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

Contact

  • Academic
    SLOEB@stanford.edu
    University - Faculty Department: Graduate School of Education Position: Professor of Education
    • CERAS BLDG.
    • Stanford,  California  94305-3084 
    (650) 723-7578 (fax)

Additional Info

Links

Research Interests

  • Achievement
  • Alternative Schooling
  • Data Sciences
  • Diversity and Identity
  • Early Childhood
  • Educational Policy
  • Equity in Education
  • Immigrants and Immigration
  • Leadership and Organization
  • Literacy and Language
  • Parents and Family Issues
  • Poverty and Inequality
  • Professional Development
  • School Reform
  • Standards
  • Teachers and Teaching

2024-25 Courses

Stanford Advisees

All Publications

  • A Text-Based Intervention to Promote Literacy: An RCT. Pediatrics Chamberlain, L. J., Bruce, J., De La Cruz, M., Huffman, L., Steinberg, J. R., Bruguera, R., Peterson, J. W., Gardner, R. M., He, Z., Ordaz, Y., Connelly, E., Loeb, S. 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

  • One Step at a Time The Effects of an Early Literacy Text-Messaging Program for Parents of Preschoolers JOURNAL OF HUMAN RESOURCES York, B. N., Loeb, S., Doss, C. 2019; 54 (3): 537-566

    View details for DOI 10.3368/jhr.54.3.0517-8756R

    View details for Web of Science ID 000475694300001

  • Virtual Classrooms: How Online College Courses Affect Student Success AMERICAN ECONOMIC REVIEW Bettinger, E. P., Fox, L., Loeb, S., Taylor, E. S. 2017; 107 (9): 2855-2875

    View details for DOI 10.1257/aer.20151193

    View details for Web of Science ID 000410774200011

  • Educational goods and values: A framework for decision makers THEORY AND RESEARCH IN EDUCATION Brighouse, H., Ladd, H. F., Loeb, S., Swift, A. 2016; 14 (1): 3-25

    View details for DOI 10.1177/1477878515620887

    View details for Web of Science ID 000411987000001

  • How Teacher Turnover Harms Student Achievement AMERICAN EDUCATIONAL RESEARCH JOURNAL Ronfeldt, M., Loeb, S., Wyckoff, J. 2013; 50 (1): 4-36

    View details for DOI 10.3102/0002831212463813

    View details for Web of Science ID 000313695000001

  • Analyzing the Determinants of the Matching of Public School Teachers to Jobs: Disentangling the Preferences of Teachers and Employers JOURNAL OF LABOR ECONOMICS Boyd, D., Lankford, H., Loeb, S., Wyckoff, J. 2013; 31 (1): 83-117

    View details for DOI 10.1086/666725

    View details for Web of Science ID 000312449500003

  • Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills AMERICAN EDUCATIONAL RESEARCH JOURNAL Grissom, J. A., Loeb, S. 2011; 48 (5): 1091-1123

    View details for DOI 10.3102/0002831211402663

    View details for Web of Science ID 000294768700003

  • Effectiveness Research for Teacher Education EDUCATIONAL RESEARCHER Hill, H. C., Mancenido, Z., Loeb, S. 2024

    View details for DOI 10.3102/0013189X241260393

    View details for Web of Science ID 001251743800001

  • Students With Growth Mindset Learn More in School: Evidence From California's CORE School Districts EDUCATIONAL RESEARCHER Claro, S., Loeb, S. 2024

    View details for DOI 10.3102/0013189X241242393

    View details for Web of Science ID 001230718800001

  • Are Changes in Reported Social-Emotional Skills Just Noise? The Predictive Power of Longitudinal Differences in Self-Reports AERA OPEN Kanopka, K., Claro, S., Loeb, S., West, M., Fricke, H. 2024; 10

    View details for DOI 10.1177/23328584241233277

    View details for Web of Science ID 001184508000001

  • The Introduction ANNALS OF THE AMERICAN ACADEMY OF POLITICAL AND SOCIAL SCIENCE Jackson, M. I., Moffitt, S. L., Loeb, S. 2023; 706 (1): 7-13

    View details for DOI 10.1177/00027162231205756

    View details for Web of Science ID 001130515100014

  • When behavioral barriers are too high or low-How timing matters for text-based parenting interventions ECONOMICS OF EDUCATION REVIEW Cortes, K. E., Fricke, H., Loeb, S., Song, D. S., York, B. N. 2023; 92

    View details for DOI 10.1016/j.econedurev.2022.102352

    View details for Web of Science ID 000938667000001

  • 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 Lynch, K., Lee, M., Loeb, S. 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

  • Public-Sector Leadership and Philanthropy: The Case of Broad Superintendents EDUCATIONAL EVALUATION AND POLICY ANALYSIS Dee, T. S., Loeb, S., Shi, Y. 2022

    View details for DOI 10.3102/01623737221113575

    View details for Web of Science ID 000842698900001

  • Stability of School Contributions to Student Social-Emotional Learning Gains AMERICAN JOURNAL OF EDUCATION Fricke, H., Loeb, S., Meyer, R. H., Rice, A. B., Pier, L., Hough, H. 2021

    View details for DOI 10.1086/716550

    View details for Web of Science ID 000730543600001

  • Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey EDUCATIONAL EVALUATION AND POLICY ANALYSIS West, M. R., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R. H., Rice, A. B. 2020

    View details for DOI 10.3102/0162373720912236

    View details for Web of Science ID 000523940700001

  • 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 Widen, S. C., Orozco, M., Horng, E., Loeb, S. 2019

    View details for DOI 10.1177/1476718X19888725

    View details for Web of Science ID 000502205200001

  • School Differences in Social-Emotional Learning Gains: Findings From the First Large-Scale Panel Survey of Students JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS Loeb, S., Christian, M. S., Hough, H., Meyer, R. H., Rice, A. B., West, M. R. 2019; 44 (5): 507–42

    View details for DOI 10.3102/1076998619845162

    View details for Web of Science ID 000484532500001

  • Stress in Boom Times: Understanding Teachers' Economic Anxiety in a High-Cost Urban District AERA OPEN Dizon-Ross, E., Loeb, S., Penner, E., Rochmes, J. 2019; 5 (4)

    View details for DOI 10.1177/2332858419879439

    View details for Web of Science ID 000489234400001

  • More Than Just a Nudge Supporting Kindergarten Parents with Differentiated and Personalized Text Message JOURNAL OF HUMAN RESOURCES Doss, C., Fahle, E. M., Loeb, S., York, B. N. 2019; 54 (3): 567-603

    View details for DOI 10.3368/jhr.54.3.0317-8637R

    View details for Web of Science ID 000475694300002

  • Testing, Accountability, and School Improvement ANNALS OF THE AMERICAN ACADEMY OF POLITICAL AND SOCIAL SCIENCE Loeb, S., Byun, E. 2019; 683 (1): 94–109

    View details for DOI 10.1177/0002716219839929

    View details for Web of Science ID 000470870400006

  • Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance AERA OPEN Hart, C. D., Berger, D., Jacob, B., Loeb, S., Hill, M. 2019; 5 (1)

    View details for DOI 10.1177/2332858419832852

    View details for Web of Science ID 000509668400001

  • It's too annoying: Who drops out of educational text messaging programs and why ECONOMICS LETTERS Fricke, H., Kalogrides, D., Loeb, S. 2018; 173: 39–43

    View details for DOI 10.1016/j.econlet.2018.08.029

    View details for Web of Science ID 000451936100010

  • The Intersection of Health and Education to Address School Readiness of All Children PEDIATRICS Peterson, J. W., Loeb, S., Chamberlain, L. J. 2018; 142 (5)

    View details for DOI 10.1542/peds.2018-1126

    View details for Web of Science ID 000448763700031

  • TEACHER WORKFORCE DEVELOPMENTS: RECENT CHANGES IN ACADEMIC COMPETITIVENESS AND JOB SATISFACTION OF NEW TEACHERS EDUCATION FINANCE AND POLICY Master, B., Sun, M., Loeb, S. 2018; 13 (3): 310–32

    View details for DOI 10.1162/edfp_a_00215

    View details for Web of Science ID 000448902800002

  • Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers Within Schools and Resulting Student Achievement AMERICAN EDUCATIONAL RESEARCH JOURNAL Grissom, J. A., Kalogrides, D., Loeb, S. 2017; 54 (6): 1079-1116

    View details for DOI 10.3102/0002831217716301

    View details for Web of Science ID 000416825200003

  • More Than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers' Instruction EDUCATIONAL EVALUATION AND POLICY ANALYSIS Master, B., Loeb, S., Wyckoff, J. 2017; 39 (3): 429-447

    View details for DOI 10.3102/0162373717691611

    View details for Web of Science ID 000406555200003

  • Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants AMERICAN EDUCATIONAL RESEARCH JOURNAL Sun, M., Penner, E. K., Loeb, S. 2017; 54 (4): 607-643

    View details for DOI 10.3102/0002831217695790

    View details for Web of Science ID 000407174800001

  • What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China? EDUCATIONAL ADMINISTRATION QUARTERLY Zheng, Q., Li, L., Chen, H., Loeb, S. 2017; 53 (3): 409-447

    View details for DOI 10.1177/0013161X17706152

    View details for Web of Science ID 000404884200003

  • The effects of class size in online college courses: Experimental evidence ECONOMICS OF EDUCATION REVIEW Bettinger, E., Doss, C., Loeb, S., Rogers, A., Taylor, E. 2017; 58: 68–85

    View details for DOI 10.1016/j.econedurev.2017.03.006

    View details for Web of Science ID 000403033300006

  • Assessing Principals' Assessments: Subjective Evaluations of Teacher Effectiveness in Low- and High-Stakes Environments EDUCATION FINANCE AND POLICY Grissom, J. A., Loeb, S. 2017; 12 (3): 369-395

    View details for DOI 10.1162/EDFP_a_00210

    View details for Web of Science ID 000404413100004

  • Building Teacher Teams: Evidence of Positive Spillovers From More Effective Colleagues EDUCATIONAL EVALUATION AND POLICY ANALYSIS Sun, M., Loeb, S., Grissom, J. A. 2017; 39 (1): 104-125

    View details for DOI 10.3102/0162373716665698

    View details for Web of Science ID 000396913500005

  • Teacher Churning: Reassignment Rates and Implications for Student Achievement EDUCATIONAL EVALUATION AND POLICY ANALYSIS Atteberry, A., Loeb, S., Wyckoff, J. 2017; 39 (1): 3-30

    View details for DOI 10.3102/0162373716659929

    View details for Web of Science ID 000396913500001

  • DIFFERENT SKILLS? Identifying Differentially Effective Teachers of English Language Learners ELEMENTARY SCHOOL JOURNAL Master, B., Loeb, S., Whitney, C., Wyckoff, J. 2016; 117 (2): 261-284

    View details for Web of Science ID 000389865900005

  • Connections Matter: How Interactive Peers Affect Students in Online College Courses JOURNAL OF POLICY ANALYSIS AND MANAGEMENT Bettinger, E., Liu, J., Loeb, S. 2016; 35 (4): 932-?

    View details for DOI 10.1002/pam.21932

    View details for Web of Science ID 000383668300010

  • Within- and Between-Sector Quality Differences in Early Childhood Education and Care CHILD DEVELOPMENT Bassok, D., Fitzpatrick, M., Greenberg, E., Loeb, S. 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

  • Distributive decisions in education: Goals, trade-offs, and feasibility constraints THEORY AND RESEARCH IN EDUCATION Shores, K., Loeb, S. 2016; 14 (1): 107-124

    View details for DOI 10.1177/1477878515619797

    View details for Web of Science ID 000411987000008

  • INTRODUCING THE NEW EDITORIAL TEAM EDUCATION FINANCE AND POLICY Schwartz, A., Brunner, E., Cellini, S., Cowen, J., Loeb, S. 2015; 10 (1): 2-3

    View details for DOI 10.1162/EDFP_e_00155

    View details for Web of Science ID 000347478800002

  • Do First Impressions Matter? Predicting Early Career Teacher Effectiveness AERA OPEN Atteberry, A., Loeb, S., Wyckoff, J. 2015; 1 (4)

    View details for DOI 10.1177/2332858415607834

    View details for Web of Science ID 000509659200001

  • Performance Screens for School Improvement: The Case of Teacher Tenure Reform in New York City EDUCATIONAL RESEARCHER Loeb, S., Miller, L. C., Wyckoff, J. 2015; 44 (4): 199-212

    View details for DOI 10.3102/0013189X15584773

    View details for Web of Science ID 000354486600001

  • Using Student Test Scores to Measure Principal Performance EDUCATIONAL EVALUATION AND POLICY ANALYSIS Grissom, J. A., Kalogrides, D., Loeb, S. 2015; 37 (1): 3-28

    View details for DOI 10.3102/0162373714523831

    View details for Web of Science ID 000349318000001

  • Principal time management skills Explaining patterns in principals' time use, job stress, and perceived effectiveness JOURNAL OF EDUCATIONAL ADMINISTRATION Grissom, J. A., Loeb, S., Mitani, H. 2015; 53 (6): 773-793

    View details for DOI 10.1108/JEA-09-2014-0117

    View details for Web of Science ID 000360576500005

  • 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 Loeb, S., Soland, J., Fox, L. 2014; 36 (4): 457-475

    View details for DOI 10.3102/0162373714527788

    View details for Web of Science ID 000345463000004

  • Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving EDUCATIONAL RESEARCHER Lankford, H., Loeb, S., McEachin, A., Miller, L. C., Wyckoff, J. 2014; 43 (9): 444-453

    View details for DOI 10.3102/0013189X14563600

    View details for Web of Science ID 000346646300003

  • Does state preschool crowd-out private provision? The impact of universal preschool on the childcare sector in Oklahoma and Georgia JOURNAL OF URBAN ECONOMICS Bassok, D., Fitzpatrick, M., Loeb, S. 2014; 83: 18-33

    View details for DOI 10.1016/j.jue.2014.07.001

    View details for Web of Science ID 000342268900003

  • Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency JOURNAL OF POLICY ANALYSIS AND MANAGEMENT Grissom, J. A., Loeb, S., Nakashima, N. A. 2014; 33 (1): 112-U399

    View details for DOI 10.1002/pam.21732

    View details for Web of Science ID 000328221800006

  • Measuring Test Measurement Error: A General Approach JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS Boyd, D., Lankford, H., Loeb, S., Wyckoff, J. 2013; 38 (6): 629-663

    View details for DOI 10.3102/1076998613508584

    View details for Web of Science ID 000326778300004

  • Effective Instructional Time Use for School Leaders: Longitudinal Evidence From Observations of Principals EDUCATIONAL RESEARCHER Grissom, J. A., Loeb, S., Master, B. 2013; 42 (8): 433-444

    View details for DOI 10.3102/0013189X13510020

    View details for Web of Science ID 000326895500003

  • THE EARLY CHILDHOOD CARE AND EDUCATION WORKFORCE FROM 1990 THROUGH 2010: CHANGING DYNAMICS AND PERSISTENT CONCERNS EDUCATION FINANCE AND POLICY Bassok, D., Fitzpatrick, M., Loeb, S., Paglayan, A. S. 2013; 8 (4): 581-601

    View details for DOI 10.1162/EDFP_a_00114

    View details for Web of Science ID 000325426400005

  • Different Teachers, Different Peers: The Magnitude of Student Sorting Within Schools EDUCATIONAL RESEARCHER Kalogrides, D., Loeb, S. 2013; 42 (6): 304-316

    View details for DOI 10.3102/0013189X13495087

    View details for Web of Science ID 000323368000002

  • 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 Grossman, P., Loeb, S., Cohen, J., Wyckoff, J. 2013; 119 (3): 445-470

    View details for DOI 10.1086/669901

    View details for Web of Science ID 000318158300008

  • Systematic Sorting: Teacher Characteristics and Class Assignments SOCIOLOGY OF EDUCATION Kalogrides, D., Loeb, S., Beteille, T. 2013; 86 (2): 103-123

    View details for DOI 10.1177/0038040712456555

    View details for Web of Science ID 000317867100001

  • PRINCIPALS' PERCEPTIONS OF COMPETITION FOR STUDENTS IN MILWAUKEE SCHOOLS EDUCATION FINANCE AND POLICY Kasman, M., Loeb, S. 2013; 8 (1): 43-73

    View details for Web of Science ID 000313745600003

  • Recruiting Effective Math Teachers: Evidence From New York City AMERICAN EDUCATIONAL RESEARCH JOURNAL Boyd, D., Grossman, P., Hammerness, K., Lankford, H., Loeb, S., Ronfeldt, M., Wyckoff, J. 2012; 49 (6): 1008-1047

    View details for DOI 10.3102/0002831211434579

    View details for Web of Science ID 000311315600001

  • IN LIGHT OF THE LIMITATIONS OF DATA-DRIVEN DECISION MAKING EDUCATION FINANCE AND POLICY Loeb, S. 2012; 7 (1): 1-7

    View details for Web of Science ID 000299247700001

  • Stepping stones: Principal career paths and school outcomes SOCIAL SCIENCE RESEARCH Beteille, T., Kalogrides, D., Loeb, S. 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

  • EFFECTIVE SCHOOLS: TEACHER HIRING, ASSIGNMENT, DEVELOPMENT, AND RETENTION EDUCATION FINANCE AND POLICY Loeb, S., Kalogrides, D., Beteille, T. 2012; 7 (3): 269-304

    View details for Web of Science ID 000306982900002

  • The effectiveness and retention of teachers with prior career experience ECONOMICS OF EDUCATION REVIEW Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., O'Brien, R., Wyckoff, J. 2011; 30 (6): 1229-1241

    View details for DOI 10.1016/j.econedurev.2011.08.004

    View details for Web of Science ID 000297492900010

  • Tapping the Principal Pipeline: Identifying Talent for Future School Leadership in the Absence of Formal Succession Management Programs EDUCATIONAL ADMINISTRATION QUARTERLY Myung, J., Loeb, S., Horng, E. 2011; 47 (5): 695-727

    View details for DOI 10.1177/0013161X11406112

    View details for Web of Science ID 000296645800001

  • TEACHER LAYOFFS: AN EMPIRICAL ILLUSTRATION OF SENIORITY VERSUS MEASURES OF EFFECTIVENESS EDUCATION FINANCE AND POLICY Boyd, D., Lankford, H., Loeb, S., Wyckoff, J. 2011; 6 (3): 439-454

    View details for Web of Science ID 000293012800005

  • The Influence of School Administrators on Teacher Retention Decisions AMERICAN EDUCATIONAL RESEARCH JOURNAL Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., Wyckoff, J. 2011; 48 (2): 303-333

    View details for DOI 10.3102/0002831210380788

    View details for Web of Science ID 000288598800003

  • INCREASING CHOICE IN THE MARKET FOR SCHOOLS: RECENT REFORMS AND THEIR EFFECTS ON STUDENT ACHIEVEMENT NATIONAL TAX JOURNAL Loeb, S., Valant, J., Kasman, M. 2011; 64 (1): 141-163

    View details for Web of Science ID 000288190500007

  • 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 Boyd, D., Lankford, H., Loeb, S., Ronfeldt, M., Wyckoff, J. 2011; 30 (1): 88-110

    View details for DOI 10.1002/pam.20545

    View details for Web of Science ID 000285447200005

  • School Accountability HANDBOOK OF THE ECONOMICS OF EDUCATION, VOL 3 Figlio, D., Loeb, S., Hanshek, E. A., Machin, S., Woessmann, L. 2011; 3: 383-421

    View details for DOI 10.1016/S0169-7218(11)03008-5

    View details for Web of Science ID 000321952400009

  • The Effect of School Neighborhoods on Teachers' Career Decisions WHITHER OPPORTUNITY?: RISING INEQUALITY, SCHOOLS, AND CHILDREN'S LIFE CHANCES Boyd, D., Lankford, H., Loeb, S., Ronfeldt, M., Wyckoff, J., Duncan, G. J., Murnane, R. J. 2011: 377-395

    View details for Web of Science ID 000361663800019

  • New Thinking About Instructional Leadership PHI DELTA KAPPAN Horng, E., Loeb, S. 2010; 92 (3): 66-69

    View details for DOI 10.1177/003172171009200319

    View details for Web of Science ID 000284201800018

  • Principal's Time Use and School Effectiveness AMERICAN JOURNAL OF EDUCATION Horng, E. L., Klasik, D., Loeb, S. 2010; 116 (4): 491-523

    View details for Web of Science ID 000279736700002

  • Principal Preferences and the Uneven Distribution of Principals Across Schools EDUCATIONAL EVALUATION AND POLICY ANALYSIS Loeb, S., Kalogrides, D., Horng, E. L. 2010; 32 (2): 205-229

    View details for DOI 10.3102/0162373710369833

    View details for Web of Science ID 000279759400004

  • Learning from Multiple Routes EDUCATIONAL LEADERSHIP Grossman, P., Loeb, S. 2010; 67 (8): 22-27

    View details for Web of Science ID 000277335500004

  • Teacher Preparation and Student Achievement EDUCATIONAL EVALUATION AND POLICY ANALYSIS Boyd, D. J., Grossman, P. L., Lankford, H., Loeb, S., Wyckoff, J. 2009; 31 (4): 416-440

    View details for DOI 10.3102/0162373709353129

    View details for Web of Science ID 000272826000005

  • THE STATE ROLE IN TEACHER PROFESSIONAL DEVELOPMENT AND EDUCATION THROUGHOUT TEACHERS' CAREERS EDUCATION FINANCE AND POLICY Loeb, S., Miller, L. C., Strunk, K. O. 2009; 4 (2): 212-228

    View details for Web of Science ID 000208269200004

  • THE STATE ROLE IN TEACHER COMPENSATION EDUCATION FINANCE AND POLICY Loeb, S., Miller, L. C., Strunk, K. O. 2009; 4 (1): 89-114

    View details for Web of Science ID 000208269000004

  • Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation EDUCATIONAL EVALUATION AND POLICY ANALYSIS Boyd, D., Grossman, P. L., Harnmerness, K., Lankford, R. H., Loeb, S., McDonald, M., Reininger, M., Ronfeldt, M., Wyckoff, J. 2008; 30 (4): 319-343

    View details for DOI 10.3102/0162373708322737

    View details for Web of Science ID 000261223700001

  • 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 Boyd, D., Lankford, H., Loeb, S., Rockoff, J., Wyckoff, J. 2008; 27 (4): 793-818

    View details for DOI 10.1002/pam.20377

    View details for Web of Science ID 000259755000006

  • How schools and students respond to school improvement programs: The case of Brazil's PDE ECONOMICS OF EDUCATION REVIEW Carnoy, M., Gove, A. K., Loeb, S., Marshall, J. H., Socias, M. 2008; 27 (1): 22-38

    View details for DOI 10.1016/j.econedurev.2006.04.005

    View details for Web of Science ID 000254067700003

  • GETTING DOWN TO FACTS: SCHOOL FINANCE AND GOVERNANCE IN CALIFORNIA EDUCATION FINANCE AND POLICY Loeb, S., Bryk, A., Hanushek, E. 2008; 3 (1): 1-19

    View details for Web of Science ID 000208268400001

  • The Impact of Assessment and Accountability on Teacher Recruitment and Retention Are There Unintended Consequences? PUBLIC FINANCE REVIEW Boyd, D., Lankford, H., Loeb, S., Wyckoff, J. 2008; 36 (1): 88-111

    View details for DOI 10.1177/1091142106293446

    View details for Web of Science ID 000443256200005

  • Excellence in the classroom - Introducing the issue FUTURE OF CHILDREN Loeb, S., Rouse, C., Shorris, A. 2007; 17 (1): 3-14

    View details for DOI 10.1353/foc.2007.0008

    View details for Web of Science ID 000245270300001

  • How much is too much? The influence of preschool centers on children's social and cognitive development ECONOMICS OF EDUCATION REVIEW Loeb, S., Bridges, M., Bassok, D., Fuller, B., Rumberger, R. W. 2007; 26 (1): 52-66

    View details for DOI 10.1016/j.econedurev.2005.11.005

    View details for Web of Science ID 000244219800005

  • ACCOUNTABILITY AND LOCAL CONTROL: RESPONSE TO INCENTIVES WITH AND WITHOUT AUTHORITY OVER RESOURCE GENERATION AND ALLOCATION EDUCATION FINANCE AND POLICY Loeb, S., Strunk, K. 2007; 2 (1): 10-39

    View details for Web of Science ID 000208267900002

  • HOW CHANGES IN ENTRY REQUIREMENTS ALTER THE TEACHER WORKFORCE AND AFFECT STUDENT ACHIEVEMENT EDUCATION FINANCE AND POLICY Boyd, D., Grossman, P., Lankford, H., Loeb, S., Wyckoff, J. 2006; 1 (2): 176-216

    View details for Web of Science ID 000208267600002

  • Complex by design - Investigating pathways into teaching in New York City schools JOURNAL OF TEACHER EDUCATION Boyd, D. J., Grossman, P., Lankford, H., Loeb, S., Michelli, N. M., Wyckoff, J. 2006; 57 (2): 155-166

    View details for DOI 10.1177/0022487105285943

    View details for Web of Science ID 000235594900005

  • Explaining the short careers of high-achieving teachers in schools with low-performing students 117th Annual Meeting of the American-Economic-Association Boyd, D., Lankford, H., Loeb, S., Wyckoff, J. AMER ECONOMIC ASSOC. 2005: 166–71

    View details for Web of Science ID 000233172500030

  • The draw of home: How teachers" preferences for proximity disadvantage urban schools JOURNAL OF POLICY ANALYSIS AND MANAGEMENT Boyd, D., Lankford, H., Loeb, S., Wyckoff, J. 2005; 24 (1): 113-132

    View details for DOI 10.1002/pam.20072

    View details for Web of Science ID 000225585600006

  • Have assessment-based school accountability reforms affected the career decisions of teachers? Educational Testing Service Invitational Conference Loeb, S., Estrada, F. LAWRENCE ERLBAUM ASSOC PUBL. 2005: 225–255

    View details for Web of Science ID 000229672600014

  • State formation of the child care sector: Family demand and policy action SOCIOLOGY OF EDUCATION Fuller, B., Loeb, S., STRATH, A., Carrol, B. A. 2004; 77 (4): 337-358

    View details for Web of Science ID 000227846900004

  • Federal contributions to high-income school districts: the use of tax deductions for funding K-12 education ECONOMICS OF EDUCATION REVIEW Loeb, S., Socias, M. 2004; 23 (1): 85-94

    View details for DOI 10.1016/S0272-7757(03)00064-5

    View details for Web of Science ID 000187863400008

  • Child care in poor communities: Early learning effects of type, quality, and stability CHILD DEVELOPMENT Loeb, S., Fuller, B., KAGAN, S. L., CARROL, B. 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

  • Child care quality: centers and home settings that serve poor families EARLY CHILDHOOD RESEARCH QUARTERLY Fuller, B., KAGAN, S. L., Loeb, S., Chang, Y. W. 2004; 19 (4): 505-527

    View details for DOI 10.1016/j.ecresq.2004.10.006

    View details for Web of Science ID 000225993700002

  • How welfare reform affects young children: Experimental findings from Connecticut - A research note JOURNAL OF POLICY ANALYSIS AND MANAGEMENT Loeb, S., Fuller, B., KAGAN, S. L., CARROL, B. 2003; 22 (4): 537-550

    View details for DOI 10.1002/pam.10153

    View details for Web of Science ID 000185421300002

  • The contribution of administrative and experimental data to education policy research NATIONAL TAX JOURNAL Loeb, S., Strunk, K. 2003; 56 (2): 415-438

    View details for Web of Science ID 000184506800008

  • Teacher sorting and the plight of urban schools: A descriptive analysis EDUCATIONAL EVALUATION AND POLICY ANALYSIS Lankford, H., Loeb, S., Wyckoff, J. 2002; 24 (1): 37-62

    View details for Web of Science ID 000178224100003

  • Does external accountability affect student outcomes? A cross-state analysis EDUCATIONAL EVALUATION AND POLICY ANALYSIS CARNOY, M., Loeb, S. 2002; 24 (4): 305-331

    View details for Web of Science ID 000182629300003

  • Estimating the effects of school finance reform: a framework for a federalist system JOURNAL OF PUBLIC ECONOMICS Loeb, S. 2001; 80 (2): 225-247

    View details for Web of Science ID 000168458000003

  • Teacher quality - Its enhancement and potential for improving pupil achievement Conference on Improving Educational Productivity Loeb, S. INFORMATION AGE PUBLISHING-IAP. 2001: 99–114

    View details for Web of Science ID 000174895300006

  • Welfare, work experience, and economic self-sufficiency JOURNAL OF POLICY ANALYSIS AND MANAGEMENT Loeb, S., Corcoran, M. 2001; 20 (1): 1-20

    View details for Web of Science ID 000166115600001

  • Outcomes: The importance of alternative labor market opportunities and non-pecuniary variation REVIEW OF ECONOMICS AND STATISTICS Loeb, S., Page, M. E. 2000; 82 (3): 393-408

    View details for Web of Science ID 000089328100004

  • School size in Chicago elementary schools: Effects on teachers' attitudes and students' achievement AMERICAN EDUCATIONAL RESEARCH JOURNAL Lee, V. E., Loeb, S. 2000; 37 (1): 3-31

    View details for Web of Science ID 000175598000001

https://orcid.org/0000-0003-1854-8843