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.
Liebowitz, D.D., González, P., Hooge, E.H. & Lima, G. (2018). OECD Reviews of School Resources: Portugal 2018. OECD Publishing: Paris. https://doi.org/10.1787/9789264308411-en.
OECD. (2018). Responsive School Systems: Connecting Facilities, Sectors and Programmes for Student Success. OECD Publishing: Paris. [contributing author]. https://doi.org/10.1787/9789264306707-en.
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. https://doi.org/10.3102/0162373717725804.
Liebowitz, D.D. & Page, L.C. (2015). Residential choice as school choice: The impact of unitary status in Charlotte-Mecklenburg. In Mickelson, R.A., Smith, S.S. & Hawn-Nelson, A. (Eds.), Yesterday, today and tomorrow: School desegregation and resegregation in Charlotte. Cambridge, MA: Harvard Education Press.
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. https://doi.org/10.3102/0002831214541046.
- Education Policy Analysis
- Educational Inequality
- School Leadership
- Teacher Evaluation
- School Improvement