Susanna Loeb
Barnett Family Professor of Education
Stanford University
Contact
Center for Education Policy Analysis at Stanford University520 Galvez Mall #524,CERAS building
Stanford, CA 94305-3084
Phone: (650) 736-1258
Fax: (650) 723-9931
Email: sloeb@stanford.edu
Web: http://cepa.stanford.edu
Current Positions
Barnett Family Professor of Education, Stanford University (Assistant 1999-2004, Associate 2004-2009, Full 2009-present)Director, Center for Education Policy Analysis (CEPA) at Stanford. 2009-present
Co-Director, Policy Analysis for California Education (PACE). 2005-present
Senior Fellow, Stanford Institute for Economic Policy Research (SIEPR). 2009-present
Faculty Research Fellow, National Bureau of Economic Research (NBER). 2003-present
Director, Institute for Research on Education Policy and Practice (IREPP). 2006-2009, renamed CEPA in 2009
Education
Ph.D.
Economics, University of Michigan, August 1998
M.P.P.
Institute of Public Policy Studies, University of Michigan, 1994
B.A.
Political Science, Stanford University, 1988
B.S.
Civil Engineering, Stanford University, 1988
Journal Articles
Assessing Principals' Assessments: Subjective Evaluations of Teacher Effectiveness in Low- and High-Stakes EnvironmentsEducation Finance and Policy12(3)369-3952017.
Different Skills? Identifying Differentially Effective Teachers of English Language LearnersThe Elementary School Journal117(2)2016.
Within- and Between-Sector Quality Differences in Early Childhood Education and CareChild Development2016.
Educational goods and values: A framework for decision-makersTheory and Research in Education14(1)3-252016.
Distributive decisions in education: Goals, trade-offs, and feasibility constraintsTheory and Research in Education14(1)107-1242016.
The Micropolitics of Educational Inequality: The Case of Teacher–Student AssignmentsPeabody Journal of EducationSpecial issue: 2015 Politics of Education Association Yearbook90(5)601-6142015.
Principal Time Management Skills: Explaining Patterns in Principals' Time Use, Job Stress, and Perceived EffectivenessJournal of Educational Administration53(6)773-7932015.
Performance Screens for School Improvement: The Case of Teacher Tenure Reform in New York CityEducational Researcher44(4)199-2122015.
Using student test scores to measure principal performanceEducation Evaluation and Policy Analysis37(1)3-282015.
Who Enters Teaching? Encouraging Evidence that the Status of Teaching is ImprovingEducational Researcher43(9)444-4532014.
Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers with Their English Learners and Non-English LearnersEducation Evaluation and Policy Analysis36(4)457-4752014.
Does state preschool crowd-out private provision? The impact of universal preschool on the childcare sector in Oklahoma and GeorgiaJournal of Urban Economics8318-332014.
Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and EfficiencyJournal of Policy Analysis and Management33(1)112–1402014.
Analyzing the Determinants of the Matching of Public School Teachers to Jobs: Disentangling the Preferences of Teachers and EmployersJournal of Labor Economics31(1)83-1172013.
Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers' value-addedAmerican Journal of Education119(3)445-4702013.
Measuring test measurement error: A general approachJournal of Educational and Behavioral Statistics38(6)629-6632013.
Different teachers, different peers: The magnitude of student sorting within schoolsEducational Researcher42(6)304-3162013.
The early childhood care and education workforce in the United States: Understanding changes from 1990 through 2010Education Finance and Policy8(4)581–6012013.
Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of PrincipalsEducational Researcher42(8)433-4442013.
Systematic sorting: Teacher characteristics and class assignmentsSociology of Education86(2)103-1232013.
Principals’ perceptions of competition for students in Milwaukee schoolsEducation Finance and Policy8(1)43-732013.
Recruiting effective math teachers: Evidence from New York cityAmerican Education Research Journal49(6)1008-10472012.
Effective schools: Teacher hiring, assignment, development, and retentionEducation Finance and Policy7(3)269–3042012.
The effectiveness and retention of teachers with prior career experienceEconomics of Education Review301229-12412011.
Tapping the principal pipeline: Identifying talent for future school leadership in the absence of formal succession management programsEducation Administration Quarterly47(5)695-7272011.
Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skillsAmerican Education Research Journal48(5)1091-11232011.
The influence of school administrators on teacher retention decisionsAmerican Education Research Journal48(2)303-3332011.
Teacher layoffs: An empirical illustration of seniority v. measures of effectivenessEducation Finance and Policy6(3)439–4542011.
Increasing choice in the market for schools: Recent reforms and their effects on student achievementNational Tax Journal64(1)141-1642011.
The role of teacher quality in retention and hiring: Using applications-to-transfer to uncover preferences of teachers and schoolsJournal of Policy Analysis and Management30(1)88-1102011.
Principal preferences and the uneven distribution of principals across schoolsEducational Evaluation and Policy Analysis32(2)205-2292010.
Learning from multiple routes: The variation in teacher preparation pathways can propel our understanding of how best to prepare teachersEducational Leadership67(8)22-272010.
Teacher preparation and student achievementEducation Evaluation and Policy Analysis31(4)416-4402009.
The state role in teacher professional development and education throughout teachersEducation Finance and Policy4(2)212-2282009.
Getting Down to Facts: School Finance and Governance in CaliforniaEducation Finance and Policy3(1)1-192008.
Surveying the landscape of teacher education in New York city: Constrained variation and the challenge of innovationEducation Evaluation and Policy Analysis30(4)319-3432008.
The narrowing gap in New York city teacher qualifications and its implications for student achievement in high-poverty schoolsJournal of Policy Analysis and Management27(4)793-8182008.
What do cost functions tell us about the cost of an adequate education?Peabody Journal of Education83(2)198-2232008.
How schools and students respond to school improvement programs: The case of Brazil’s PDEEconomics of Education Review27(1)22-382008.
The impact of assessment and accountability on teacher recruitment and retention: Are there unintended consequences?Public Finance Review36(1)88-1112008.
How much is too much? The effects of duration and intensity of child care experiences on children’s social and cognitive developmentEconomics of Education Review26(1)52-662007.
Accountability and local control: Incentive response with and without authority over resource generation and allocationEducation Finance and Policy2(1)10-392007.
Complex by design: Investigating pathways into teaching in New York city schoolsJournal of Teacher Education57(2)155-1662006.
How changes in entry requirements alter the teacher workforce and affect student achievementEducation Finance and Policy1(2)176-2162006.
How teaching conditions predict teacher turnover in California schoolsPeabody Journal of Education80(3)44-702005.
Explaining the short careers of high-achieving teachers in schools with low-performing studentsAmerican Economic Review95(2)166-1712005.
The draw of home: How teachers’ preferences for proximity disadvantage urban schoolsJournal of Policy Analysis and Management24(1)113-1322005.
Child care in poor communities: Early learning effects of type, quality and stabilityChild Development75(1)47-652004.
How welfare reform impacts preschool-age children: An analysis of random assignment data from ConnecticutJournal of Policy Analysis and Management22(4)537-5502003.
The contribution of administrative and experimental data to education policy researchNational Tax Journal56(2)415-4382003.
Does external accountability affect student outcomes? A cross-state analysisEducation Evaluation and Policy Analysis24(4)305-3312003.
Teacher sorting and the plight of urban schools: A descriptive analysisEducation Evaluation and Policy Analysis24(1)37-622002.
Estimating the effects of school finance reform: A framework for a federalist systemJournal of Public Economics80(2)225-2472001.
Welfare, work experience, and economic self-sufficiencyJournal of Policy Analysis and Management20(1)1-202001.
Examining the link between teacher wages and student outcomes: The importance of alternative labor market opportunities and non-pecuniary variationReview of Economics and Statistics82(3)393-4082000.
School size in Chicago elementary schools: Effects on teachers’ attitudes and students’ achievementAmerican Education Research Journal37(1)3-312000.
Contextual effects of prekindergarten classrooms for disadvantaged children on cognitive development: The case of Chapter 1Child Development69(2)479-4941998.
Centralization of school finance in MichiganJournal of Policy Analysis and Management16(1)114-1361997.
The effect of measured school inputs on academic achievement: Evidence from the 1920s, 1930s and 1940s birth cohortsReview of Economics and Statistics78(4)653-6641996.
Gender differences in secondary school teachers’ control over classroom and school policyAmerican Journal of Education103(3)259-3011995.
Michigan’s recent school finance reforms: A preliminary reportAmerican Economic Review85(2)372-3771995.
Where do head start attendees end up? One reason why preschool effects fade outEducation Evaluation and Policy Analysis17(1)62-821995.
Books, Book Chapters, Reports
A counterintuitive approach to improving math education: Focus on English language arts teachingEvidence Speaks Reports - The Brookings Institution2017.
Using Surveys of Students' Social-Emotional Skills and School Climate for Accountability and Continuous ImprovementPolicy Analysis for California Education2017.
Going to school is optional: Schools need to engage students to increase their lifetime opportunitiesEvidence Speaks Reports - The Brookings Institution2016.
Understanding Human Resources in Broad-Access Higher EducationIn Kirst, M.W & Stevens, M.L. (Eds.)Remaking College: The Changing Ecology of Higher EducationStanford University Press2015.
Can a District-Level Teacher Salary Incentive Policy Improve Teacher Recruitment and Retention?Policy Analysis for California Education2013.
What do we know about the use of value-added measures for principal evaluation?The Carnegie Knowledge Network2013.
What Do We Know About the Tradeoffs Associated with Teacher Misclassification in High Stakes Personnel Decisions?The Carnegie Knowledge Network2013.
The challenges of measuring school quality: Implications for educational equityIn D. Allen, & R. Reich (Eds)Education, Justice, and DemocracyChicago, IL: University of Chicago Press22-552013.
How stable are value-added estimates across years, subjects, and student groups?The Carnegie Knowledge Network2012.
The effect of school neighborhoods on teacher retention decisionsIn G. Duncan & R. Murnane (Eds.)Whither Opportunity? Rising Inequality, Schools, and Children's Life ChancesNew York: Russell Sage Foundation Press377-3962011.
Recruiting, evaluating and retaining teachers: The children first strategy to improve New York City's teachersIn J. O'Day, C. Bitter, & L. Gomez (Eds.)Education Reform in New York City: Ambitious Change in the Nation's Most Complex School SystemCambridge, MA: Harvard Education Press157-177 2011.
School accountabilityIn E. A. Hanushek, S. Machin, & L. Woessmann (Eds.)Handbook of the Economics of Education, Vol. 3San Diego, CA: North Holland383-4232011.
Education reformsIn P. Levine & D. Zimmerman (Eds.)Targeting Investments in Children: Fighting Poverty When Resources are Limited. National Bureau of Economic Research145-1802010.
Economic approaches to teacher recruitment and retentionIn B. McGaw, P. Peterson & E. Baker (Eds.)International Encyclopedia of Education, 8-Volume Set, 3rd Edition, Elsevier473-4802010.
Teacher quality and teacher labor marketsIn G. Sykes, B. Schneider & D. N. Plank (Eds.)Handbook of Education Policy Research596-6122009.
The development of a teacher salary parcel tax: The quality teacher and education act in San FranciscoPolicy Analysis for California Education2009.
Teacher labor markets and teacher labor market researchIn G. Duncan & J. Spillane (Eds.)Teacher Quality: Broadening and Deepening the Debate, Northwestern University2008.
Teacher quality: Improving teacher quality and distributionNational Academy of Education Policy White Paper Series2008.
Funding student learning: How to align education resources with student learning goalsSchool Finance Redesign Project, Center on Reinventing Public Education: University of Washington2008.
Assessing the effectiveness of teachers from different pathways: Issues and resultsIn P. Grossman & S. Loeb (Eds.)Alternative Routes to Teaching: Mapping the New Landscape of Teacher EducationCambridge, MA: Harvard Education Press157-1862008.
Assessing accomplished teaching: Advanced-level certification programsIn M. D. Hakel, J. A. Koenig & S. W. Elliott (Eds.)The National Academies Press2008.
Alternative Routes to Teaching: Mapping the New Landscape of teacher educationPamela Grossman, Susanna LoebCambridge, MA: Harvard Education Press256 pages2008.
Learning what works: Continuous improvement in California's education systemPolicy Analysis for California Education2008.
Building an information system to support continuous improvement in California public schoolsPolicy Analysis for California Education2008.
Early childhood and the achievement gapIn H.F. Ladd & E.B. Fiske (Eds.)Handbook of Research in Education Finance and PolicyRoutledge Press517-5342007.
District dollars: Painting a picture of revenues and expenditures in California’s school districtsGetting Down to Facts Project: Stanford University2007.
California principals’ resources: Acquisition, deployment, and barriersGetting Down to Facts Project: Stanford University2007.
A review of state teacher policies: What are they, what are their effects, and what are their implications for school finance?Getting Down to Facts Project: Stanford University2007.
Race, SES and achievement gapsSection Editor In H.F. Ladd & E.B. Fiske (Eds.)Handbook of Research in Education Finance and PolicyRoutledge Press499-5182007.
Have assessment-based accountability reforms influenced the career decisions of teachers?A report commissioned by the U.S. Congress as part of Title I, Part E, Section 1503 of the No Child Left Behind Act of 20012007.
A federal foray into teacher certification: Assessing the Highly qualified teacher' provision of NCLBReport prepared for The Campaign for Educational Equity at Teachers College, Columbia University Symposium, Examining America's Commitment to Closing Achievement Gaps NCLB and Its Alternatives2006.
An economic approach to education policy implementationIn M. Honig (Ed.)Defining the Field of Education Policy ImplementationState University of New York Press2006.
Federal financial support for adequacy and equity in school financePrepared for the Rethinking Rodriguez Conference, University of California, Berkeley2006.
Does external accountability affect student outcomes? A cross-state analysisIn R. Elmore & S. Fuhrman (Eds.)Redesigning Accountability SystemsNew York, NY: Teachers College Press2004.
The preparation and recruitment of teachers: A labor-market frameworkIn F. M. Hess, A. J. Rotherham & K. Walsh (Eds.)Procedings of the American Enterprise Institute Conference, A Qualified Teacher in Every Classroom: Appraising Old Answers and New IdeasCambridge, MA: Harvard Education Press149-1722004.
School finance reform in Michigan: Evaluating Proposal AIn J. Yinger & W. Duncombe (Eds.)Helping Children Left Behind: State Aid and the Pursuit of Educational EquityCambridge, MA: MIT Press215-2502004.
Public policy and teacher labor markets: What we know and why it mattersThe Education Policy Center at Michigan State University2004.
Have assessment-based school accountability reforms affected the career decisions of teachers?Proceedings of the Educational Testing Service Invitational Conference, Measurement and Research Issues in a New Accountability Era2004.
Comments on, "Public school finance and urban school policy: General versus partial equilibrium analysis"In W. G. Gale & J. R. Pack (Eds.)Brookings-Wharton Papers on Urban Affairs176-1802003.
The impact of accountability policies in Texas high schoolsIn M. Carnoy, R. Elmore & L. S. Siskin (Eds.)The New Accountability: High Schools and High-Stakes TestingNew York, NY: RoutledgeFalmer142-1672003.
K-12 education in MichiganIn C. Ballard, P. N. Courant, D. C. Drake, R. Fischer & E. R. Gerber (Eds.)Michigan at the Millennium: A Benchmark and Analysis of its Fiscal and Economic Structure2003.
Understanding teacher labor markets: Implications for educational equityIn D. Monk & M. Plecki (Eds.)School Finance and Teacher Quality: Exploring the Connections, AEFA 2003 Yearbook2003.
New lives for poor families: Mothers and young children move through welfare reformThe Growing Up in Poverty Wave 2 Findings: California, Connecticut, and Florida2002.
Do higher state test scores in Texas make for better high school outcomesConsortium for Policy Research in Education Research Report2001.
Teacher quality: Its enhancement and potential for improving pupil achievementIn D. H. Monk, H. J. Walberg & M. C. Wang (Eds.)Improving Educational ProductivityGreenich, CT: Information Age Publishing Inc99-1142001.
Local revenue options for K-12 educationIn J. Sonstelie & P. Richardson (Eds.)School Finance and California's Master Plan for Education125-1542001.
The property tax and education finance: CommentaryIn W. E. Oates (Ed.)Property Taxation and Local Government Finance: Essays in Honor of C. Lowell Harriss, Lincoln Institute of Land Policy: Cambridge MA236-2412001.
How teachers' choices affect what a dollar can buy: Wages and quality in K-12 schoolingThe Teacher Workforce: Symposium Proceedings from the Education Finance Research Consortium2001.
Coding geographic areas across census years: Creating consistent definitions of metropolitan areasWorking Paper No. 67721997.
Completed Manuscripts
Teaching
Stanford University
- Education Policy in the US Education (Educ 271)
- Inquiry and Measurement in Education (Educ 250A)
- Introduction to Statistical Methods in Education (Educ 160)
- Economics of Education, (Educ 220A and 220Y)
- Education Governance, (Educ 226X)
- Economic Approaches to Education Policy Analysis, (Educ 330x)
- Resource Allocation, (Educ 222)
- Advanced Topics in Quantitative Policy Analysis, (Educ 339X)
- Workshop in the Economics of Education, (Educ 314)
- Regression Analysis, (Educ 250A)
- Administration and Policy Analysis Research Seminar, (Educ 331A)
- Exploratory Data Analysis, (Econ 100X)
- Schooling and Child Policy in Italy, (Overseas Studies 87)
- Public Economics, Doctoral-level. Department of Economics, University of California, Davis
- Intermediate Microeconomics, Department of Economics, University of California, Davis
- Principles of Microeconomics, Teaching Assistant, The Woodrow Wilson Program in Statistics, School of Public Policy, University of Michigan
- Public Policy and International Affairs, University of Michigan.
Fellowships, Honors, and Awards
- Member, National Academy of Education (2013-present)
- American Education Research Association Fellow
- President of the Association for Education Finance and Policy (AEFP, formerly AEFA), 2011-2012
- 2007 Distinguished Research in Teacher Education Award, Association of Teacher Educators
- Stanford School of Education Teaching Award. 2004
- Spencer Foundation Research Training Grant, Stanford University. 2004-2005
- Spencer Foundation Research Training Grant, Stanford University. 2003-2004
- Young Faculty Leaders Forum, Harvard University. 2002-2004
- National Academy of Education / Spencer Foundation Postdoctoral Fellowship. 2001-2003
- The Association for Public Policy Analysis and Management Dissertation Award. 2000
- American Education Finance Association Jean Flanigan Outstanding Dissertation Award. 2000
- Parker Prize for Labor Economics, University of Michigan. 1998
- Sloan Foundation Fellowship. 1997-1998
- Rackham Predoctoral Fellowship, University of Michigan. 1997
- NICHD Trainee, Population Studies Center, University of Michigan. 1995-1997
- Regents' Fellowship for Graduate Study, University of Michigan. 1993-1995
- Summer Research Fellowship, Department of Economics, University Michigan. 1994-1995
Research Grants
- SFUSD Parent Texting Program Expansion - Silver Giving Foundation 2015
- SFUSD Preschool Parent Texting Program Expansion: Early Math – Heising-Simons Foundation 2014-2015
- SFUSD Parent Texting Program Expansion: Kindergarten Literacy - Evelyn & Walter Haas Jr. Fund 2012-2015
- Observational Protocol – Institute of Education Sciences 2011-2015
- The National Center for Analysis of Longitudinal Data in Education Research (CALDER) – Institute for Education Sciences 2012-2017
- SFUSD Parent Texting Program Expansion - Silver Giving Foundation 2014
- The Quality Teacher Education Act – Silver Giving Foundation 2014
- A 21st Century Shift: Changes in the Teacher Labor Market in a Time of Public Education Reform – Smith Richardson Foundation 2013-2014
- Assessing School Leaders' Development of Management Skills and Leadership: A Longitudinal Mixed-Methods Study. Co-PI with Jason Grissom. U.S. Department of Education. 2010-2013.
- The Availability of Early Childhood Education and Care in the United States. U.S. Department of Education. 2010-2012.
- Institute for Research on Education Policy and Practice Core Grant. The William and Flora Hewlett Foundation. 2009-2011.
- Multi-District Collaborative for Evidenced-Based Reform. Spencer Foundation. 2008-2011.
- Using Data to Support and Guide Urban District Reform. PI with Linda Darling-Hammond. Joyce Foundation. 2008-2010.
- Policy Analysis for California Education. Strong Standards, Weak Finance, Shrinking Opportunity: Revitalizing School Reform with Resources. Hewlett Foundation. 2008-2010.
- Promoting Data-driven, Evidence-based Practices that help to Attract, Develop, and Retain High Quality Teachers in Urban School Districts. Stanford University.
- Postdoctoral Training Fellowship Program for Quantitative Research on Educational Policy and Practice. U.S. Department of Education. 2006-2010.
- Making a Difference: Examining Classroom Practices in Middle School English Language Arts. Co-PI with Pamela Grossman. The Spencer Foundation. 2008-2010.
- Making a Difference: Examining Classroom Practices in Middle School English Language Arts. Co-PI with Pamela Grossman. William T. Grant Foundation. 2008-2010.
- Institute for Research on Education Policy and Practice Core Grant. The William and Flora Hewlett Foundation. 2007-2009.
- Institute for Research on Education Policy and Practice Planning Grant. The William and Flora Hewlett Foundation. 2007.
- Accounting for Differences in Teachers' Value-Added to Student Achievement Scores in Elementary Literacy: Do Classroom Practices Make a Difference? Co-PI with Donald Boyd, Pamela Grossman, Hamilton Lankford, and James Wyckoff. Carnegie Corporation. 2007-2009.
- Do Reduced Barriers to Entry Improve Student Achievement and Teacher Retention: The Case of New York City Math Immersion. PI with Donald Boyd, Pamela Grossman, Hamilton Lankford, and James Wyckoff. Institute of Education Science. 2006-2008.
- Center for Analysis of Longitudinal Data in Education Research. Institute for Education Science. 2006-2011.
- Strong Standards, Weak Finance, Shrinking Opportunity - Revitlaizing School Reform with Resources. PI with Bruce Fuller. Policy Analysis for California Education. 2005-2008.
- Studying Education Policy in Florida. Harvard University. 2006-2007.
- Efficiency and Adequacy of California Public School Finance. Bill & Melinda Gates Foundation, James Irvine Foundation, The Stuart Foundation and The William and Flora Hewlett Foundation. 2005-2007.
- Examining Teacher Preparation: Does the Pathway Make a Difference? Co-PI with Donald Boyd, Pamela Grossman, Hamilton Lankford, and James Wyckoff. National Science Foundation, Carnegie Corporation Grant, Spencer Foundation Grant and City University of New York Grant. 2003-2006.
- Understanding the Dynamics of Teacher Markets: Attracting and Retaining High-Quality Teachers in Low-performing Schools. Co-PI with Donald Boyd, Hamilton Lankford, and James Wyckoff. U.S. Department of Education, OERI Field-Initiated Study. 2001-2003.
- How Can Low-Performing Schools Attract and Retain High-Quality Teachers? Co-PI with Donald Boyd, Hamilton Lankford, and James Wyckoff. Smith Richardson Foundation. 2001-2003.
- Fiscal Substitution and the Effectiveness of School Finance Equalization Policies. National Science Foundation / American Education Research Association Research Grant. 2000-2002.
- The Role of Compensating Differentials, Alternative Labor Market Opportunities and Endogenous Selection in Teacher Labor Markets. Co-PI with Marianne Page. Spencer Foundation. 1999.
Service/Advisory Boards/Other
- Professor of Business (courtesy), Stanford University.
- Editorial board of Education Finance and Policy
- NYC Retrospective Panel 2009
- TFA Studies Advisory Panel 2008-2009
- What Works Clearinghouse Research Perspective working group 2009
- The Brown Center on Education Policy at Brookings Teacher Quality Task Group
- Member of the Center for Analysis of Longitudinal Data in Education Research 2006-present
- National Research Council Committee on Test-Based Accountability 2006-2009 and Council Committee on Evaluation of the Impact of Teacher Certification by NBPTS 2005-2008
- Carnegie-IAS Commission on Mathematics and Science Education 2008-2009
- National Working Group on Funding Student Success 2007-2008
- The Charter School Achievement Consensus Panel, Center on Reinventing Public Education, Univeristy of Washington. 2005-2006
- RAND Project Advisory Group, Adequacy and Efficiency of Preschool Education in California, 2006.
- Academic Consultant to the U.S. Chamber of Commerce, Center for American Progress, and Frederick M. Hess of AEI for State-by-State Education Report Cards. 2006.
- Expert Review Committee, Inside Charter Schools: Understanding Charter School Human Resources, Center on Reinventing Public Education, University of Washington.
- Past Board Member: American Education Finance Association
- Faculty Steering Committee Member: John W. Gardner Center For Youth and Their Communities
- Editorial Board of Economics of Education Review
- The International Association for the Evaluation of Educational Achievement: Expert Panel on Teachers
- Stanford: Faculty Senate, Steering Committee, Committee on Committees; Stanford University Press Editorial Board