S
Susanna Loeb
Researcher at Brown University
Publications - 324
Citations - 23082
Susanna Loeb is an academic researcher from Brown University. The author has contributed to research in topics: Academic achievement & Accountability. The author has an hindex of 65, co-authored 311 publications receiving 21227 citations. Previous affiliations of Susanna Loeb include University of Michigan & RAND Corporation.
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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,Susanna Loeb,Jonah E. Rockoff,Jonah E. Rockoff,James Wyckoff +6 more
TL;DR: In this article, the authors estimate the effect of teacher attributes using a value-added model, and predict that observable qualifications of teachers resulted in average improved achievement for students in the poorest decile of schools of New York City.
How Stable Are Value-Added Estimates across Years, Subjects and Student Groups? What We Know Series: Value-Added Methods and Applications. Knowledge Brief 3.
TL;DR: This article found that the variation of a teacher's value added across time, subject, and student population depends in part on the model with which it is measured and the source of the data that is used.
Journal ArticleDOI
Gender Differences in Secondary School Teachers' Control over Classroom and School Policy
TL;DR: The authors examined the effect of school gender organization on gender differences in teachers' perceptions of organizational control and found that male teachers perceived greater influence over school policies outside of the classroom than did female teachers.
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Child Care in Poor Communities: Early Learning Effects of Type, Quality, and Stability
Susanna Loeb,Susanna Loeb,Bruce Fuller,Sharon Lynn Kagan,Bidemi Carrol,Judith Carroll,Jan McCarthy +6 more
TL;DR: In this article, the effects of center care typically available in poor communities or home-based care on children's cognitive growth were studied. But the results were limited to a sample of children age 12 to 42 months when their mothers entered welfare-to-work programs.
Posted Content
Analyzing the Determinants of the Matching Public School Teachers to Jobs: Estimating Compensating Differentials in Imperfect Labor Markets
TL;DR: The authors developed and estimated a model that more accurately characterizes the institutional features of teacher labor markets, based on a game-theoretic two-sided matching model and the estimation strategy employs the method of simulated moments.