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.
- Rodriguez, L. A. (2020). Understanding Tenure Reform: An Examination of Sensemaking Among School Leaders and Teachers. Teachers College Record, 112(11). Advance online publication: https://www.tcrecord.org/Content.asp?ContentId=23492
- 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.
- 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.