Susanna Loeb

sloeb
Susanna Loeb
Professor,
Stanford Graduate School of Education

Susanna Loeb is a professor at the Graduate School of Education. 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. Dr. Loeb received her PhD in economics from the University of Michigan.

updated 2023

Publications by Susanna Loeb
Prior work has shown that levels of self-reported student social-emotional learning (SEL) predict student achievement levels—as well as student achievement gains—but little has been done to understand if within-student changes in student reports of…
Evidence From the First Large-Scale Panel Student Survey
A growing number of school systems use self-report surveys to track students’ social-emotional development as a tool to inform policy and practice. In this article, the first large-scale panel survey of social-emotional learning (SEL) simulates how…
Evidence from California’s CORE School Districts
While the importance of social-emotional learning (SEL) for student success is well established, educators and researchers have less knowledge and agreement about which social-emotional skills are most important for students and how these skills…
Consistent Gender Differences in Students’ Self-Efficacy
Academic self-efficacy is a student’s belief in their ability to perform within a school environment. Prior research shows that students experience a drop in academic self-efficacy during middle school that is particularly steep for female students…