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
This study uses value-added models to explore whether social-emotional learning (SEL) surveys can measure effective classroom-level supports for SEL. Results show that classrooms differ in their effect on students' growth in self-reported SEL,…
Findings From the First Large-Scale Panel Survey of Students
This article discusses the use of standardized tests as the primary tool for assessing school-level growth in student outcomes, despite the emerging importance of social-emotional learning (SEL). It presents results from large-scale surveys of…
Evidence from California’s CORE Districts
This paper uses a large dataset to confirm that self-management skills predict student success and are a better predictor of student learning than other socio-emotional skills. Students with higher levels of self-management experience almost 80 days…
This report examines the stability of school effects on social-emotional learning (SEL) over two years in California's CORE districts. The correlations among school effects in the same grades across different years are positive but lower than those…