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
Evidence from the CORE Districts
Mounting evidence demonstrates that social-emotional skills are important for students’ academic and life success, yet there is limited evidence on how these skills develop over time and how this development varies across student subgroups. This…
Findings from the First Large-Scale Panel Survey of Students
Measures of school-level growth in student outcomes are common tools used to assess the impacts of schools. The vast majority of these measures are based on standardized tests, even though emerging evidence demonstrates the importance of social-…
This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from…
The Every Student Succeeds Act (ESSA) devolves to states many decisions about how to design the accountability system and the measures to use in these systems in order to meet new goals of college and career readiness. Because few states presently…