American Institutes for Research

Susanna Loeb (New York)

Susanna LoebBarnett Family Professor of Education
Director, Center for Education Policy Analysis
Stanford University
520 Galvez Mall, 5th Floor
Stanford, CA 94305
e-mail this expertsloeb@stanford.edu

Ph.D., Economics, University of Michigan
Curriculum Vitae
CEPA Homepage
Expertiseschool finance, pathways to teaching, school resource allocation, teacher labor markets, teacher quality


Biography

Susanna Loeb is Professor of Education at Stanford University, specializing in the economics of education and the relationship between schools and federal, state and local policies, and Associate Professor of Business (by courtesy) at Stanford. She is Director of the Institute for Research on Education Policy and Practice at Stanford, Co-director of Policy Analysis for California Education (PACE), and Faculty Research Fellow with the National Bureau of Economic Research. Dr. Loeb is a member of the CALDER Management Team and oversees CALDER's New York work.

Dr. Loeb’s work focuses particularly on school finance, teacher labor markets and resource allocation, looking specifically at how teachers' preferences and teacher preparation policies affect the distribution of teaching quality across schools and how the structure of state finance systems affects the level and distribution of funds to districts.  She also studies poverty policies, including welfare reform and early-childhood education programs.

Dr. Loeb has authored many publications, including Estimating the Effects of School Finance Reform: A Framework for a Federalist System (Journal of Public Economics); Examining The Link Between Teacher Wages and Student Outcomes: The Importance of Alternative Labor Market Opportunities and Non-Pecuniary Variation (Review of Economics and Statistics); How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement (Journal of Education Finance and Policy); Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students (American Economic Review); and The Draw of Home: How Teachers' Preferences for Proximity Disadvantage Urban Schools (Journal of Policy Analysis and Management). She received her Ph.D. in Economics from the University of Michigan.

» CALDER-Related Publications by Dr. Loeb

» CALDER Publications by Dr. Loeb

CALDER Working Paper 90
Do First Impressions Matter? Improvements in Early Career Teacher Effectiveness
 
CALDER Working Paper 35
Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills
 
CALDER Working Paper 70
How Teacher Turnover Harms Student Achievement
 
CALDER Working Paper 68
Different Skills: Identifying Differentially Effective Teachers of English Language Learners
 
CALDER Working Paper 59
Power Play? Teacher Characteristics and Class Assignments
 
CALDER Working Paper 58
Stepping Stones: Principal Career Paths and School Outcomes
 
CALDER Policy Brief 12
Teacher Layoffs: An Empirical Illustration of Seniority vs. Measures of Effectiveness
 
CALDER Working Paper 45
Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores
 
CALDER Working Paper 37
Effective Schools: Managing the Recruitment, Development, and Retention of High‐Quality Teachers
 
CALDER Working Paper 36
Principal Preferences and the Unequal Distribution of Principals Across Schools
 
CALDER Working Paper 34
Principal Time-Use and School Effectiveness
 
CALDER Working Paper 25
The Influence of School Administrators on Teacher Retention Decisions
 
CALDER Working Paper 23
Who Leaves? Teacher Attrition and Student Achievement
 
CALDER Policy Brief 6
The Narrowing Gap in New York City Teacher Qualifications and Its Implications for Student Achievement in High Poverty Schools
 
CALDER Policy Brief 2
Overview of Measuring Effect Sizes: The Effect of Measurement Error
 
CALDER Working Paper 20
Teacher Preparation and Student Achievement
 
CALDER Working Paper 19
Measuring Effect Sizes: The Effect of Measurement Error
 
CALDER Working Paper 10
The Narrowing Gap in New York City Teacher Qualifications and Its Implications for Student Achievement in High Poverty Schools
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