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

Contributing topics
Access, quality & alignment in early childhood education
College access & postsecondary success
Continuous school improvement & support
Education finance
Educational governance & policy
Educator workforce & effectiveness
Supporting students’ social-emotional, mental & physical health
Understanding, measuring & improving student outcomes
Contributing initiatives
CORE-PACE Research Partnership
COVID-19 Recovery
Getting Down to Facts II
LCFF Research Collaborative
PACE/USC Rossier Annual Voter Poll
Susanna Loeb in the Media
: 4 New Evidence Briefs to Help Students During and After the COVID-19 Pandemic
: Can We Measure Classroom Supports for Social-Emotional Learning?
: There’s Value But Also Limitations to Students’ Grading Their Own Interpersonal…
: Educational Goods: Values, Evidence and Decision-Making
: Brown University Professors Recognized for Influence in Education Policy
Publications by Susanna Loeb
Brief
What Do Changes in Social-Emotional Learning Tell Us About Changes in Academic and Behavioral Outcomes?
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…
Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey
Trends in Student Social-Emotional Learning
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…
Students with Growth Mindset Learn More in School
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…
A Middle School Drop
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…