Susanna Loeb

sloeb
Susanna Loeb
Kissick Family Professor, Graduate School of Education,
Stanford University

Susanna Loeb is the inaugural Kissick Family Professor in the Graduate School of Education at Stanford University. She was previously director of the Annenberg Institute at Brown University, where she was 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. Loeb is also a senior fellow at the Stanford Institute for Economic Policy Research (SIEPR). Her 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 GSE. She was the founding director of the Center for Education Policy Analysis (CEPA) at Stanford and co-director of Policy Analysis for California Education (PACE). Loeb 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 an affiliate at the National Bureau of Economic Research (NBER), the Abdul Latif Jameel Poverty Action Lab (J-PAL), and a member of the National Academy of Education (NAE). Loeb received her MPP from the Institute of Public Policy Studies and a PhD in economics from the University of Michigan.

updated 2025

    Publications by Susanna Loeb
    What Are Their Effects, and What Are Their Implications for School Finance?
    The report explores the impact of teacher sorting, or the tendency for high-achieving students to be assigned to more effective teachers, on student achievement. It finds that teacher sorting has a significant positive effect on student achievement…
    Painting a Picture of Revenues and Expenditures in California’s School Districts
    The report explores the relationship between teacher experience, school characteristics, and student achievement. Teacher experience is positively associated with student achievement, particularly in schools with high concentrations of low-income…
    The Influence of Preschool Centers on Children’s Social and Cognitive Development
    Using national data from the Early Childhood Longitudinal Study (ECLS-K), this study examines the association between center-based care duration and intensity and pre-reading, math skills, and social behavior of young children. Children who start…
    The Influence of Preschool Centers on Children’s Development Nationwide
    This report examines the effects of preschool or childcare exposure on cognitive and social development before kindergarten, focusing on intensity and duration of attendance, and how this varies across different income and ethnic groups. The authors…