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Social Sciences and Humanities

D-Index
71
Citations
36493
World Ranking
710
National Ranking
336

Research.com Recognitions

  • 2020 - Fellow of the American Academy of Arts and Sciences
  • 2010 - Fellow of the American Educational Research Association

Overview

Susanna Loeb is affiliated with Brown University in the United States. Their research primarily falls within the field of Social Sciences, with a significant focus on Education. Within this broad area, they have contributed to several subfields including Education, Developmental and Educational Psychology, Pediatrics, Perinatology and Child Health, as well as Information Systems and Management.

Their research topics cover multiple aspects of education and child development. Key areas include:

  • School Choice and Performance
  • Parental Involvement in Education
  • Early Childhood Education and Development
  • Child Development and Digital Technology
  • Educational Assessment and Improvement
  • Higher Education Research Studies
  • Intelligent Tutoring Systems and Adaptive Learning

Susanna Loeb has published extensively, with frequent publications appearing in several venues. These include:

  • AEA Randomized Controlled Trials (14 publications)
  • Brown Digital Repository (5 publications)
  • Educational Evaluation and Policy Analysis (4 publications)
  • Educational Researcher (3 publications)
  • Education Finance and Policy (3 publications)

Several recent papers highlight the scope of their work:

  • "Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey," 2020, Educational Evaluation and Policy Analysis
  • "High-Impact Tutoring: State of the Research and Priorities for Future Learning," 2021, Brown Digital Repository
  • "Students With Growth Mindset Learn More in School: Evidence From California's CORE School Districts," 2024, Educational Researcher
  • "An investigation of Head Start preschool children's executive function, early literacy, and numeracy learning in the midst of the COVID-19 pandemic," 2023, Early Childhood Research Quarterly
  • "Paraeducators: Growth, Diversity and a Dearth of Professional Supports," 2021, Brown Digital Repository

Collaboration is notable in their work, with frequent co-authors including:

  • Kalena E. Cortes (9 joint works)
  • Hans Fricke (6 joint works)
  • Carly D. Robinson (6 joint works)
  • Susana Claro (3 joint works)
  • Ying Shi (3 joint works)

Recognition of Susanna Loeb's contributions includes being named a Fellow of the American Academy of Arts and Sciences in 2020 and a Fellow of the American Educational Research Association in 2010.

Best Publications

  • Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis

    Hamilton Lankford;Susanna Loeb;James Wyckoff

  • How Teacher Turnover Harms Student Achievement

    Matthew Ronfeldt;Susanna Loeb;James Wyckoff

  • How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement

    Donald Boyd;Pamela Grossman;Hamilton Lankford;Susanna Loeb

  • The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High-Poverty Schools

    Donald Boyd;Hamilton Lankford;Susanna Loeb;Jonah Rockoff

  • Teacher Preparation and Student Achievement

    Donald J. Boyd;Pamela L. Grossman;Hamilton Lankford;Susanna Loeb

  • The Influence of School Administrators on Teacher Retention Decisions

    Donald Boyd;Pamela Grossman;Marsha Ing;Hamilton Lankford

  • Does External Accountability Affect Student Outcomes? A Cross-State Analysis

    Martin Carnoy;Susanna Loeb

  • How Teaching Conditions Predict Teacher Turnover in California Schools

    Susanna Loeb;Linda Darling-Hammond;John Luczak

  • Who Leaves? Teacher Attrition and Student Achievement

    Donald Boyd;Pam Grossman;Hamilton Lankford;Susanna Loeb

  • How Much Is too Much? The Influence of Preschool Centers on Children's Social and Cognitive Development.

    Susanna Loeb;Margaret Bridges;Daphna Bassok;Bruce Fuller

  • The draw of home: How teachers' preferences for proximity disadvantage urban schools

    Donald Boyd;Hamilton Lankford;Susanna Loeb;James Wyckoff

  • Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students

    Donald Boyd;Hamilton Lankford;Susanna Loeb;James Wyckoff

  • Principal's Time Use and School Effectiveness.

    Eileen Lai Horng;Daniel Klasik;Susanna Loeb

  • Triangulating Principal Effectiveness How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills

    Jason A. Grissom;Susanna Loeb

  • The Draw of Home: How Teachers' Preferences for Proximity Disadvantage Urban Schools

    Donald Boyd;Hamilton Lankford;Susanna Loeb

  • Child Care in Poor Communities: Early Learning Effects of Type, Quality, and Stability

    Susanna Loeb;Bruce Fuller;Sharon Lynn Kagan;Bidemi Abioseh Carrol

  • School Size in Chicago Elementary Schools: Effects on Teachers' Attitudes and Students' Achievement:

    Valerie E. Lee;Susanna Loeb

  • Effective Instructional Time Use for School Leaders: Longitudinal Evidence From Observations of Principals

    Jason A. Grissom;Susanna Loeb;Benjamin K. Master

  • Stepping stones: Principal career paths and school outcomes

    Tara Béteille;Demetra Kalogrides;Susanna Loeb

  • Who Leaves? Teacher Attrition and Student Achievement. NBER Working Paper No. 14022.

    Donald Boyd;Pam Grossman;Hamilton Lankford;Susanna Loeb

Frequent Co-Authors

James Wyckoff
James Wyckoff University of Virginia
Pam Grossman
Pam Grossman University of Pennsylvania
Jason A. Grissom
Jason A. Grissom Vanderbilt University
Bruce Fuller
Bruce Fuller University of California, Berkeley
Eric Bettinger
Eric Bettinger Stanford University
Jonah E. Rockoff
Jonah E. Rockoff Columbia University
Dan Goldhaber
Dan Goldhaber University of Washington
Stephen W. Raudenbush
Stephen W. Raudenbush University of Chicago
Grover J. Whitehurst
Grover J. Whitehurst Stony Brook University
Douglas O. Staiger
Douglas O. Staiger Dartmouth College

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