Great English teachers improve students' math scores
The researchers, Benjamin Master, Susanna Loeb and James Wyckoff, looked at 700,000 students in New York City in third through eighth grade over the course of eight school years (from 2003-04 to 2011-12). Their research initially confirmed the lasting impact of good English language arts or math teachers within their subjects. These teachers not only produce higher than expected test scores during the year that they are teaching the students, but their students go on to score better in that subject in subsequent years. Specifically, one-fifth of a teacher’s value added to achievement persists into the subsequent year.
Should principals stop visiting classrooms?
A terrific new study by Jason Grissom, Susanna Loeb, and Ben Master shed light on the role of instructional leadership. It’s the method that sets this study apart. Instead of simply asking principals “how important is instructional leadership to you?” or having them complete time diaries, researchers actually followed 100 principals around for a full school day, recording what they did.
CEPA faculty score high marks on The 2014 RHSU Edu-Scholar Public Presence Rankings
The 2014 RHSU Edu-Scholar Public Presence Rankings were released this week and record number of CEPA faculty scores high marks on the list. Of the 200 education scholars ranked, 12 CEPA affiliate faculty and faculty made the list: Eric Hanushek (4), Caroline Hoxby (11), Martin Carnoy (13), Michael W. Kirst (30), Sean Reardon (36), Susanna Loeb (75), Rob Reich (75), Thomas Dee (77), Mitchell Stevens (104), Edward H. Haertel (132), Eric Bettinger (142), Michelle Reininger (200)
School reforms revive decades-old debate on impact of money on education outcomes
The Getting Down to Facts project furthermore said there was “essentially no relationship” between how much California spent on its students and a school’s Academic Performance Index, which until now has been the main way schools’ effectiveness in improving academic outcomes has been measured. “If additional dollars were inserted in the current system, there would be no reason to expect substantial increases in student outcomes related to state goals,” Loeb and her colleagues concluded in their 2007 paper.
'Effective Teaching' Study Seen as Influential, and Faulty
"It's difficult to write data up when they're controversial and you're not sure what to emphasize," said Susanna Loeb, a professor of education at Stanford University who was on the project's technical-advisory committee but didn't conduct any of the research. "I think there are a lot of interpretations about what the results mean. And the study doesn't tell you the effect of using any of these measures in teacher evaluation in practice."
At Charter Schools, Short Careers by Choice
Unprecedented study of preschool workers shows gains, continuing problems
A 20-year study of the early childhood care and education workforce finds improvements in wage, turnover and qualifications, but big problems remain.
Daycare workers and preschool teachers are more educated, receive better pay, and remain longer in the field today than in 1990, but they continue to be poorly compensated, to have high turnover, and to lack Bachelor's degrees, according to a new study by researchers from the Stanford Graduate School of Education, the University of Virginia and Cornell University.
Stanford researchers identify troubling patterns of teacher assignments within schools
"It is well-known that teachers systematically sort across schools, disadvantaging low-income, minority and low-achieving students," said Demetra Kalogrides, a research associate at the Graduate School of Education's Center for Education Policy Analysis and one of the study's three authors. "Our findings are novel because they address the assignment of teachers to classes within schools. We cannot assume that teacher sorting stops at the school doors."
Salary Incentives and Teacher Quality: The role of compensation in teacher recruitment and retention
Dr.Loeb is elected to membership in the National Academy of Education
Congratulation to Dr.Susanna Loeb, Barnett Family Professor of Education and Faculty Director of the Center for Education Policy Analysis (CEPA), on being elected to membership in the National Academy of Education for her valuable contributions to educational research and policy development.
The National Academy of Education (NAEd) advances the highest quality education research and its use in policy formation and practice. Founded in 1965, the NAEd consists of U.S. members and foreign associates who are elected on the basis of outstanding scholarship related to education. Since its establishment, NAEd has undertaken research studies that address pressing issues in education and that typically include both NAEd members and other scholars with an expertise in a particular area of inquiry. In addition, members are deeply engaged in NAEd’s professional development fellowship programs focused on the rigorous preparation of the next generation of scholars.