Luis A. Rodriguez is Assistant Professor of Educational Leadership and Policy Studies in the Department of Administration, Leadership, and Technology at NYU. Dr. Rodriguez's research delves into the intersections of educator quality, retention, and diversity; school discipline; and school climate, and seeks to identify policies, programs, and practices capable of fostering more equitable and supportive learning and working environments for students and educators. More specifically, his research applies interdisciplinary perspectives to examine how school organizational conditions, education reform, and broader socio-political factors affect the P-12 education workforce and its ability to generate positive outcomes for students. In addition to his primary research area, Dr. Rodriguez has a strong interest in understanding the drivers and impact of student exposure to exclusionary disciplinary measures, especially those from historically marginalized 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. Moreover, his research explores the complex interplay of school- and neighborhood-related factors that collectively influence school discipline practices and outcomes, highlighting the pivotal role of social-ecological systems in shaping the overall educational landscape for students and schools. Dr. Rodriguez has received national recognition and support for his research in these areas, including awards and grants from the National Academy of Education, the Spencer Foundation, the Albert Shanker Institute, and the Association for Education Finance and Policy.
Dr. Rodriguez is currently a Research Affiliate with 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.