Susanna Loeb

sloeb
Susanna Loeb
Professor of Education and International and Public Affairs, and Director of the Annenberg Institute,
Brown University

Susanna Loeb is the director of the Annenberg Institute and professor of education and international and public affairs at Brown University. Loeb was previously the Barnett Family Professor of Education at Stanford University, the founding director of the Center for Education Policy, and codirector of PACE. Her research focuses on education policy and its role in improving educational opportunities for students; educator career choices and professional development; school finance and governance; and early childhood systems. She has been a member of the National Board for Education Sciences, a senior fellow at the Stanford Institute for Economic Policy Research, and a faculty research fellow at the National Bureau of Economic Research. She led the research for both of the Getting Down to Facts projects for California schools and co-authored Educational Goods: Values, Evidence, and Decision-Making. Loeb received her PhD in economics from the University of Michigan.

updated 2020

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 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…