Podcast appearances and mentions of Susanna Loeb

Education researcher Susanna Loeb studies the broad spectrum of learning experience, including ways to recruit and retain expert teachers, how to optimize classrooms, and the impact of technology on learning. She says pandemic-inspired innovations in tutoring have led to greater student engagement and improved learning outcomes. And on the growing influence of AI in education, Loeb counts herself an optimist. She sees it as a tool for good, enhancing personalized learning and supporting teachers. These innovations that didn't exist a few years ago stand to help students to thrive, Loeb tells host Russ Altman on this episode of Stanford Engineering's The Future of Everything podcast. Have a question for Russ? Send it our way in writing or via voice memo, and it might be featured on an upcoming episode. Please introduce yourself, let us know where you're listening from, and share your question. You can send questions to thefutureofeverything@stanford.edu. Episode Reference Links: Stanford Profile: Susanna Loeb Connect With Us: Episode Transcripts >>> The Future of Everything Website Connect with Russ >>> Threads / Bluesky / Mastodon Connect with School of Engineering >>> Twitter/X / Instagram / LinkedIn / Facebook Chapters: (00:00:00) Introduction Russ Altman introduces guest Susanna Loeb, a professor of education at Stanford University. (00:02:58) Path into Education Susanna's journey from engineering to education and her focus on impact at scale. (00:04:41) The Field of Learning Science The different approaches and challenges in education and its research. (00:07:06) Tutoring After the Pandemic How COVID exposed learning gaps and accelerated interest in tutoring. (00:10:14) What Makes Tutoring Effective The different factors that go into making tutoring effective. (00:12:16) Spreading Proven Practices Using proof points and partnerships to drive adoption across districts. (00:14:00) Building Education Networks The importance of trusted relationships and communication channels. (00:14:50) AI in the Classroom How schools are beginning to adopt AI tools and respond to demand. (00:16:00) AI & Education How teachers are leading AI adoption, with limited direct student use. (00:19:37) A Framework for Using AI The focus on improving student experiences and personalized learning. (00:21:23) Studying AI in Real Time Challenges of evaluating fast-changing tools and the need for rapid testing. (00:23:22) Partnering with AI Companies Collaborating with industry to test tools like ChatGPT in schools. (00:25:26) AI & Tutoring Blending human tutors with AI support to improve outcomes. (00:27:22) The Limits of AI Tutors Why human motivation and relationships remain essential. (00:28:54) The Future of Education Systems Balancing innovation with equitable access and student engagement. (00:30:51) Future In a Minute Rapid-fire Q&A: optimism, scaling education, and collaboration. (00:32:54) Conclusion Connect With Us:Episode Transcripts >>> The Future of Everything WebsiteConnect with Russ >>> Threads / Bluesky / MastodonConnect with School of Engineering >>>Twitter/X / Instagram / LinkedIn / Facebook Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

In response to pandemic learning loss, many school districts across the country turned to intensive tutoring.  And studies have shown that methods like high-impact tutoring can increase a student's learning and be more effective than standard methods.  Can tutoring help students overcome pandemic learning loss? What works and doesn't work when it comes to tutoring? And why is it important for all students to have access to effective tutoring methods?  In this episode, Dr. Susanna Loeb shares why access to tutoring is important for students. Meet Susanna Dr. Susanna Loeb is the founder and executive director of the National Student Support Accelerator, an organization aiming to expand access to high impact tutoring to address inequities in educational opportunities.  This is, What I Want to Know.  

On this week's Education Gadfly Show podcast, Angela Rachidi, a senior fellow at the American Enterprise Institute, joins Mike to discuss whether a reformed and refundable child tax credit can reduce poverty. Then, on the Research Minute, Amber reviews a study investigating a cost-effective high-dosage tutoring intervention.Recommended content:“How to actually triumph over poverty” —Angela Rachidi, National Review“The child tax credit: 25 years later” —Angela Rachidi, Senate Committee on Finance“Congress is about to do something amazing: agree to invest in kids” —Catherine Rampell, Washington PostKalena Cortes, Karen Kortecamp, Susanna Loeb, and Carly D. Robinson, “A Scalable Approach to High-Impact Tutoring for Young Readers: Results of a Randomized Controlled Trial,” Annenberg Institute at Brown University (January 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, David Houston, assistant professor at George Mason University and survey director of the Education Next Poll, joins Mike Petrilli and David Griffith to discuss the relationship between political partisanship and public opinion on education issues. Then, on the Research Minute, Amber Northern reviews a study on the impact of the Broad Superintendents Academy, a program that trains non-educators to lead urban school systems. Recommended content: ·       David Houston's co-authored Education Next article with Paul E. Peterson and Martin R. West: “Partisan Rifts Widen, Perceptions of School Quality Decline” (August 2022) ·       The study that Amber reviewed on the Research Minute: Thomas S. Dee , Susanna Loeb, and Ying Shi., “Public-Sector Leadership and Philanthropy: The Case of Broad Superintendents,” Educational Evaluation and Policy Analysis, (August 2022)Feedback Welcome!·       Have ideas on our podcast? Send them to our podcast producers Nathaniel Grossman and Lilly Sibel at ngrossman@fordhaminstitute.org and lsibel@fordhaminstitue.org

Susanna Loeb is Director of the Annenberg Institute at Brown University, where she is also Professor of Education and Professor of International and Public Affairs. Her work has addressed issues of educator career choices, and professional development of school finance and governance, and of early childhood systems. She is the founder and acting Executive Director of the National Student Support Accelerator. Before moving to Brown, Susanna was the Barnett Family Professor of Education at Stanford University. She was the founding Director of the Center for Education Policy at Stanford and Co-Director of Policy Analysis for California Education.

This edWeb podcast is sponsored by Varsity Tutors for Schools.The edLeader Panel recording can be accessed here.How can you accelerate student learning and support student social and emotional health in the wake of COVID-19? Listen to Dr. Susanna Loeb from the National Student Support Accelerator at Brown University as she shares the extensive body of research that supports high-impact tutoring, the characteristics and examples of effective tutoring, and how you can support the adoption of this proven approach. Listen to this edWeb podcast to learn about:Research findings and best practices for tutoringKey issues for delivering of tutoring, including tutor selection, instructional content, assessment of student progress, and tutor coaching and oversightExamples of high-impact tutoring programsOpen-access tools and supports to make it easier for your district to implement high-impact tutoring with qualityThis edWeb podcast is of interest to K-12 educators and school and district leaders.Varsity Tutors for Schools Deliver personalized live learning to every student with our customizable, all-in-one platform.

As schools reopen their doors to in-person learning, many students are struggling with the transition. Concerns about learning loss are universal. In fact, more than half of public-school teachers report significant learning loss for students both academically and from a social and emotional standpoint. During NYSSBA's virtual member event last month, Susanna Loeb, Director at the Annenberg Institute at Brown University and Professor of Education and International & Public Affairs, spoke about the learning needs of students following the pandemic. In today's episode of the President's Gavel, we continue this conversation with Susanna. Resources: https://bit.ly/3ogvIeZ https://studentsupportaccelerator.com/ https://www.congress.gov/bill/117th-congress/house-bill/1319.

So many people have suffered as a result of the pandemic. But there’s one group who may pay the price for an especially long time: America’s children. As schools start to reopen this spring, and federal funds begin to flow into states and municipalities, what can we do to make up for kids’ social, emotional, and academic loss? Susanna Loeb, director of the Annenberg Institute for School Reform at Brown, has some ideas. At the top of the list? Tutoring. To help spread what she and her team call “high-impact” tutoring to a wider range of communities, they’ve created The National Student Support Accelerator, a one-stop resource for schools and teachers to develop effective, long-term tutoring infrastructure in schools. On this episode, Sarah talks with Susanna about the definition of “high impact tutoring,” how to make it scale, and why it’s exactly what America’s students need right now. You can learn more about the National Student Support Accelerator here: [https://studentsupportaccelerator.com/] You can read more about the story of its creation here: [https://www.brown.edu/news/2021-03-04/accelerator] [Transcript Forthcoming]

A new policy brief examines the research evidence behind tutoring and what design principles for tutoring have shown to be important for boosting K-12 student achievement. The report is titled Accelerating Student Learning with High-Dosage Tutoring. It’s coauthored by Dr. Carly Robinson, Dr. Matthew Kraft and Dr. Susanna Loeb of the Annenberg Institute at Brown […] The post Boosting student achievement with high-dosage tutoring: An interview with Carly Robinson and Matthew Kraft, Brown University – Episode #183 appeared first on Gov Innovator podcast.

Should data drive decision-making in education policy or should data be used in the service of our values? Harry Brighouse and Susanna Loeb join Marty West to discuss how the tools of philosophy and social science can help policymakers make better decisions. Brighouse and Loeb, along with Helen Ladd and Adam Swift, are the authors of Educational Goods: Values, Evidence, and Decision-Making. David Steiner reviewed the book for EdNext here: https://www.educationnext.org/contemplative-approach-education-policy-book-review-education-goods-brighouse-ladd-loeb-swift/

This fall, education policy researchers released Getting Down to Facts II [http://gettingdowntofacts.com], a major report on preK-12 education in California. The findings reveal that reforms adopted since the original report was released in 2007 have put California on the right track, but funding challenges and student achievement gaps remain. Susanna Loeb [https://news.brown.edu/articles/2017/08/loeb], director of the Annenberg Institute for School Reform at Brown University [http://www.annenberginstitute.org] and the report's principal investigator, joined Susan Moffitt [https://watson.brown.edu/public-policy/people/faculty/susan-moffitt], director of the Taubman Center for American Politics and Policy [https://watson.brown.edu/taubman], to discuss what the findings mean for California, and what other states might learn from them. Episode edited by Babette Thomas '19 Theme music composed by Henry Ross Bloomfield: www.heybloomfield.com Download episode transcript

This week, Louis and John discuss some of the highlights from Getting Down to Facts II – a 2-year project with 36 different studies looking at a range of education challenges and successes in California – with principal investigator Susanna Loeb and AIR economist Jesse Levin.

Schools In with Dan Schwartz & Denise Pope Susanna Loeb, associate professor at Stanford University's Graduate School of Education, discusses Tips by Text, a program designed to help parents set aside time to engage their kids in learning activities. Originally aired on SiriusXM on November 4, 2017. Recorded at Stanford Video.

Susanna Loeb, associate professor at the Stanford Graduate School of Education, discusses Tips by Text, a program designed to help parents set aside time to engage their kids in learning activities.

Pam Grossman and Susanna Loeb discuss the results of a five year study of how teachers are recruited, prepared and retained to teach in New York City public schools. They explore the various ways in which New York has addressed shortages of teachers. (November 14, 2009)

Daniel Weinstock, Professor of Philosophy at the University of Montreal, uses the health-care system debate to draw parallels to the justice debate of the education system. Susanna Loeb provides a response to Mr. Weinstock. (October 18, 2008)

Susanna Loeb, associate professor of education, discusses a major new report on California schools that calls for a complete overhaul of its broken finance and governance systems. (March 21, 2007)