Susanna Loeb

sloeb
Susanna Loeb
Professor, Stanford Graduate School of Education,
Stanford University

Susanna Loeb is a professor at the Graduate School of Education at Stanford University. She was director of the Annenberg Institute at Brown University, where she was also professor of education and of international and public affairs and the founder and acting executive director of the National Student Support Accelerator, which aims to expand access to relationship-based, high-impact tutoring in response to the Covid-19 pandemic. Susanna’s research focuses broadly on education policy and its role in improving educational opportunities for students. Her work has addressed issues of educator career choices and professional development, of school finance and governance, and of early childhood systems. Before moving to Brown, Susanna was the Barnett Family Professor of Education at Stanford. She was the founding director of the Center for Education Policy at Stanford and co-director of Policy Analysis for California Education. Susanna led the research for both Getting Down to Facts projects for California schools. In 2020, she was elected to the American Academy of Arts and Sciences. She is also an affiliate at NBER and JPAL and a member of the National Academy of Education. Loeb received her PhD in economics from the University of Michigan.

updated 2023

Publications by Susanna Loeb
Evidence from the CORE Districts
This study examines how social-emotional skills develop from Grade 4 to Grade 12 and vary by gender, socioeconomic status, and race/ethnicity. Based on self-report student surveys administered to around 400,000 students in California, the study…
Findings from the First Large-Scale Panel Survey of Students
This paper examines the use of social-emotional learning (SEL) measures to evaluate school-level growth in student outcomes. The study finds substantial differences across schools in SEL growth, suggesting that schools may contribute to students'…
The use of social-emotional learning (SEL) and school culture/climate (CC) measures is a promising way to understand school performance. SEL and CC measures are reliable, distinguish between schools, and relate to academic and non-academic measures…
ESSA allows states to design accountability systems and measures to meet new college and career readiness goals. With the lack of adequate measures, states will need to develop new measures and structures. The CORE Districts in CA, with its…