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 used data from California CORE Districts to explore whether changes in students' self-reported social-emotional learning (SEL) predicted changes in academic outcomes and attendance. The findings revealed that within-student changes in SEL…
Evidence From the First Large-Scale Panel Student Survey
Self-report surveys are used to track students’ social-emotional development. This large-scale panel survey reveals that self-efficacy, social awareness, and self-management decrease after Grade 6, except for growth mindset. Female students report…
Evidence from California’s CORE School Districts
This paper examines which social-emotional skills are most important for student success and how they vary among student subgroups. It uses longitudinal data from over 200,000 fourth through seventh grade students in California to explore growth…
Consistent Gender Differences in Students’ Self-Efficacy
This brief examines the consistency of the drop in academic self-efficacy during middle school across various student groups, such as demographics, achievement level, and school of attendance. The study finds that the drop is essentially universal…