CEPA faculty score high marks on The 2013 RHSU Edu-Scholar Public Presence Rankings
The 2013 RHSU Edu-Scholar Public Presence Rankings were released this week and record number of CEPA faculty scores high marks on the list. Of the 168 education scholars ranked, 7 CEPA affiliate faculty and faculty made the list: Eric Hanushek (4), Susanna Loeb (42), Caroline Hoxby (45), Michael W. Kirst (48), Rob Reich (66), Thomas Dee (81), Edward H.
Evaluating Principals Through Test Scores: Harder Than You'd Think
New research attempts to determine the best way to measure principal effectiveness using students' test scores—and finds that the task is trickier than anticipated.
Race and the Principal Pipeline
The teaching diversity gap—there are proportionately fewer minority teachers than minority students nationwide—has been the target of programs aimed at bringing more minorities into teaching. But there's been less attention to the way race affects potential school leaders' pathways to principalship. Given that most principals have taught at some point, you might expect that the principal force would be just as disproportionately white as the teaching force. But it turns out that's not the case.
Dr.Susanna Loeb confirmed by the Senate to be a Board Member of NBES
President Barak Obama nominated Susanna Loeb, the Barnett Family Professor of Education at Stanford University, to be a Member of the Board of Directors of the National Board for Education Sciences on March 16, 2012. The Senate confirmed Professor Loeb’s appointment on June 29, 2012 for a four year term expiring March 15, 2016.
Barnett Family Endows new Chair in Education Policy
Thanks to a generous gift from the Barnett Charitable Foundation, the School of Education has a new endowed chair in education policy. The Barnett Family Professorship in Education was established with a gift from the foundation at the direction of Karrie and Larry Barnett, ’78; Annie and Jim Barnett, ’80, JD/MBA ’84; and Laurey Barnett Treiger, ’81, and Brian Treiger, and with university matching funds. Professor Susanna Loeb, the faculty director of the Center for Education Policy Analysis (CEPA), has been named the inaugural chair.
Is teacher churn undermining real education reform in D.C.?
Now, a significant new study by researchers Susanna Loeb of Stanford University, Matthew Ronfeldt of the University of Michigan and Jim Wyckoff of the University of Virginia upends Hannaway’s assumption. The study, “How Teacher Turnover Hurts Student Achievement,” concludes that, separate from the relative quality of teachers who may be brought in to replace those who leave, teacher turnover itself harms a school. Turnover affects morale and the professional culture at a school. It weakens the knowledge base of the staff about students and the community. It weakens collegiality, professional support and trust that teachers depend on in their efforts to improve achievement.
Report: Much talk, little progress on California schools
Five years after a team of researchers at Stanford University issued a massive study of California's public schools, concluding that the system needed much more money but also major reforms, a followup report from the University of California says there's been a lot of talk but not much progress.
In fact, the new study says, school spending has dropped sharply, largely due to recession and state budget deficits, while politicians and educators discuss structural reforms but haven't been very successful in making them.
MIT Press 50 Influential Journal Articles
As part of their 50th anniversary celebration, MIT Press has selected 50 influential articles published by them since 1969. "Teacher layoffs: An empirical illustration of seniority v. measures of effectiveness" by Donald Boyd, Hamilton Lankford, Susanna Loeb, and James Wyckoff is one of these selected few.
We Need Experienced Teachers
From Bill Gates to Arnie Duncan to Michelle Rhee, there's a lot of talk these days about what to do with our nation's teachers: Evaluate effectiveness. Raise salaries. Get rid of tenure. What we hear less about is keeping teachers in the classroom long enough to make a difference for their students. Teaching is at serious risk of becoming nothing more than a short-term, public service opportunity.