration, Leadership, and Technology at NYU. Dr. Rodriguez's research applies interdisciplinary perspectives to examine how school organizational conditions, education reform, and broader socio-political factors affect the K-12 teacher workforce and its ability to generate positive outcomes for students. He is particularly interested in the identification of policies, programs, and practices capable of sustaining an equitable distribution of diverse and highly qualified teachers for students from traditionally disadvantaged backgrounds. In his ongoing research projects, Dr. Rodriguez investigates factors affecting the recruitment and retention of teachers of color as well as the influence of tenure, evaluation, and other human capital management reforms on teacher turnover and performance. He has received national recognition and support for his research 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.

 

Selected Publications

  • Cherng, H. Y. S., Halpin, P. F., & Rodriguez, L. A. (In Press). Teaching Bias? Relations between Teaching Quality and Classroom Demographic Composition. American Journal of Education.
  • Rodriguez, L. A. & Hunter, S. B. (2021). Making Do: Why Do Administrators Retain Low-Performing Teachers? Educational Researcher. Advance online publication. https://doi.org/10.3102/0013189X211039450
  • Hunter, S. B. & Rodriguez, L. A. (2021). Examining the Demands of Teacher Evaluation: Time Use, Strain, and Turnover Among Tennessee School Administrators. Journal of Educational Administration. Advance online publication. https://doi.org/10.1108/JEA-07-2020-0165
  • Rodriguez, L. A. (2020). Understanding Tenure Reform: An Examination of Sense-Making Among School Leaders and Teachers. Teachers College Record, 122(11), 1-42.
  • 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, 57(6), 2339-2377.

Programs

Educational Leadership

Prepare for leadership positions in education and policy at the community, school, district, state, and national levels.

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Education Studies

Explore and understand the broader context of education and its link to social change, and the role you can play in making change possible.

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Education and Social Policy

Rooted in economics and sociology, this program has a strong emphasis on using quantitative methods to ascertain causal effects of programs and policies.

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Courses

Contemporary Politics and Policies of the K–12 Teacher Workforce

This course examines critical issues related to contemporary K–12 teacher policies and labor movements, focusing on factors affecting the equitable distribution of teachers, the fundamentals of modern teacher policy reforms, and the political and social conditions underlying recent teacher labor movements. Students leave this course with a strong overview of current teacher policy and labor market issues as well as an in-depth examination of a focus area they select.
Course #
EDLED-GE 2368
Units
3
Department
Administration, Leadership, and Technology

Data, Inquiry, and Decision Making

Increasingly, data is a primary factor in every step of the decision making process in education administration—from informing lines of inquiry to determining courses of action. In this course, students acquire the skills necessary to work with and analyze administrative and survey data and, in the process, describe school-related inputs, outcomes, relationships, and trends.
Course #
EDLED-GE 2343
Units
3
Department
Administration, Leadership, and Technology

Intro to Education Policy Analysis

Students will develop an understanding of the ways in which they may inquire about policy issues relevant in their academic and professional lives. By exploring in depth a substantial body of knowledge drawn from selected cases and current theoretical issues, students will study the development of policy, the instruments used to effect policy, and some analyses of implementation.
Course #
EDLED-UE 1005
Units
3 - 4
Department
Administration, Leadership, and Technology

Quantitative Methods in Organization and Administrative Studies I

The application of quantitative methods to organizational analysis, problem-solving, & research. Utilizes appropriate computer hardware & software technology for analyzing empirical data drawn from practical organizational & administrative settings.
Course #
AMLT-GE 3027
Units
3
Department

Research Methods in Education Leadership and Policy Studies.

Practical course designed to acquaint the student with research design and methodology in order to facilitate an understanding of research in the administration of educational organizations. Focuses on critical evaluation of research studies and comparative assessment of organizational analyses.
Course #
EDLED-GE 3001
Units
3
Department
Administration, Leadership, and Technology