Susanna Loeb
Professor of Education and Senior Fellow at the Stanford Institute for Economic Policy Research
Graduate School of Education
Bio
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 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.
Academic Appointments
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Professor, Graduate School of Education
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Senior Fellow, Stanford Institute for Economic Policy Research (SIEPR)
Research Interests
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Achievement
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Alternative Schooling
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Data Sciences
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Diversity and Identity
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Early Childhood
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Educational Policy
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Equity in Education
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Immigrants and Immigration
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Leadership and Organization
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Literacy and Language
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Parents and Family Issues
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Poverty and Inequality
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Professional Development
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School Reform
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Standards
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Teachers and Teaching
2024-25 Courses
- Advanced Topics in Quantitative Policy Analysis
EDUC 339 (Win) -
Independent Studies (10)
- Curricular Practical Training
EDUC 437 (Aut, Win, Spr) - Directed Reading
EDUC 480 (Aut, Win, Spr) - Directed Reading
INTLPOL 299 (Win, Spr) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr) - Directed Research
EDUC 490 (Aut, Win, Spr) - Directed Research in Education
EDUC 190 (Aut, Win, Spr) - Honors Research
EDUC 140 (Aut, Win, Spr) - Master's Thesis
EDUC 185 (Aut, Win, Spr) - Practicum
EDUC 470 (Aut, Win, Spr) - Supervised Internship
EDUC 380 (Aut, Win, Spr)
- Curricular Practical Training
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Prior Year Courses
2023-24 Courses
- Advanced Topics in Quantitative Policy Analysis
EDUC 339 (Win)
- Advanced Topics in Quantitative Policy Analysis
Stanford Advisees
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Doctoral Dissertation Reader (AC)
Rose Wang -
Postdoctoral Faculty Sponsor
Hsiaolin Hsieh, Jilli Jung -
Doctoral (Program)
Michelle Blair, Sarah Novicoff
All Publications
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A Text-Based Intervention to Promote Literacy: An RCT.
Pediatrics
2021
Abstract
BACKGROUND AND OBJECTIVES: Children entering kindergarten ready to learn are more likely to thrive. Inequitable access to high-quality, early educational settings creates early educational disparities. TipsByText, a text-message-based program for caregivers of young children, improves literacy of children in preschool, but efficacy for families without access to early childhood education was unknown.METHODS: We conducted a randomized controlled trial with caregivers of 3- and 4-year-olds in 2 public pediatric clinics. Intervention caregivers received TipsByText 3 times a week for 7 months. At pre- and postintervention, we measured child literacy using the Phonological Awareness Literacy Screening Tool (PALS-PreK) and caregiver involvement using the Parent Child Interactivity Scale (PCI). We estimated effects on PALS-PreK and PCI using multivariable linear regression.RESULTS: We enrolled 644 families, excluding 263 because of preschool participation. Compared with excluded children, those included in the study had parents with lower income and educational attainment and who were more likely to be Spanish speaking. Three-quarters of enrollees completed pre- and postintervention assessments. Postintervention PALS-PreK scores revealed an unadjusted treatment effect of 0.260 (P = .040); adjusting for preintervention score, child age, and caregiver language, treatment effect was 0.209 (P = .016), equating to 3 months of literacy gains. Effects were greater for firstborn children (0.282 vs 0.178), children in 2-parent families (0.262 vs 0.063), and 4-year-olds (0.436 vs 0.107). The overall effect on PCI was not significant (1.221, P = .124).CONCLUSIONS: The health sector has unique access to difficult-to-reach young children. With this clinic-based texting intervention, we reached underresourced families and increased child literacy levels.
View details for DOI 10.1542/peds.2020-049648
View details for PubMedID 34544847
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One Step at a Time The Effects of an Early Literacy Text-Messaging Program for Parents of Preschoolers
JOURNAL OF HUMAN RESOURCES
2019; 54 (3): 537-566
View details for DOI 10.3368/jhr.54.3.0517-8756R
View details for Web of Science ID 000475694300001
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Virtual Classrooms: How Online College Courses Affect Student Success
AMERICAN ECONOMIC REVIEW
2017; 107 (9): 2855-2875
View details for DOI 10.1257/aer.20151193
View details for Web of Science ID 000410774200011
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Educational goods and values: A framework for decision makers
THEORY AND RESEARCH IN EDUCATION
2016; 14 (1): 3-25
View details for DOI 10.1177/1477878515620887
View details for Web of Science ID 000411987000001
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How Teacher Turnover Harms Student Achievement
AMERICAN EDUCATIONAL RESEARCH JOURNAL
2013; 50 (1): 4-36
View details for DOI 10.3102/0002831212463813
View details for Web of Science ID 000313695000001
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Analyzing the Determinants of the Matching of Public School Teachers to Jobs: Disentangling the Preferences of Teachers and Employers
JOURNAL OF LABOR ECONOMICS
2013; 31 (1): 83-117
View details for DOI 10.1086/666725
View details for Web of Science ID 000312449500003
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Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills
AMERICAN EDUCATIONAL RESEARCH JOURNAL
2011; 48 (5): 1091-1123
View details for DOI 10.3102/0002831211402663
View details for Web of Science ID 000294768700003
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Effectiveness Research for Teacher Education
EDUCATIONAL RESEARCHER
2024
View details for DOI 10.3102/0013189X241260393
View details for Web of Science ID 001251743800001
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Students With Growth Mindset Learn More in School: Evidence From California's CORE School Districts
EDUCATIONAL RESEARCHER
2024
View details for DOI 10.3102/0013189X241242393
View details for Web of Science ID 001230718800001
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Are Changes in Reported Social-Emotional Skills Just Noise? The Predictive Power of Longitudinal Differences in Self-Reports
AERA OPEN
2024; 10
View details for DOI 10.1177/23328584241233277
View details for Web of Science ID 001184508000001
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The Introduction
ANNALS OF THE AMERICAN ACADEMY OF POLITICAL AND SOCIAL SCIENCE
2023; 706 (1): 7-13
View details for DOI 10.1177/00027162231205756
View details for Web of Science ID 001130515100014
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When behavioral barriers are too high or low-How timing matters for text-based parenting interventions
ECONOMICS OF EDUCATION REVIEW
2023; 92
View details for DOI 10.1016/j.econedurev.2022.102352
View details for Web of Science ID 000938667000001
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An investigation of Head Start preschool children's executive function, early literacy, and numeracy learning in the midst of the COVID-19 pandemic.
Early childhood research quarterly
2023; 64: 255-265
Abstract
The COVID-19 pandemic's impact on preschool children's school readiness skills remains understudied. This research investigates Head Start preschool children's early numeracy, literacy, and executive function outcomes during a pandemic-affected school year. Study children (N=336 assessed at fall baseline; N=237-250 assessed in spring depending on outcome; fall baseline sample: mean age=51 months; 46% Hispanic; 36% Black Non-Hispanic; 52% female) in a network of Head Start centers in four states (Nevada, New Jersey, Pennsylvania, and Wisconsin) experienced low in-person preschool exposure compared to national pre-pandemic norms. Children experienced fall to spring score gains during the pandemic-affected year of 0.05 SD in executive function, 0.27 SD in print knowledge, and 0.45-0.71 SD in early numeracy skills. Descriptively, for two of the three early numeracy domains measured, spring test score outcomes were stronger among children who attended more in-person preschool. We discuss implications for future research and policy.
View details for DOI 10.1016/j.ecresq.2023.04.002
View details for PubMedID 37056356
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Public-Sector Leadership and Philanthropy: The Case of Broad Superintendents
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2022
View details for DOI 10.3102/01623737221113575
View details for Web of Science ID 000842698900001
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Stability of School Contributions to Student Social-Emotional Learning Gains
AMERICAN JOURNAL OF EDUCATION
2021
View details for DOI 10.1086/716550
View details for Web of Science ID 000730543600001
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Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2020
View details for DOI 10.3102/0162373720912236
View details for Web of Science ID 000523940700001
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Reaching unconnected caregivers: Using a text-message education program to better understand how to support informal caregivers role in child development
JOURNAL OF EARLY CHILDHOOD RESEARCH
2019
View details for DOI 10.1177/1476718X19888725
View details for Web of Science ID 000502205200001
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Stress in Boom Times: Understanding Teachers' Economic Anxiety in a High-Cost Urban District
AERA OPEN
2019; 5 (4)
View details for DOI 10.1177/2332858419879439
View details for Web of Science ID 000489234400001
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School Differences in Social-Emotional Learning Gains: Findings From the First Large-Scale Panel Survey of Students
JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS
2019; 44 (5): 507–42
View details for DOI 10.3102/1076998619845162
View details for Web of Science ID 000484532500001
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More Than Just a Nudge Supporting Kindergarten Parents with Differentiated and Personalized Text Message
JOURNAL OF HUMAN RESOURCES
2019; 54 (3): 567-603
View details for DOI 10.3368/jhr.54.3.0317-8637R
View details for Web of Science ID 000475694300002
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Testing, Accountability, and School Improvement
ANNALS OF THE AMERICAN ACADEMY OF POLITICAL AND SOCIAL SCIENCE
2019; 683 (1): 94–109
View details for DOI 10.1177/0002716219839929
View details for Web of Science ID 000470870400006
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Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance
AERA OPEN
2019; 5 (1)
View details for DOI 10.1177/2332858419832852
View details for Web of Science ID 000509668400001
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It's too annoying: Who drops out of educational text messaging programs and why
ECONOMICS LETTERS
2018; 173: 39–43
View details for DOI 10.1016/j.econlet.2018.08.029
View details for Web of Science ID 000451936100010
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The Intersection of Health and Education to Address School Readiness of All Children
PEDIATRICS
2018; 142 (5)
View details for DOI 10.1542/peds.2018-1126
View details for Web of Science ID 000448763700031
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TEACHER WORKFORCE DEVELOPMENTS: RECENT CHANGES IN ACADEMIC COMPETITIVENESS AND JOB SATISFACTION OF NEW TEACHERS
EDUCATION FINANCE AND POLICY
2018; 13 (3): 310–32
View details for DOI 10.1162/edfp_a_00215
View details for Web of Science ID 000448902800002
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Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers Within Schools and Resulting Student Achievement
AMERICAN EDUCATIONAL RESEARCH JOURNAL
2017; 54 (6): 1079-1116
View details for DOI 10.3102/0002831217716301
View details for Web of Science ID 000416825200003
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More Than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers' Instruction
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2017; 39 (3): 429-447
View details for DOI 10.3102/0162373717691611
View details for Web of Science ID 000406555200003
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Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants
AMERICAN EDUCATIONAL RESEARCH JOURNAL
2017; 54 (4): 607-643
View details for DOI 10.3102/0002831217695790
View details for Web of Science ID 000407174800001
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What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China?
EDUCATIONAL ADMINISTRATION QUARTERLY
2017; 53 (3): 409-447
View details for DOI 10.1177/0013161X17706152
View details for Web of Science ID 000404884200003
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The effects of class size in online college courses: Experimental evidence
ECONOMICS OF EDUCATION REVIEW
2017; 58: 68–85
View details for DOI 10.1016/j.econedurev.2017.03.006
View details for Web of Science ID 000403033300006
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Assessing Principals' Assessments: Subjective Evaluations of Teacher Effectiveness in Low- and High-Stakes Environments
EDUCATION FINANCE AND POLICY
2017; 12 (3): 369-395
View details for DOI 10.1162/EDFP_a_00210
View details for Web of Science ID 000404413100004
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Building Teacher Teams: Evidence of Positive Spillovers From More Effective Colleagues
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2017; 39 (1): 104-125
View details for DOI 10.3102/0162373716665698
View details for Web of Science ID 000396913500005
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Teacher Churning: Reassignment Rates and Implications for Student Achievement
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2017; 39 (1): 3-30
View details for DOI 10.3102/0162373716659929
View details for Web of Science ID 000396913500001
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DIFFERENT SKILLS? Identifying Differentially Effective Teachers of English Language Learners
ELEMENTARY SCHOOL JOURNAL
2016; 117 (2): 261-284
View details for Web of Science ID 000389865900005
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Connections Matter: How Interactive Peers Affect Students in Online College Courses
JOURNAL OF POLICY ANALYSIS AND MANAGEMENT
2016; 35 (4): 932-?
View details for DOI 10.1002/pam.21932
View details for Web of Science ID 000383668300010
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Within- and Between-Sector Quality Differences in Early Childhood Education and Care
CHILD DEVELOPMENT
2016; 87 (5): 1627-1645
Abstract
This study leverages nationally representative data (N ≈ 6,000) to examine the magnitude of quality differences between (a) formal and informal early childhood education and care providers; (b) Head Start, prekindergarten, and other center-based care; and (c) programs serving toddlers and those serving preschoolers. It then documents differences in children's reading and math skills at age 5 between those who had enrolled in formal and informal settings. Cross-sector differences are substantially reduced when accounting for a set of quality measures, though these measures do less to explain more modest differences in outcomes within the formal sector. Results inform current efforts aimed at improving the quality of early childhood settings by highlighting the large quality differences across sectors and their relationship with child development.
View details for DOI 10.1111/cdev.12551
View details for Web of Science ID 000385377700023
View details for PubMedID 27246392
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Distributive decisions in education: Goals, trade-offs, and feasibility constraints
THEORY AND RESEARCH IN EDUCATION
2016; 14 (1): 107-124
View details for DOI 10.1177/1477878515619797
View details for Web of Science ID 000411987000008
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INTRODUCING THE NEW EDITORIAL TEAM
EDUCATION FINANCE AND POLICY
2015; 10 (1): 2-3
View details for DOI 10.1162/EDFP_e_00155
View details for Web of Science ID 000347478800002
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Do First Impressions Matter? Predicting Early Career Teacher Effectiveness
AERA OPEN
2015; 1 (4)
View details for DOI 10.1177/2332858415607834
View details for Web of Science ID 000509659200001
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Performance Screens for School Improvement: The Case of Teacher Tenure Reform in New York City
EDUCATIONAL RESEARCHER
2015; 44 (4): 199-212
View details for DOI 10.3102/0013189X15584773
View details for Web of Science ID 000354486600001
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Using Student Test Scores to Measure Principal Performance
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2015; 37 (1): 3-28
View details for DOI 10.3102/0162373714523831
View details for Web of Science ID 000349318000001
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Principal time management skills Explaining patterns in principals' time use, job stress, and perceived effectiveness
JOURNAL OF EDUCATIONAL ADMINISTRATION
2015; 53 (6): 773-793
View details for DOI 10.1108/JEA-09-2014-0117
View details for Web of Science ID 000360576500005
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Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers With Their English Learners and Non-English Learners
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2014; 36 (4): 457-475
View details for DOI 10.3102/0162373714527788
View details for Web of Science ID 000345463000004
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Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving
EDUCATIONAL RESEARCHER
2014; 43 (9): 444-453
View details for DOI 10.3102/0013189X14563600
View details for Web of Science ID 000346646300003
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Does state preschool crowd-out private provision? The impact of universal preschool on the childcare sector in Oklahoma and Georgia
JOURNAL OF URBAN ECONOMICS
2014; 83: 18-33
View details for DOI 10.1016/j.jue.2014.07.001
View details for Web of Science ID 000342268900003
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Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency
JOURNAL OF POLICY ANALYSIS AND MANAGEMENT
2014; 33 (1): 112-U399
View details for DOI 10.1002/pam.21732
View details for Web of Science ID 000328221800006
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Measuring Test Measurement Error: A General Approach
JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS
2013; 38 (6): 629-663
View details for DOI 10.3102/1076998613508584
View details for Web of Science ID 000326778300004
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Effective Instructional Time Use for School Leaders: Longitudinal Evidence From Observations of Principals
EDUCATIONAL RESEARCHER
2013; 42 (8): 433-444
View details for DOI 10.3102/0013189X13510020
View details for Web of Science ID 000326895500003
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THE EARLY CHILDHOOD CARE AND EDUCATION WORKFORCE FROM 1990 THROUGH 2010: CHANGING DYNAMICS AND PERSISTENT CONCERNS
EDUCATION FINANCE AND POLICY
2013; 8 (4): 581-601
View details for DOI 10.1162/EDFP_a_00114
View details for Web of Science ID 000325426400005
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Different Teachers, Different Peers: The Magnitude of Student Sorting Within Schools
EDUCATIONAL RESEARCHER
2013; 42 (6): 304-316
View details for DOI 10.3102/0013189X13495087
View details for Web of Science ID 000323368000002
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Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers' Value-Added Scores
AMERICAN JOURNAL OF EDUCATION
2013; 119 (3): 445-470
View details for DOI 10.1086/669901
View details for Web of Science ID 000318158300008
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Systematic Sorting: Teacher Characteristics and Class Assignments
SOCIOLOGY OF EDUCATION
2013; 86 (2): 103-123
View details for DOI 10.1177/0038040712456555
View details for Web of Science ID 000317867100001
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PRINCIPALS' PERCEPTIONS OF COMPETITION FOR STUDENTS IN MILWAUKEE SCHOOLS
EDUCATION FINANCE AND POLICY
2013; 8 (1): 43-73
View details for Web of Science ID 000313745600003
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Recruiting Effective Math Teachers: Evidence From New York City
AMERICAN EDUCATIONAL RESEARCH JOURNAL
2012; 49 (6): 1008-1047
View details for DOI 10.3102/0002831211434579
View details for Web of Science ID 000311315600001
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IN LIGHT OF THE LIMITATIONS OF DATA-DRIVEN DECISION MAKING
EDUCATION FINANCE AND POLICY
2012; 7 (1): 1-7
View details for Web of Science ID 000299247700001
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Stepping stones: Principal career paths and school outcomes
SOCIAL SCIENCE RESEARCH
2012; 41 (4): 904-919
Abstract
More than one out of every five principals leaves their school each year. In some cases, these career changes are driven by the choices of district leadership. In other cases, principals initiate the move, often demonstrating preferences to work in schools with higher achieving students from more advantaged socioeconomic backgrounds. Principals often use schools with many poor or low-achieving students as stepping stones to what they view as more desirable assignments. We use longitudinal data from one large urban school district to study the relationship between principal turnover and school outcomes. We find that principal turnover is, on average, detrimental to school performance. Frequent turnover of school leadership results in lower teacher retention and lower student achievement gains. Leadership changes are particularly harmful for high poverty schools, low-achieving schools, and schools with many inexperienced teachers. These schools not only suffer from high rates of principal turnover but are also unable to attract experienced successors. The negative effect of leadership changes can be mitigated when vacancies are filled by individuals with prior experience leading other schools. However, the majority of new principals in high poverty and low-performing schools lack prior leadership experience and leave when more attractive positions become available in other schools.
View details for DOI 10.1016/j.ssresearch.2012.03.003
View details for Web of Science ID 000305875600016
View details for PubMedID 23017859
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EFFECTIVE SCHOOLS: TEACHER HIRING, ASSIGNMENT, DEVELOPMENT, AND RETENTION
EDUCATION FINANCE AND POLICY
2012; 7 (3): 269-304
View details for Web of Science ID 000306982900002
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Tapping the Principal Pipeline: Identifying Talent for Future School Leadership in the Absence of Formal Succession Management Programs
EDUCATIONAL ADMINISTRATION QUARTERLY
2011; 47 (5): 695-727
View details for DOI 10.1177/0013161X11406112
View details for Web of Science ID 000296645800001
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The effectiveness and retention of teachers with prior career experience
ECONOMICS OF EDUCATION REVIEW
2011; 30 (6): 1229-1241
View details for DOI 10.1016/j.econedurev.2011.08.004
View details for Web of Science ID 000297492900010
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TEACHER LAYOFFS: AN EMPIRICAL ILLUSTRATION OF SENIORITY VERSUS MEASURES OF EFFECTIVENESS
EDUCATION FINANCE AND POLICY
2011; 6 (3): 439-454
View details for Web of Science ID 000293012800005
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The Influence of School Administrators on Teacher Retention Decisions
AMERICAN EDUCATIONAL RESEARCH JOURNAL
2011; 48 (2): 303-333
View details for DOI 10.3102/0002831210380788
View details for Web of Science ID 000288598800003
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INCREASING CHOICE IN THE MARKET FOR SCHOOLS: RECENT REFORMS AND THEIR EFFECTS ON STUDENT ACHIEVEMENT
NATIONAL TAX JOURNAL
2011; 64 (1): 141-163
View details for Web of Science ID 000288190500007
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The Role of Teacher Quality in Retention and Hiring: Using Applications to Transfer to Uncover Preferences of Teachers and Schools
JOURNAL OF POLICY ANALYSIS AND MANAGEMENT
2011; 30 (1): 88-110
View details for DOI 10.1002/pam.20545
View details for Web of Science ID 000285447200005
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School Accountability
HANDBOOK OF THE ECONOMICS OF EDUCATION, VOL 3
2011; 3: 383-421
View details for DOI 10.1016/S0169-7218(11)03008-5
View details for Web of Science ID 000321952400009
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The Effect of School Neighborhoods on Teachers' Career Decisions
WHITHER OPPORTUNITY?: RISING INEQUALITY, SCHOOLS, AND CHILDREN'S LIFE CHANCES
2011: 377-395
View details for Web of Science ID 000361663800019
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New Thinking About Instructional Leadership
PHI DELTA KAPPAN
2010; 92 (3): 66-69
View details for DOI 10.1177/003172171009200319
View details for Web of Science ID 000284201800018
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Principal's Time Use and School Effectiveness
AMERICAN JOURNAL OF EDUCATION
2010; 116 (4): 491-523
View details for Web of Science ID 000279736700002
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Principal Preferences and the Uneven Distribution of Principals Across Schools
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2010; 32 (2): 205-229
View details for DOI 10.3102/0162373710369833
View details for Web of Science ID 000279759400004
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Learning from Multiple Routes
EDUCATIONAL LEADERSHIP
2010; 67 (8): 22-27
View details for Web of Science ID 000277335500004
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Teacher Preparation and Student Achievement
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2009; 31 (4): 416-440
View details for DOI 10.3102/0162373709353129
View details for Web of Science ID 000272826000005
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THE STATE ROLE IN TEACHER PROFESSIONAL DEVELOPMENT AND EDUCATION THROUGHOUT TEACHERS' CAREERS
EDUCATION FINANCE AND POLICY
2009; 4 (2): 212-228
View details for Web of Science ID 000208269200004
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THE STATE ROLE IN TEACHER COMPENSATION
EDUCATION FINANCE AND POLICY
2009; 4 (1): 89-114
View details for Web of Science ID 000208269000004
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Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2008; 30 (4): 319-343
View details for DOI 10.3102/0162373708322737
View details for Web of Science ID 000261223700001
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The narrowing gap in New York City teacher qualifications and its implications for student achievement in high-poverty schools
JOURNAL OF POLICY ANALYSIS AND MANAGEMENT
2008; 27 (4): 793-818
View details for DOI 10.1002/pam.20377
View details for Web of Science ID 000259755000006
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How schools and students respond to school improvement programs: The case of Brazil's PDE
ECONOMICS OF EDUCATION REVIEW
2008; 27 (1): 22-38
View details for DOI 10.1016/j.econedurev.2006.04.005
View details for Web of Science ID 000254067700003
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GETTING DOWN TO FACTS: SCHOOL FINANCE AND GOVERNANCE IN CALIFORNIA
EDUCATION FINANCE AND POLICY
2008; 3 (1): 1-19
View details for Web of Science ID 000208268400001
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The Impact of Assessment and Accountability on Teacher Recruitment and Retention Are There Unintended Consequences?
PUBLIC FINANCE REVIEW
2008; 36 (1): 88-111
View details for DOI 10.1177/1091142106293446
View details for Web of Science ID 000443256200005
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Excellence in the classroom - Introducing the issue
FUTURE OF CHILDREN
2007; 17 (1): 3-14
View details for DOI 10.1353/foc.2007.0008
View details for Web of Science ID 000245270300001
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How much is too much? The influence of preschool centers on children's social and cognitive development
ECONOMICS OF EDUCATION REVIEW
2007; 26 (1): 52-66
View details for DOI 10.1016/j.econedurev.2005.11.005
View details for Web of Science ID 000244219800005
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ACCOUNTABILITY AND LOCAL CONTROL: RESPONSE TO INCENTIVES WITH AND WITHOUT AUTHORITY OVER RESOURCE GENERATION AND ALLOCATION
EDUCATION FINANCE AND POLICY
2007; 2 (1): 10-39
View details for Web of Science ID 000208267900002
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HOW CHANGES IN ENTRY REQUIREMENTS ALTER THE TEACHER WORKFORCE AND AFFECT STUDENT ACHIEVEMENT
EDUCATION FINANCE AND POLICY
2006; 1 (2): 176-216
View details for Web of Science ID 000208267600002
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Complex by design - Investigating pathways into teaching in New York City schools
JOURNAL OF TEACHER EDUCATION
2006; 57 (2): 155-166
View details for DOI 10.1177/0022487105285943
View details for Web of Science ID 000235594900005
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Explaining the short careers of high-achieving teachers in schools with low-performing students
117th Annual Meeting of the American-Economic-Association
AMER ECONOMIC ASSOC. 2005: 166–71
View details for Web of Science ID 000233172500030
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The draw of home: How teachers" preferences for proximity disadvantage urban schools
JOURNAL OF POLICY ANALYSIS AND MANAGEMENT
2005; 24 (1): 113-132
View details for DOI 10.1002/pam.20072
View details for Web of Science ID 000225585600006
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Have assessment-based school accountability reforms affected the career decisions of teachers?
Educational Testing Service Invitational Conference
LAWRENCE ERLBAUM ASSOC PUBL. 2005: 225–255
View details for Web of Science ID 000229672600014
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State formation of the child care sector: Family demand and policy action
SOCIOLOGY OF EDUCATION
2004; 77 (4): 337-358
View details for Web of Science ID 000227846900004
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Federal contributions to high-income school districts: the use of tax deductions for funding K-12 education
ECONOMICS OF EDUCATION REVIEW
2004; 23 (1): 85-94
View details for DOI 10.1016/S0272-7757(03)00064-5
View details for Web of Science ID 000187863400008
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Child care in poor communities: Early learning effects of type, quality, and stability
CHILD DEVELOPMENT
2004; 75 (1): 47-65
Abstract
Young children in poor communities are spending more hours in nonparental care because of policy reforms and expansion of early childhood programs. Studies show positive effects of high-quality center-based care on children's cognitive growth. Yet, little is known about the effects of center care typically available in poor communities or the effects of home-based care. Using a sample of children who were between 12 and 42 months when their mothers entered welfare-to-work programs, this paper finds positive cognitive effects for children in center care. Children also display stronger cognitive growth when caregivers are more sensitive and responsive, and stronger social development when providers have education beyond high school. Children in family child care homes show more behavioral problems but no cognitive differences.
View details for Web of Science ID 000189146400003
View details for PubMedID 15015674
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Child care quality: centers and home settings that serve poor families
EARLY CHILDHOOD RESEARCH QUARTERLY
2004; 19 (4): 505-527
View details for DOI 10.1016/j.ecresq.2004.10.006
View details for Web of Science ID 000225993700002
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How welfare reform affects young children: Experimental findings from Connecticut - A research note
JOURNAL OF POLICY ANALYSIS AND MANAGEMENT
2003; 22 (4): 537-550
View details for DOI 10.1002/pam.10153
View details for Web of Science ID 000185421300002
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The contribution of administrative and experimental data to education policy research
NATIONAL TAX JOURNAL
2003; 56 (2): 415-438
View details for Web of Science ID 000184506800008
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Teacher sorting and the plight of urban schools: A descriptive analysis
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2002; 24 (1): 37-62
View details for Web of Science ID 000178224100003
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Does external accountability affect student outcomes? A cross-state analysis
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2002; 24 (4): 305-331
View details for Web of Science ID 000182629300003
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Estimating the effects of school finance reform: a framework for a federalist system
JOURNAL OF PUBLIC ECONOMICS
2001; 80 (2): 225-247
View details for Web of Science ID 000168458000003
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Teacher quality - Its enhancement and potential for improving pupil achievement
Conference on Improving Educational Productivity
INFORMATION AGE PUBLISHING-IAP. 2001: 99–114
View details for Web of Science ID 000174895300006
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Welfare, work experience, and economic self-sufficiency
JOURNAL OF POLICY ANALYSIS AND MANAGEMENT
2001; 20 (1): 1-20
View details for Web of Science ID 000166115600001
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Outcomes: The importance of alternative labor market opportunities and non-pecuniary variation
REVIEW OF ECONOMICS AND STATISTICS
2000; 82 (3): 393-408
View details for Web of Science ID 000089328100004
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School size in Chicago elementary schools: Effects on teachers' attitudes and students' achievement
AMERICAN EDUCATIONAL RESEARCH JOURNAL
2000; 37 (1): 3-31
View details for Web of Science ID 000175598000001