Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 2 |
Since 2005 (last 20 years) | 6 |
Descriptor
Author
Loeb, Susanna | 7 |
Wyckoff, James | 3 |
Boyd, Donald | 2 |
Grissom, Jason A. | 2 |
Lankford, Hamilton | 2 |
Ronfeldt, Matthew | 2 |
Grossman, Pam | 1 |
Grossman, Pamela | 1 |
Hammerness, Karen | 1 |
Ing, Marsha | 1 |
Kalogrides, Demetra | 1 |
More ▼ |
Publication Type
Journal Articles | 7 |
Reports - Research | 6 |
Reports - Evaluative | 1 |
Education Level
Elementary Education | 3 |
Elementary Secondary Education | 3 |
Early Childhood Education | 1 |
Grade 4 | 1 |
Grade 5 | 1 |
High Schools | 1 |
Junior High Schools | 1 |
Middle Schools | 1 |
Primary Education | 1 |
Secondary Education | 1 |
Audience
Location
New York | 3 |
Florida | 2 |
California | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Sun, Min; Penner, Emily K.; Loeb, Susanna – American Educational Research Journal, 2017
Hoping to spur dramatic school turnaround, the federal government channeled resources to the country's lowest-performing schools through School Improvement Grants (SIG). However, prior research on SIG effectiveness is limited and focuses primarily on student achievement. This study uses a difference-in-differences strategy to estimate program…
Descriptors: Grants, Educational Improvement, School Turnaround, Federal Aid
Grissom, Jason A.; Kalogrides, Demetra; Loeb, Susanna – American Educational Research Journal, 2017
School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data--including achievement data from untested grades--and teacher survey data from a large urban district, we examine schools' responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find…
Descriptors: Student Records, Academic Achievement, Teacher Surveys, Tests
Ronfeldt, Matthew; Loeb, Susanna; Wyckoff, James – American Educational Research Journal, 2013
Researchers and policymakers often assume that teacher turnover harms student achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 850,000 New York…
Descriptors: Academic Achievement, Teacher Effectiveness, Elementary School Students, Grade 5
Boyd, Donald; Grossman, Pamela; Hammerness, Karen; Lankford, Hamilton; Loeb, Susanna; Ronfeldt, Matthew; Wyckoff, James – American Educational Research Journal, 2012
For well over a decade school districts across the United States have struggled to recruit and retain effective mathematics teachers. In response to the need for qualified math teachers and the difficulty of directly recruiting individuals who have already completed the math content required for qualification, some districts, including Baltimore,…
Descriptors: Evidence, Achievement Gains, Alternative Teacher Certification, Mathematics Teachers
Grissom, Jason A.; Loeb, Susanna – American Educational Research Journal, 2011
While the importance of effective principals is undisputed, few studies have identified specific skills that principals need to promote school success. This study draws on unique data combining survey responses from principals, assistant principals, teachers, and parents with rich administrative data to determine which principal skills correlate…
Descriptors: Principals, Administrator Effectiveness, Skills, School Administration
Boyd, Donald; Grossman, Pam; Ing, Marsha; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – American Educational Research Journal, 2011
This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover…
Descriptors: Teacher Characteristics, Teacher Persistence, School Administration, Teacher Administrator Relationship
School Size in Chicago Elementary Schools: Effects on Teachers' Attitudes and Students' Achievement.
Peer reviewed
Lee, Valerie E.; Loeb, Susanna – American Educational Research Journal, 2000
Explored whether teachers and students were influenced by the size of the inner-city school to which they belonged. Data from almost 5,000 teachers and 23,000 sixth and eighth graders in Chicago show more positive attitudes of teachers in small schools and better learning for students. Suggests school size influences achievement through effects on…
Descriptors: Academic Achievement, Elementary Education, Elementary School Teachers, Elementary Schools