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David Liebowitz

Assistant Professor
College of Education, Education Policy and Leadership, Quantitative Research Methods in Education
Phone: 541-346-0914
Office: 102S Lokey Education Bldg


David Liebowitz is an Assistant Professor of Education Methodology, Policy and Leadership at the University of Oregon. His research documents the challenges facing schools and their leaders. It attempts to generate strategies to improve leadership and organizational practices, particularly in schools serving low-income students. Before Oregon, David was a middle school English teacher and principal. He has also served as a policy analyst in Massachusetts, New York, and at the Organisation for Economic Co-operation and Development (OECD). He holds a doctorate in Education Policy and masters degrees in School Leadership and in Learning and Teaching from the Harvard Graduate School of Education.


EdD, 2015, Harvard University
Major: Education Policy, Leadership and Instructional Practice
EdM, 2011, Harvard University
Major: School Leadership
EdM, 2008, Harvard University
Major: Learning and Teaching
BA, 1999, Columbia University
Major: English and Comparative Literature


Liebowitz, D.D. (2021). Teacher evaluation for accountability and growth: Should policy treat them as complements or substitutes? Labour Economics, 71 (August), 102024.
Liebowitz, D.D. & Porter, L. (2019). The effect of principal behaviors on student, teacher and school outcomes: A systematic review and meta-analysis of the empirical literature. Review of Educational Research, 89 (5), 785-827.

Liebowitz, D.D., González, P., Hooge, E.H. & Lima, G. (2018). OECD Reviews of School Resources: Portugal 2018. OECD Publishing: Paris.

Liebowitz, D.D. (2018). Ending to what end: The impact of the termination of court-desegregation orders on residential segregation and school dropout rates. Educational Evaluation and Policy Analysis, 40(1), 103-128.

Liebowitz, D.D. & Page, L.C. (2014). Does school policy affect housing choices?  Evidence from the end of desegregation in Charlotte-Mecklenburg. American Education Research Journal, 51(4), 671-703.


  • Education Policy Analysis
  • Educational Inequality
  • School Leadership
  • Teacher Evaluation
  • School Improvement