Pomona Email Address: DML@Pomona.edu 
Office phone: (909) 607-9323
Campus Address: Carnegie 4
Office Hours: see current semester course syllabi

Courses Taught (and website for current or most recent syllabi):

Politics 3, Introduction to American Politics (almost every spring): https://DML.sites.pomona.edu/IntroAmerican.html

Politics 30, The United States Congress (unsheduled): https://DML.sites.pomona.edu/Congress.htm

Politics 130, Campaigns and Elections (fall, even-numbered years): https://DML.sites.pomona.edu/Elections.html

Politics 135, Public Policy Implementation and Evaluation (every fall): https://DML.sites.pomona.edu/Implementation.html

Politics 142, Anti-Democracy in America (Spring, even-numbered years): https://DML.sites.pomona.edu/Democracy.html

PPA 190, Public Policy Internship and Thesis Seminar (every fall): https://DML.sites.pomona.edu/PPASeminar.html

ID 1, Critical Inquiry Seminar (occasional, most recently fall 2015): https://DML.sites.pomona.edu/ID1.htm

Resource links for these courses are online at https://DML.sites.pomona.edu/DMLresources.html.

Research Interests:
- The politics of elementary and secondary ("K-12") education in the United States.

Menefee-Libey, David, Carolyn Herrington, Kyoung-Jun Choi, Julie Marsh, and Katrina Bulkley. (2023). "Bending Without Breaking - COVID-19 Tests the Resilience of State Education Policymaking Institutions."" (EdWorkingPaper: 23-888). Education Working Papers, Annenberg Institute at Brown University: https://doi.org/10.26300/rph8-8j04

Singer, Jeremy, Julie A. Marsh, David Menefee-Libey, Jacob Alonso, Dwuana Bradley, and Hanora Tracy. 2023. “The Politics of School Reopening During COVID-19: A Multiple Case Study of Five Urban Districts in the 2020–21 School Year.” Educational Administration Quarterly 59 (3): 542–93. Online at: https://doi.org/10.1177/0013161X231168397.

"Teaching Politics in the United States in the Age of COVID-19," Pomona Magazine, Spring/Summer 2020, pp. 64-65. Online at: http://magazine.pomona.edu/2020/spring-summer/teaching-politics-in-the-united-states-in-the-age-of-covid-19/.

"High School Civics Textbooks: What We Know Versus What We Teach about American Politics and Public Policy" Journal of Political Science Education, Vol. 11, No. 4 (November 2015), pp. 422-441. Online at: https://dx.doi.org/10.1080/15512169.2015.1072051.

David J. Menefee-Libey and Charles T. Kerchner, "California's First Year with Local Control Finance and Accountability," Education Policy Analysis Archives, Vol. 23, No. 22 (March 2015). Online at: https://dx.doi.org/10.14507/epaa.v23.2022.

David Menefee-Libey, Charles Herman, Chad Powell, and Jeffrey Zalesin, "The Real World of Interdependence of Governments and Corporations: What We Know vs. What We Teach," University of Utah Law Review, Vol. 2014, no. 4 (2014), symposium volume "Governing the United States in 2020," 927-949. Online at: https://epubs.utah.edu/index.php/ulr/article/view/1292/954.

“Neoliberal School Reform in Chicago? Renaissance 2010, Portfolios of Schools, and Diverse Providers,” in Katrina E. Bulkley, Jeffrey R. Henig, and Henry M. Levin, eds., Between Public and Private: Politics, Governance, and the New Portfolio Models for Urban School Reform. (Cambridge, MA: Harvard Education Press, 2010).

Paul Hill, Christine Campbell, David Menefee-Libey, Brianna Dusseault, Michael DeArmond, Betheny Gross, Portfolio School Districts for Big Cities: An Interim Report (Seattle, WA: Center on Reinventing Public Education, October 2009). Online at: https://crpe.org/portfolio-school-districts-for-big-cities-an-interim-report/

Charles T. Kerchner, David Menefee-Libey and Laura Mulfinger, Learning from LA: Institutional Change in American Public Education. (Cambridge, MA: Harvard Education Press, 2008).

• "2010 Outstanding Publication Award” from the American Educational Research Association’s “Districts in Research and Reform” Special Interest Group, April 2010.
• “Outstanding Academic Title” named by Choice, the publication of the Association of College and Research Librarians, July 2009.

Charles T. Kerchner, David Menefee-Libey and Laura Mulfinger, “Institutional Change in Urban School Districts,” Chapter 1 of William L. Boyd, Charles T. Kerchner and Mark Blyth, eds., The Transformation of Great American School Districts: How Big Cities are Reshaping the Institution of Public Education. (Cambridge, MA: Harvard Education Press, 2008).

David Menefee-Libey, Charles T. Kerchner and Laura Mulfinger, “The Persistence of Ideas in Los Angeles Public School Reform,” Chapter 6 of The Transformation of Great American School Districts.

"Big Deal: The 2006 Midterm Elections, the Progressive Project, and the Reagan-Bush Revolution," The Forum: A Journal of Applied Research in Contemporary Politics, vol. 4, Issue 3 (December 2006). Online at: https://www.bepress.com/forum/vol4/iss3/art7

David Menefee-Libey, Deborah Gantz and Mazohra Thami, “Conditions of Education in the Los Angeles Region 2006,” under the auspices of SCCORE, the Southern California Consortium On Research in Education. (Published online at https://SCCORE.org, October 2006. Site hacked and taken down in 2010.)

"Systemic reform in a federated system: Los Angeles at the turn of the millennium," Education Policy Analysis Archives, 12(60), October 2004). Online at: https://epaa.asu.edu/epaa/v12n60/.

Charles T. Kerchner and David Menefee-Libey, "Accountability at the Improv: Brief Sketches of School Reform in Los Angeles," in James G. Cibulka and William L. Boyd, eds., A Race Against Time: The Crisis in Urban Schooling (Praeger, 2003).

The Triumph of Campaign-Centered Politics (Chatham House, 2000)

For more information, see the official Faculty Profile.

Last modified: January 12, 2024