David D Liebowitz
Biographic Data
| ID | 5180712 |
|---|---|
| NAME | David D Liebowitz |
| GIVEN NAMES | David D |
| FAMILY NAME | Liebowitz |
| SIGNATURE | LIEBOWITZ D D |
| AFFILIATIONS | University of Oregon |
| ORCID | 0000-0001-7375-6034 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
The Returns to Experience for School Principals
Despite increasing recognition of the importance of high-quality school leadership, we know remarkably little about principal skill development. Using administrative data from Tennessee, Oregon, and New York City, we estimate the returns to principal experience as measured by student outcomes, teacher hiring and retention patterns, and teacher and supervisor ratings of principals. The typical principal leads a school for only 3 to 5 years and lea…
New schools and new classmates
Teacher Evaluation for Growth and Accountability
Most teacher evaluation policies in the United States seek to improve student outcomes by providing developmental supports to grow teachers’ skills and by imposing accountability pressures to increase their effort. In this research synthesis and analytic essay, David D. Liebowitz argues that proper policy design has been understood as successfully balancing the accountability and growth dimensions of teacher evaluation. He details six conditions …
The Effect of Principal Behaviors on Student, Teacher, and School Outcomes
Principals are understood to be critical actors in improving teaching and learning conditions in schools; however, relatively little is known about the leadership strategies to which principals should dedicate their time and effort to improve outcomes. We review the empirical literature from 51 studies of principal behaviors and student, teacher, and school outcomes and conduct a meta-analysis of these relationships. Our analysis has three centra…
Does School Policy Affect Housing Choices? Evidence From the End of Desegregation in Charlotte–Mecklenburg
We examine whether the legal decision to grant unitary status to the Charlotte–Mecklenburg school district, which led to the end of race-conscious student assignment policies, increased the probability that families with children enrolled in the district would move to neighborhoods with a greater proportion of student residents of the same race as their own children. Motivated by the rich but inconclusive literature on the consequences of educati…
Does School Policy Affect Housing Choices? Evidence From the End of Desegregation in Charlotte–Mecklenburg
We examine whether the legal decision to grant unitary status to the Charlotte–Mecklenburg school district, which led to the end of race-conscious student assignment policies, increased the probability that families with children enrolled in the district would move to neighborhoods with a greater proportion of student residents of the same race as their own children. Motivated by the rich but inconclusive literature on the consequences of educati…
Does School Policy Affect Housing Choices? Evidence From the End of Desegregation in Charlotte–Mecklenburg
We examine whether the legal decision to grant unitary status to the Charlotte–Mecklenburg school district, which led to the end of race-conscious student assignment policies, increased the probability that families with children enrolled in the district would move to neighborhoods with a greater proportion of student residents of the same race as their own children. Motivated by the rich but inconclusive literature on the consequences of educati…
The Effect of Principal Behaviors on Student, Teacher, and School Outcomes
Principals are understood to be critical actors in improving teaching and learning conditions in schools; however, relatively little is known about the leadership strategies to which principals should dedicate their time and effort to improve outcomes. We review the empirical literature from 51 studies of principal behaviors and student, teacher, and school outcomes and conduct a meta-analysis of these relationships. Our analysis has three centra…
Teacher Evaluation for Growth and Accountability
Most teacher evaluation policies in the United States seek to improve student outcomes by providing developmental supports to grow teachers’ skills and by imposing accountability pressures to increase their effort. In this research synthesis and analytic essay, David D. Liebowitz argues that proper policy design has been understood as successfully balancing the accountability and growth dimensions of teacher evaluation. He details six conditions …
New schools and new classmates
The Returns to Experience for School Principals
Despite increasing recognition of the importance of high-quality school leadership, we know remarkably little about principal skill development. Using administrative data from Tennessee, Oregon, and New York City, we estimate the returns to principal experience as measured by student outcomes, teacher hiring and retention patterns, and teacher and supervisor ratings of principals. The typical principal leads a school for only 3 to 5 years and lea…
Mathematics education (4 works) · Psychology (4 works) · School Choice and Performance (4 works) · Political science (3 works) · Economics (2 works) · Educational Assessment and Improvement (2 works) · Pedagogy (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Absenteeism (1 work)