Susanna Loeb
Associated IES Content
Grant
The Availability of Early Childhood Education and Care in the United States: Exploring Links Between Policy, Availability and Effects, 1990-2005
The purpose of this study is to examine the availability of early childhood education and care (ECEC), explore the extent to which policies and regulations impact supply, and examine the link between supply and child outcomes. This study will explore the impact of childcare regulations across all types of early childhood education and care settings including family day care homes, private child care, Head Start, and state-funded preschool programs. The research team will address the policy a...
Federal funding program:
Award number:
R305A100574
Minutes of Meeting: October 30, 2014
NBES meeting minutes on October 30, 2014
Minutes of Meeting: October 5, 2012
NBES meeting minutes on October 5, 2012
Minutes of Meeting: November 16, 2015
NBES meeting minutes on November 16, 2015
Minutes of Meeting: February 22, 2013
NBES meeting minutes on February 22, 2013
Minutes of Meeting: February 06, 2015
NBES meeting minutes on February 6, 2015
Minutes of Meeting: June 16, 2014
NBES meeting minutes on June 16, 2014
Minutes of Meeting: June 8, 2015
NBES Meeting minutes on June 8, 2015
Minutes of Meeting: June 03, 2013
NBES meeting minutes on June 03, 2013
Minutes of Meeting: January 31, 2014
NBES meeting minutes on January 31, 2014
Grant
Develop and Improve the Edlnstruments Library
The purpose of this project was to develop, expand, refine, critique, improve, and disseminate EdInstruments, an open-source library of education-relevant measurement tools launched by the Annenberg Institute at Brown University. EdInstruments provides information on instruments used to measure students' academic content knowledge, as well as a range of additional capabilities (knowledge, skills, attitudes, and dispositions) that help students thrive. In addition, EdInstruments provides info...
Federal funding program:
Award number:
R305U200008
Grant
Center for the Analysis of Postsecondary Readiness
During the past 40 years, the United States has made major advances in expanding access to postsecondary education, but many students arrive at college without the requisite English and math skills to perform college-level work. Community colleges and other open-access institutions have traditionally responded by placing such students into sequential developmental (or remedial) education courses with outdated curricula and instructional practices. Unfortunately, research indicates that stude...
Federal funding program:
Award number:
R305C140007
Grant
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Since 2006, the National Center for Analysis of Longitudinal Data in Education Research (CALDER) has conducted a focused program of research on current State or district education policies intended to improve student achievement and other education outcomes (e.g., high school graduation rates) in any grades from prekindergarten through Grade 12.
Federal funding program:
Award number:
R305C120008
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Assessing School Leaders' Development of Management Skills and Leadership: A Longitudinal Mixed-Methods Study
This study aims to identify the specific attributes, skills, orientations, and behaviors of school leaders that are associated with positive school outcomes. This study will describe differences in these principal management and leadership characteristics across schools and over time, focusing on malleable factors that can be taught, coached, and selected for in the identification of school leaders. In addition, the study seeks to describe career pathways that lead to the principalship, as w...
Federal funding program:
Award number:
R305A100286
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
Grant
Postdoctoral Research Training in the Education Sciences
The focus of the program was on research addressing school-wide behavior support practices and integration of family support systems within schools, as well as methodological issues of studying intervention effects.
Federal funding program:
Award number:
R305B060010
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